Decision-Making Practices During the Instrument Selection Process: The Choices We Make

The purpose of this article is to understand the decision-making processes by assessment personnel when choosing instruments to evaluate students with learning disabilities. Eight school personnel responsible for the evaluation of students in Texas participated in face-to-face, semistructured interv...

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Bibliographic Details
Published in:Assessment for effective intervention 2019-09, Vol.44 (4), p.281-291
Main Authors: Rueter, Jessica A., McWhorter, Rochell, Delello, Julie
Format: Article
Language:English
Subjects:
Achievement Tests
Children
Cognitive Ability
Cognitive Tests
Decision Making
Evaluation
Guidelines
Identification
Intelligence Tests
Learning Disabilities
Metacognition
Reflection
School Districts
School Personnel
Special Education
Student Characteristics
Student Evaluation
Student Placement
Students with disabilities
Teacher Attitudes
Teaching Experience
Test Use
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Summary:The purpose of this article is to understand the decision-making processes by assessment personnel when choosing instruments to evaluate students with learning disabilities. Eight school personnel responsible for the evaluation of students in Texas participated in face-to-face, semistructured interviews. The instruments chosen were based on a variety of factors including the personnel’s basic knowledge and training on the use of the instruments, the culture and climate of the district, and the overall characteristics of the child being tested. The findings of this study suggested that assessment personnel encounter many decisions when evaluating children with learning disabilities. Implications from this study include the need for frequent support in encouraging reflective thinking and assessment training for those responsible for the important decisions regarding the identification and placement of students who are learning disabled.
ISSN:1534-5084
1938-7458
DOI:10.1177/1534508418758370