Article1987

Teachers as “Tests”: Classification Accuracy and Concurrent Validation in the Identification of Learning Disabled Children

Frank M. Gresham · Daniel J. Reschly · Michael P. Carey

103 citations0/0 files storedSchool Psychology Review

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Behavioral and Psychological Studies Developmental and Educational Neuropsychology Educational and Psychological Assessments

Abstract

The relative accuracy of teacher judgments of academic performance in classifying students as learning disabled (LD) or nonhandicapped (NH) was contrasted to standardized tests of intelligence and academic achievement. Results indicated that teacher judgments were as accurate in separating LD and NH groups as standardized tests of intelligence and achievement. Correlational analysis provided concurrent validity evidence for teacher judgments using standardized tests as criteria. The increased use and weighting of teacher judgments in psychoeducational assessment are recommended as well as future research into the teacher judgment process in referral, classification, and placement of mildly handicapped students.

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References

1991Meta-Analytic Procedures for Social Research 1987Errors and mistakes: Evaluating the accuracy of social judgment.1982Assessment of children's intelligence and special abilities 1979Assessment in special and remedial education 1978Assessment in special and remedial education 1977Educational psychology: A realistic approach 1974The Peabody Individual Achievement Test 1984Teacher as imperfect test: Reconceptualizing the referral process

Cited by

2003Development and Validation of a Process for Screening Referrals to Special Education 2006Universal and early screening for educational difficulties: Current and future approaches 1996Comparison of Students Nominated for Prereferral Interventions by Ethnicity and Gender 2005Quantifying Context in Assessment: Capturing the Effect of Base Rates on Teacher Referral and a Problem-Solving Model of Identification 1989Variation in Special Education Classification Across School Districts: How Does Where You Live Affect What You Are Labeled?2005Identifying low‐progress readers: Comparing teacher judgment with a curriculum‐based measurement procedure

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