Abstract
The present study explored the relationship between experimental design method and teacher-rated acceptability of two analog approaches for assessing academic skills problems. A total of 619 general elementary education teachers were assigned to either (a) a between-subjects group design condition (n = 418) in which they evaluated the acceptability of one of two psychoeducational assessment case summaries or (b) a within-subjects group design condition (n = 201) in which they rated the acceptability of both case summaries. Comparisons between the acceptability ratings of the curriculum-based assessment and published norm-referenced test protocols across design conditions suggested that the magnitude of differences increased when the within-subjects group design condition was employed. In addition, curriculum-based assessment was consistently rated as a more acceptable method of assessment than published, norm-referenced tests. Results are discussed in relation to the influence of design method and the acceptability of psychoeducational assessment methods.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 5-16 |
| Number of pages | 12 |
| Journal | School Psychology Review |
| Volume | 28 |
| Issue number | 1 |
| State | Published - 1999 |
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology