Test Use With Children and Youth Internationally

Oakland, Thomas

doi:10.1007/978-94-011-0639-9_1

Cited by 9 publications

(9 citation statements)

References 25 publications

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“…Involvement in test development, use, and related research often occurs in countries with more well established school psychology services (Hu 8c Oakland, 1991;Oakland, 1995). We found such interest to be nonexistent in some countries (e.g., Botswana, Kenya, Lesotho, Swaziland, and Uganda), and minimal to moderate in others (i.e., Ethiopia, Malawi, Zambia, and Zimbabwe).…”

Section: Discussionmentioning

confidence: 90%

School Psychology Practices in East and Southern Africa: Special Educators' Perspectives

et al. 1997

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A semistructured questionnaire was used to collect data on the practice of school psychology in 12 East and Southern African countries: Zambia, and Zimbabwe. The survey sought to capture consumer perspectives as to the status of school psychology in reference to the following: regulations for school psychology practice, qualification of school psychologists, work settings, public awareness, utilization and need, and research on psychological test use and development. Respondents were 42 special education leaders working in universities (n = 13), special education institutions (n = 18), and schools with special education facilities (w = 11). The need for school psychology services was endorsed in all 12 countries. Although differences among countries were apparent, the special education experts reported that the availability, regulation, and utilization of school psychology services in the 12 countries to be generally low. Respondents in countries with some formal recognition and regulation of professional school psychology (Namibia, Zambia, Zimbabwe) tended to report greater public awareness and utilization of school psychologists and higher involvement in test development. Findings are discussed within the context of the potential for the development of school psychology services in sub-Saharan African countries.) from both external and internal perspectives have prompted useful discussions as to the current status, future prospects, and problems confronting school psychology both regionally and internationally (see Note 1). The first comprehensive external study of school psychology (UNESCO/IBE, 1948) obtained information from 43 ministries of education. Results confirmed the importance of school psychology services within public education. A smaller follow-up external survey (Wall, 1956) underscored the need for school psychologists to be broadly prepared in educa-

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Section: Discussionmentioning

confidence: 90%

School Psychology Practices in East and Southern Africa: Special Educators' Perspectives

et al. 1997

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“…Una encuesta sobre el desarrollo de pruebas psicológicas y el uso con niños y jóvenes en 44 países (Oakland, 1995(Oakland, , 2004) encontró que los psicólogos usaron medidas de inteligencia y personalidad con mayor frecuencia. Sorprendentemente, las medidas estandarizadas de aprovechamiento se utilizaron rara vez.…”

Section: Uso De Pruebas Con Niños Y Jóvenesunclassified

“…De acuerdo a la literatura relevante (Muñiz et al, 1999;Oakland, 1995Oakland, , 2004, el desarrollo y uso de las pruebas ha sido más fuertes en Australia, Canadá, la mayoría de los países de Europa Occidental y los Estados Unidos. Estos países muestran fuertes creencias en ciencia, tecnología, en las diferencias individuales y la meritocracia.…”

Section: Sumario Del Estatus Internacional Del Desarrollo Y Uso De Testsunclassified

Estatus Internacional Sobre el Desarrollo y Uso de test: Posibles Implicaciones para el Perú

Merino-Soto

Oakland

Domínguez-Lara

et al. 2021

RIP/IJP

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Se describe sobre el uso y desarrollo de test como el buque de bandera de la psicología aplicada. Este trabajo discute el estatus internacional sobre el desarrollo y uso de los test. Existen diferencias regionales e internacionales en el desarrollo y uso de los test, y se explican en referencia a las condiciones necesarias para apoyar estos aspectos. La relevancia de los test, como otras tecnologías, debería cambiar, a la luz de las necesidades cambiantes de quienes usan la información derivada de los test. Se revisan algunos prominentes cambios a los cuales los test deberían responder de acuerdo al contexto de aplicabilidad. También, se exponen diversas condiciones externas e internas dentro de la psicología que impactan el uso y desarrollo de los tests. Estos y otros asuntos que impactan el desarrollo y uso de test en Perú son discutidos.

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“…Test use with children and youth. A survey of test development and use with children and youth in 44 countries (Oakland, 1995(Oakland, , 2004 Respondents from almost all countries reported the need for additional tests to assess mental retardation, learning disabilities, emotional and social maladjustment, physical impairment, gifted and talented students, and those with visual or auditory impairments.…”

Section: Status Of Test Development and Use Internationallymentioning

confidence: 99%

Test Development and Use Internationally

Oakland¹

2020

Psychology

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Test development and use constitute psychology’s most important contribution to applied psychology. This article summarizes the status of test development and use internationally. Country and regional differences in test development and use exist and are explained in reference to qualities needed to support test development and use. The relevanceof tests, like other technologies, should change in light of changing needs of those who rely on test data. Several somewhat prominent changes to which tests should respond are reviewed.

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Test Use With Children and Youth Internationally

Cited by 9 publications

References 25 publications

School Psychology Practices in East and Southern Africa: Special Educators' Perspectives

School Psychology Practices in East and Southern Africa: Special Educators' Perspectives

Estatus Internacional Sobre el Desarrollo y Uso de test: Posibles Implicaciones para el Perú

Test Development and Use Internationally

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