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| Psychology in the Schools | 3 |
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Peer reviewedSattler, Jerome M.; And Others – Psychology in the Schools, 1978
Fabricated test protocols were used to study how effectively examiners agree in scoring ambiguous WISC-R responses. The results suggest that, even with the improved WISC-R manual, scoring remains a difficult and challenging task. (Author)
Descriptors: Comparative Analysis, Intelligence Tests, Research Projects, Scoring Formulas
Peer reviewedFoster, Glen G.; And Others – Psychology in the Schools, 1976
Ten special education teachers and two school psychologists scored the Bender-Gestalt protocals of elementary school children using the Koppitz scoring system. The reported correlations between teachers and school psychologists compared favorably to correlations between school psychologists as well as to interrater reliabilities reported in the…
Descriptors: Comparative Analysis, Correlation, Elementary School Students, Perceptual Motor Coordination
Direct linkCleary, Timothy J.; Zimmerman, Barry J. – Psychology in the Schools, 2006
The current study examined special education teachers' ratings of the usefulness of strategy microanalytic assessment (SMA) (i.e., self-regulation, strategy use) and standardized norm-referenced assessment information (SNRA) (i.e., cognitive and academic skills). Ninety-six participants separately rated the frequency with which SMA and SNRA are…
Descriptors: Program Effectiveness, Special Education Teachers, Academic Achievement, Teacher Surveys
