Baylor University, United States of America.
University of Memphis, United States of America.
J Sch Psychol. 2019 Feb;72:29-48. doi: 10.1016/j.jsp.2018.12.004. Epub 2018 Dec 30.
Although several studies have examined the specific instruments and procedures used by school psychologists when conducting comprehensive psychoeducational evaluations, the last one was published over 20 years ago (viz., Wilson & Reschly, 1996). Given the substantial theoretical and practical advances in assessment since then, the purpose of the current study was to examine the test use and assessment practices of contemporary school psychologists in the United States. Data from the 2017 National Survey of Assessment Practices in School Psychology revealed that test use and assessment practices have evolved significantly. Much of this change consists of the substitution of tests and practices with limited reliability and validity with those with greater psychometric support. Results of this study also indicate that school psychologists regularly conduct multi-method assessments to prevent, identify, monitor, and remediate child and adolescent learning difficulties and other presenting problems in the schools.
虽然有几项研究考察了学校心理学家在进行全面心理教育评估时使用的特定工具和程序，但最近的一次研究是在 20 多年前发表的（即 Wilson 和 Reschly，1996）。鉴于此后评估在理论和实践上的重大进展，本研究旨在考察美国当代学校心理学家的测试使用和评估实践。来自 2017 年美国学校心理学评估实践的国家调查的数据显示，测试使用和评估实践已经发生了重大变化。这种变化很大程度上包括用可靠性和有效性有限的测试和实践代替那些具有更好心理测量支持的测试和实践。本研究的结果还表明，学校心理学家经常进行多方法评估，以预防、识别、监测和补救儿童和青少年在学校的学习困难和其他问题。
