Cognitive Assessment Practices: A Survey of School Psychologists

Autor/inn/en	Sotelo-Dynega, Marlene; Dixon, Shauna G.
Titel	Cognitive Assessment Practices: A Survey of School Psychologists
Quelle	In: Psychology in the Schools, 51 (2014) 10, S.1031-1045 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21802
Schlagwörter	School Psychologists; Psychoeducational Methods; Student Evaluation; Cognitive Measurement; Theories; Student Diversity; Educational Discrimination + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Schulnote; Studentische Bewertung; Theory; Theorie
Abstract	The present article describes an exploratory study regarding the preferred cognitive assessment practices of current school psychologists. Three hundred and twenty-three school psychologists participated in the survey. The results suggest that the majority of school psychologists endorsed that they base their assessment practices on an underlying theoretical framework, specifically Cattell-Horn-Carroll (CHC) theory. Despite this finding, the majority of those sampled continue to engage in traditional assessment practices that are not consistent with CHC theory. Furthermore, the majority of those sampled reported that they assess culturally and linguistically diverse students and modify their practices when doing so. Unfortunately, the modifications endorsed by those surveyed might be discriminatory. The implications of these findings are discussed herein. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10