Decision-Making Practices during the Instrument Selection Process: The Choices We Make

Autor/inn/en	Rueter, Jessica A.; McWhorter, Rochell; Delello, Julie
Titel	Decision-Making Practices during the Instrument Selection Process: The Choices We Make
Quelle	In: Assessment for Effective Intervention, 44 (2019) 4, S.281-291 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508418758370
Schlagwörter	Decision Making; Learning Disabilities; Identification; Student Placement; Reflection; Special Education; Test Use; School Personnel; Student Evaluation; Student Characteristics; School Districts; Cognitive Ability; Guidelines; Metacognition; Teaching Experience; Intelligence Tests; Children; Cognitive Tests; Achievement Tests; Teacher Attitudes; Texas; Kaufman Assessment Battery for Children; Woodcock Johnson Tests of Cognitive Ability; Wechsler Intelligence Scale for Children; Kaufman Test of Educational Achievement; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Learning handicap; Lernbehinderung; Identifikation; Identifizierung; Schülerpraktikum; Special needs education; Sonderpädagogik; Sonderschulwesen; Testanwendung; Schulpersonal; Schulnote; Studentische Bewertung; School district; Schulbezirk; Denkfähigkeit; Richtlinien; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Intelligence test; Intelligenztest; Child; Kind; Kinder; Kognitiver Fähigkeitstest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lehrerverhalten; Schulleistung
Abstract	The purpose of this article is to understand the decision-making processes by assessment personnel when choosing instruments to evaluate students with learning disabilities. Eight school personnel responsible for the evaluation of students in Texas participated in face-to-face, semistructured interviews. The instruments chosen were based on a variety of factors including the personnel's basic knowledge and training on the use of the instruments, the culture and climate of the district, and the overall characteristics of the child being tested. The findings of this study suggested that assessment personnel encounter many decisions when evaluating children with learning disabilities. Implications from this study include the need for frequent support in encouraging reflective thinking and assessment training for those responsible for the important decisions regarding the identification and placement of students who are learning disabled. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01