Best practices in non-discriminatory assessment: A review of the literature, current practices, and a look to the future
Year: 2011
Type: dissertation
Study design: Observational Study
Abstract: The aim of this study was to examine current practices of school psychologists in the\nassessment of diverse students, namely limited English proficient (LEP) students. A\nlink to the electronic survey was made available to 24 7 school psychologists in\nSouthern California, 78 pmiicipated. Of the respondents, 94 percent (n=73) of the\nsample indicated to consider the length of instruction in English as pmi of the\nassessment. However, only 47 percent (n= 37) of the sample stated they measure\nCALP and BICS as pmi of the assessment. The most commonly used instrument was\nthe CAS (85%) followed by the TAPS III (78%). Moreover, 86 percent (n= 68)\nanswered yes to using alternative procedures in the assessment of LEP students and 46\npercent responded that Non-Verbal assessment are not the most appropriate\ninstruments to use with ELP students. Of the sample, 96 percent (n= 75)\nreported to consider family history and cultural factors when interpreting test data in\nthe assessment of students learning English. Yet, when specific acculturation models\nwere presented, such as Bio Ecological or BCA-Bil model, they were minimally\nendorsed. Overall, the study showed a high percentage of the pmiicipants endorsed\nitems highly aligned with best practices which is an encouraging trend, but when\nspecific items were presented the endorsement rate decreased severely, thus resulting in\na discrepancy between knowledge of best practice vs. involvement in best practice.\nImplications for future research are also addressed.
Author: Sandra E. Panozzo-Solanot
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W1878028312