A Systems Approach for the Assessment of the Child and His Environment

Abstract

The advantages and disadvantages of two cur-available into perspective. In the alternative rently popular models for the assessment of model, less efficient assessment methods which children are discussed, concluding that ability require the collection of formative data are assessment is largely an experimental model, used only for those attributes and broad skills \\bile the task analysis model can most effec-previously shown to be in crucial need of imtively be used during the final phases of assess-provement by more efficient assessment ment. An alternative approach attempts to methods. place the variety o f assessment methods now By now, those of us who work with exceptional children should know that individual tests traditionally used to measure gross traits, aptitudes, and a b'l' 1 itiesare a generally not sensitive enough, reliable enough, nor valid enough to be used in isolation when making important, often irreversible, decisions regarding the lives of the examinees (Bersoff

Launching SNAP in Coventry

“…DES, 1975;DES, 1978). Since research suggests that teachers are well able to predict which children have learning problems (Keogh and Smith, 1970;Kapelis, 1975), attention is given to helping teachers assess children in terms of competencies needed to progress effectively within a particular classroom (Eaves and McLaughlin, 1977) and in relation to a particular curriculum.…”

A Multimethod Approach to Assessment in Special Education

“…Likewise, The Standards for Educational and Psychological Tests (1974), jointly issued by the American Psychological Association, the National Council on Measurement in Education, and the American Educational Research Association, deem the assessment of any given variable by more than one evaluation method essential. However, sound frameworks for usefully integrating different assessment methodologies into the pupil appraisal process have generally been absent (see Eaves & McLaughlin, 1977, for a notable exception).…”

Focal Point

“…The function of tests in the assessment process has been previously divided into three phases (Eaves & McLaughlin 1977): screening; clinical assesment; follow-up. Psychologists perceive their testing role as falling into the middle phase and rightfully so.…”