The findings that certain tests are used in almost every situation and that various professionals employ a large number of technically inadequate measures are discussed in terms of implications for current assessment and decision-making practices. (Author)

Multimethod assessment encourages the use of a variety of assessment methodologies to provide accurate and fair data to decision makers in special education. Procedures are first classified according to methodological type and used both for the assessment purposes for which they are best suited and as crosschecks upon one another. (Author/CL)

Error analysis is proposed as a means to supplement diagnostic techniques with exceptional children. A purpose and definition of error analysis are provided. Also, procedures to use error analysis are explained along with basic guidelines to prevent abuse of error analytic techniques. (Author/CL)

The paper presents 12 guidelines for special education assessment. Among proposed guidelines are that parents should be involved, that classroom observation should be part of the process, and that all evaluations should be fair and nondiscriminatory. (Author/CL)

Occasionally, differences in test scores seem to indicate that a student performs much better in one reading area than in another when, in reality, the differences may not be statistically significant. The author presents a table in which statistically significant differences between Woodcock test standard scores are identified. (Author)

An integrated parent-professional approach to assessment uses parents of disabled children as expert information gatherers and verifiers in an ongoing process of evaluating the child and establishing treatment goals. The Nottingham assessment model is described, and suggestions for implementing parent-professional collaboration are discussed.…

A review of assessment in early childhood education focuses on historical highlights, issues in complying with P.L. 94-142, current practices (multiscore, mulitdomain, and multimeasure processes), critical issues (specifically, the reliability and validity of instruments and procedures used), and recommended practices. (CL)

Holistic scoring of essays, a writing assessment method in which trained raters make a single overall judgement of the quality of a piece of writing, has acceptable reliability, face validity, and speed of administration. (Author/CL)

Though curriculum-based assessment (CBA) is considered a valuable evaluation procedure, areas of concern exist, including: assumptions regarding content of the CBA instrument, appropriateness of CBA as the only information source for individualized education programs, and recognition of CBA's limitations as a procedure/model under the current…

The paper reviews the methodology of quantitative documentation of the progress of handicapped, delayed, and at risk infants in early intervention programs. The authors discuss design and analysis issues, concluding that the use of several designs and analytic techniques provides useful exploration of hypotheses in early intervention programs.…

Static and dynamic assessments conducted on 44 young handicapped children (mean age=68.75 months) demonstrated that dynamic assessment can provide information on a child's instructability. Graduated prompt assessment identified learning potential not identified by static tests. Mediation assessment identified learning potential not identified by…

Current assessment models in communication disorders are reviewed, factors involved in meeting the demands of P.L. 94-142 are addressed, and recommended practices as well as future considerations are noted. (CL)

The beginnings of education and assessment for gifted students are traced, current practice summarized in terms of tests used, requirements of state legislation noted, critical issues (such as the lack of agreement about the nature of giftedness) discussed, and recommended practices identified (such as assessment through instruction). (CL)

Assessment of learning disabilities is traced. Among the critical issues examined are definitions, eligibility criteria, placement bias, and interpretation of P.L. 94-142 (The Education for All Handicapped Children Act) guidelines. Recommendations are offered for an adequate definition and determination of LD. Future directions, including…

Assessment of visually impaired students is traced historically, and current practices in visual functioning, movement and spatial awareness, cognition, tactile performance, and emotional/social development are noted. Federal requirements for assessment are discussed and recommended assessment practices for six major assessment domains are listed.…