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