TY - JOUR
T1 - Acceptability of curriculum-based assessment by school psychologists
AU - Shapiro, Edward S.
AU - Eckert, Tanya L.
N1 - Funding Information:
This study was made possible through a faculty research grant from Lehigh University awarded to the first author.
PY - 1994
Y1 - 1994
N2 - School psychologists' acceptability ratings of curriculum-based assessment and selected standardized measures for evaluating academic performance was examined. From a random sample of members from the 1989-1990 membership list of the National Association of School Psychologists (NASP), a total of 249 (49.8%) respondents completed the Assessment Rating Profile (ARP), a measure designed to evaluate the acceptability of assessment procedures, after reading a description of assessment data collected on a hypothetical student. The results showed that although both sets of assessment measures were found to be rated as acceptable, CBA was significantly and consistently rated as more acceptable than standardized tests. Initial psychometric characteristics of the ARP are also reported.
AB - School psychologists' acceptability ratings of curriculum-based assessment and selected standardized measures for evaluating academic performance was examined. From a random sample of members from the 1989-1990 membership list of the National Association of School Psychologists (NASP), a total of 249 (49.8%) respondents completed the Assessment Rating Profile (ARP), a measure designed to evaluate the acceptability of assessment procedures, after reading a description of assessment data collected on a hypothetical student. The results showed that although both sets of assessment measures were found to be rated as acceptable, CBA was significantly and consistently rated as more acceptable than standardized tests. Initial psychometric characteristics of the ARP are also reported.
KW - Acceptability
KW - Assessment Rating Profile
KW - Curriculum-based assessment
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U2 - 10.1016/0022-4405(94)90009-4
DO - 10.1016/0022-4405(94)90009-4
M3 - Article
AN - SCOPUS:0000889214
SN - 0022-4405
VL - 32
SP - 167
EP - 183
JO - Journal of School Psychology
JF - Journal of School Psychology
IS - 2
ER -