Assessment Practices of School Psychologists: Ten Years Later

Abstract

A descriptive survey of the frequency of usage of instruments grouped into nine assessment areas was mailed to 1,000 randomly selected members of the National Association of School Psychologists (1988). Of the surveys returned, 389 were usable. The survey form used by Goh, Teslow, and Fuller (1981) was modified for use in the current study. The respondents reported spending more than one-half their time in assessment activities (M = 52.74%), suggesting that the continued call for a de-emphasis on assessment remains unheeded. Comparisons between the Goh et al. study show that the reported usage of intelligence tests has lessened somewhat during the 10-year period while the use of achievement tests has increased. Also, school psychologists report using behavior rating and adaptive behavior measures to a greater extent within the past 10 years.

Additional information

Notes on contributors

Jerry B. Hutton

Jerry B. Hutton, PhD, is Professor and Director of the Psychoeducational Clinic, Department of Psychology and Special Education, East Texas State University, Commerce, Texas. His research interests include assessment and consultation strategies for teachers of students with emotional/behavioral disorders.

Richard Dubes

Richard Dubes, MS, is a research assistant at East Texas State University. His research interests include the application of technology in educational research.

Steven Muir

Steven Muir, MEd, is a doctoral student at East Texas State University, coordinator of Special Education for the Conroe Independent School District, Conroe, Texas. His research interests include student stress and classroom climate.