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.
- academic achievement
- special education
ASJC Scopus subject areas
- Developmental and Educational Psychology