The Cognitive Assessment Course: Two Decades Later

Autor/inn/en	Lockwood, Adam B.; Farmer, Ryan L.
Titel	The Cognitive Assessment Course: Two Decades Later
Quelle	In: Psychology in the Schools, 57 (2020) 2, S.265-283 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lockwood, Adam B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22298
Schlagwörter	Intelligence Tests; School Psychology; Course Content; Graduate Students; Test Interpretation; Culture Fair Tests; Cognitive Measurement + Suchen Sie Ihr Suchwort? Intelligence test; Intelligenztest; Schulpsychologie; Kursprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Test analysis; Testauswertung
Abstract	Given significant changes to legislation, practice, research, and instrumentation, the purpose of this study was to examine the course on cognitive assessment in school psychology programs and to describe the (a) structure, (b) instructional strategies, (c) content, and (d) interpretative strategies taught to school psychology graduate students. One hundred and twenty-seven instructors were surveyed, and results suggest that over the last 20 years support for teaching cognitive assessment has decreased while the content and instructional strategies have remained largely the same. Results of this study also indicate that the interpretation strategies taught to rely heavily on Cattell-Horn-Carroll theory and related interpretive frameworks (e.g., cross-battery assessment). Additionally, instructors are placing greater emphasis on multicultural sensitivity/culturally and linguistically diverse assessment than in previous decades. Implications for future research, training, and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01