The Validation of Generalizable Reasoning Skills Assessment Instruments for Students with Disabilities

Greenan, James P.; Jarwan, Fathi A.

doi:10.1177/088572889201500106

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1999

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“…The four instruments of the Generalizable Skills Assessment, developed previously for and validated on the general population of vocational students (Greenan, 1984(Greenan, , 1988(Greenan, , 1989bGreenan & McCabe, 1989;Greenan & Winters, 1991) and on students with learning disabilities and mild mental retardation (Greenan, 1986b;Greenan & Browning, 1987;Greenan & Jarwan, 1992;Greenan & Winters, 1991) were used in this study. These instruments were also field-tested with students who were deaf, hard-of-hearing, or blind or had low vision .…”

Section: Instrumentationmentioning

confidence: 99%

Relationship between Self-Ratings by Sensory Impaired Students and Teachers’ Ratings of Generalizable Skills

Loeding

Greenan

1999

Journal of Visual Impairment & Blindness

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Section: Instrumentationmentioning

confidence: 99%

Relationship between Self-Ratings by Sensory Impaired Students and Teachers’ Ratings of Generalizable Skills

Loeding

Greenan

1999

Journal of Visual Impairment & Blindness

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Reliability and Validity of Generalizable Skills Instruments for Students Who Are Deaf, Blind, or Visually Impaired

Loeding¹,

Greenan²

1998

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The study examined the validity and reliability of four assessments, with three instruments per domain. Domains included generalizable mathematics, communication, interpersonal relations, and reasoning skills. Participants were deaf, legally blind, or visually impaired students enrolled in vocational classes at residential secondary schools. The researchers estimated the internal consistency reliability, test-retest reliability, and construct validity correlations of three subinstruments: student self-ratings, teacher ratings, and performance assessments. The data suggest that these instruments are highly internally consistent measures of generalizable vocational skills. Four performance assessments have high-to-moderate test-retest reliability estimates, and were generally considered to possess acceptable validity and reliability.

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The Validation of Generalizable Reasoning Skills Assessment Instruments for Students with Disabilities

Cited by 2 publications

References 2 publications

Relationship between Self-Ratings by Sensory Impaired Students and Teachers’ Ratings of Generalizable Skills

Relationship between Self-Ratings by Sensory Impaired Students and Teachers’ Ratings of Generalizable Skills

Reliability and Validity of Generalizable Skills Instruments for Students Who Are Deaf, Blind, or Visually Impaired

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