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Teachers as "Tests": Classification Accuracy and Concurrent Validation in the Identification of Learning Disabled Children.
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Gresham, Frank M.; And Others – School Psychology Review, 1987
The relative accuracy of teacher judgments of academic performance in classifying students as learning disabled (LD) or nonhandicapped (NH) was contrasted to standardized tests of intelligence and academic achievement. Results indicated that teacher judgments were as accurate in separating LD and NH groups as standardized tests of intelligence and…
Descriptors: Ability Identification, Academic Achievement, Achievement Tests, Concurrent Validity