The course on norm-referenced academic assessment: A survey of special education faculty

Adam B. Lockwood, Ryan L. Farmer, Margaret Schmitt, Karen Sealander, Christopher Lanterman, Megan Adkins

Research output: Contribution to journalArticlepeer-review

Abstract

Special education teachers play a key role in educational assessment practices, including frequently administering norm-referenced tests of academic achievement. This study examined the course on norm-referenced assessment provided in special education training programs. Data regarding course (a) structure; (b) assignments; (c) test administration requirements; and (d) content were collected from one hundred forty-two special education instructors. Results suggest that norm-referenced assessment is not heavily emphasized in special education programs and that the practical application of assessment skills is limited. Additionally, instructors appear to experience a shortage of support and materials compared to other assessment trainers, such as school psychologists. Implications for future research, practice and training are discussed.

Original languageEnglish (US)
JournalPsychology in the Schools
DOIs
StateAccepted/In press - 2021

Keywords

  • academic achievement
  • assessment
  • special education
  • training

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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