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Direct linkEdward Karl Schultz; Tammy Stephens; Pedro Olvera – Contemporary School Psychology, 2024
The specific learning disabilities (SLD) identification literature is replete with competing narratives concerning the advantages and disadvantages of various techniques and methods. Until a widely accepted and empirically proven SLD identification methodology is universally supported, evaluators should seek to improve the existing alternatives.…
Descriptors: Learning Disabilities, Identification, Intellectual Development, Evaluation Methods
Major, Suzanne T. – 1978
The paper presents guidelines for evaluation of learning disabled adolescents and reviews measures available for use in the diagnosis of the handicapped student. Discussed are the advantages and disadvantages of norm referenced and criterion referenced measures. A checklist for use with students suspected to have difficulties is outlined.…
Descriptors: Adolescents, Criterion Referenced Tests, Educational Diagnosis, Evaluation Methods
Peer reviewedHarris, Larry P.; Wolf, Steven R. – Learning Disability Quarterly, 1979
The article focuses on the controversy over norm-referenced v criterion-referenced measures (CRM) in assessment of learning disorders. The authors contend that while the reliability of CRMs is generally indisputable, the validity of measures designed from local curricula is still dependent on the intuitive judgments of teachers. (Author/SBH)
Descriptors: Criterion Referenced Tests, Evaluation Methods, Learning Disabilities, Norm Referenced Tests
Peer reviewedTindal, Gerald – Preventing School Failure, 1992
This study of curriculum-based assessment of the reading ability of four elementary-level students with learning disabilities found that individual-referenced tests are powerful for understanding instructional effects, whereas norm-referenced tests are best suited for determining deployment and allocation of resources. (DB)
Descriptors: Criterion Referenced Tests, Curriculum, Elementary Education, Evaluation Methods
Download full textBielinski, John; Thurlow, Martha; Minnema, Jane; Scott, Jim – 2002
In this study, special education teachers identified students with learning disabilities who were working on math skills usually taught two grades below the grade in which the student was enrolled. Each student (n=33) took two levels of the MAT/7 math computation test, an on-grade test, and an out-of-level test intended for students two grades…
Descriptors: Academic Standards, Adaptive Testing, Criterion Referenced Tests, Educational Assessment
