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)

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)

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 a series of models designed to reduce bias in the assessment process and describes the intent of each model and their interactive effect in the process of nonbiased educational evaluation. (Author/CL)

A conceptual alternative to intelligence tests is presented, consisting of assessment of a student's performance on defined criteria with known relevance to school learning. Eleven tests were developed that represent learning in three broad domains: information processing, language, and mathematics. Results of assessment can be interpreted…

Findings regarding the influence of four potential sources of bias (sex, socioeconimic status, race, physical attractiveness) upon decision-making stages of the assessment process are selectively reviewed. It is concluded that, though further research is needed, convincing evidence of bias in later stages of decision making has yet to be…

The paper presents a model that examines the domain of adaptive behavior in terms of components (including physical needs, care of the environment, vocation, and understanding social conventions), and levels of performance (such as timing and degree of adaptation). (Author/CL)

Wechsler Intelligence Scale for Children-Revised short-form procedures were used with 69 adolescents with slow school progress. The Satz-Mogel model was most effective in predicting the Full-Scale IQ. The Verbal IQ, Performance IQ, and selected five or six subtest combinations were also helpful predictors. Short-form procedures are inadequate for…

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.…

The response to a previous article by Mardell-Czednowski and Lessen notes the lack of common criteria for evaluating technical adequacy of assessment instruments used with handicapped children and stresses the need to evaluate instruments with the specific populations to which they are administered. (DB)

This introduction to and overview of a special issue on social behavior assessment within schools discusses the impact of function-based methodologies on assessment and intervention practices in identification and remediation of challenging social behaviors. (JDD)

The changing definitions of mental retardation are reviewed in terms of the implications for assessment, and difficulties in meeting the requirements of federal legislation and court litigation in assessment are considered. Critical issues, including instrumentation and adaptive behavior, are analyzed, and three recommendations for practice are…