(Spaulding, Plante, & Farinella, 2006) Eligibility Criteria for Language Impairment: Is the Low End of Normal Always Appropriate?
This article demonstrates how many standardized tests do not even provide information about validity and reliability.
(Harry & Klingner, 2006) Why Are So Many Minority Students in Special Education? Understanding Race and Disability in Schools
This book addresses the constellation of factors that have contributed to the misidentification of minority/culturally and linguistically diverse children as needing special education services and provides suggestions for improving the special education referral process.
(Dollaghan & Horner, 2011) Bilingual Language Assessment: A Meta-Analysis of Diagnostic Accuracy
Authors conducted a meta-analysis of diagnostic studies for language impairment in bilingual children and found a serious lack of necessary psychometric measures in the vast majority of studies examined.
Understanding Assessment: Standard Deviation
A standard deviation (SD) is a quantity derived from the distribution of scores from a normative sample and can be defined as the average distance (or deviation) from the mean.
Understanding Assessment: Understanding the Normative Sample
The terms normative sample and standardization sample refer to the same concept and are often used interchangeably. A norm referenced test uses a normative or standardization sample from the general population to determine what is “typical” or “normal” in that population.
Understanding Assessments: Reliability of Tests
Reliability is the degree of consistency of measurement in a test. A test has a high degree of reliability if it produces similar results consistently under similar conditions.
Understanding Assessment: Applying Dynamic Assessment
Dynamic Assessment is a method of assessment which uses a “test-teach-retest” model and the emphasis is on the individual’s ability to acquire the skills/knowledge being tested after being exposed to instruction.
