Test Use and Assessment Practices of School Psychology Training Programs: Findings from a 2020 Survey of US Faculty

Autor/inn/en	Lockwood, Adam B.; Benson, Nicholas; Farmer, Ryan L.; Klatka, Kelsey
Titel	Test Use and Assessment Practices of School Psychology Training Programs: Findings from a 2020 Survey of US Faculty
Quelle	In: Psychology in the Schools, 59 (2022) 4, S.698-725 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lockwood, Adam B.) ORCID (Benson, Nicholas) ORCID (Farmer, Ryan L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22639
Schlagwörter	Test Use; Evaluation Methods; School Psychology; Professional Education; College Faculty; Graduate Study; Rating Scales; Norm Referenced Tests; Standardized Tests; Observation; Projective Measures + Suchen Sie Ihr Suchwort? Testanwendung; Schulpsychologie; Berufsausbildung; Fakultät; Aufbaustudium; Graduiertenstudium; Hauptstudium; Rating-Skala; Standadised tests; Standardisierter Test; Beobachtung; Projective test; Projektiver Test
Abstract	The last comprehensive study to examine the assessment practices promoted by school psychology programs was published 25 years ago (i.e., Wilson & Reschly, 1996). Since then, significant changes to assessment theory and practice have occurred. Data from a 2020 survey of directors of school psychology programs were collected to gain an understanding of current graduate training in test use and assessment. Results were compared to a current survey of practitioners as well as past surveys of trainers. Results indicate that the assessment instruments used most frequently by practitioners tend to be those that are strongly emphasized in training programs. There were significant changes over time, most notably a large increase in the extent to which programs emphasize rating scales. Programs continue to strongly emphasize standardized, norm-referenced tests, particularly tests of cognitive abilities and academic achievement. Programs also continue to emphasize behavioral observation methods. In contrast to our expectations, results also reveal a persistent emphasis on low-value instruments such as projective tests. The implications of these findings for training and practice are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01