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A New Model for Optimal Assessment
Methods for Estimating Childrens Full Learning
Testing for Knowledge of School Subjects
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ability achievement administer approach appropriate areas assessment procedures assessment process assessor auditory Bersoff Budoff Cerebral Palsy Chapter child classroom observation client Clinical Clinical Psychology cognitive style content validity criterion criterion-referenced assessment criterion-referenced measure Criterion-Referenced Testing decisions determine diagnostic difficulty discuss domain dysfunction Educational Psychology effects elicit error evaluation examiner example Exceptional Children functioning Hambleton handicapped hypotheses identify individual instruction interaction interventions interview Journal of Educational Journal of School Learning Disabilities mastery level medical model Meichenbaum ment mentally retarded methods modifications norm-referenced norm-referenced tests norms objectives Ozer parents performance placement play potential preschool problem professional psychological assessment Psychology pupils questions recommendations referenced regarding relevant reliability require response Review sample School Psychologists scores situation skills Special Education specific standard strategies studies subtests suggest task analysis teacher teaching techniques tion tional Todd traditional validity variables verbal visual Warren WISC WISC-R