This resource consists of reviews of standardized measures of cognition and affect that may be used to provide information for determining eligibility for special education and for planning the education of students who have an educational disability.
This memo sets forth the current standards for disability determinations, which are consistent with a diagnostic process consistent with a social model.
This module discusses how traditional assessment procedures (i.e. standardized test scores) used for determining disability are problematic.
This module examines validity issues for psychological tests such as the lack of validity of standardized IQ tests when used with bilingual individuals and English language learners (ELL).
In this module, Cate explains two types of reliability (test-retest and inter-examiner) in terms of standardized tests.
This module examines the role of standard error of measurement in standardized language and psycho-educational tests.
This module examines different sources of bias that are present in commonly used standardized language tests.
This module examines different sources of bias that are present in commonly used standardized language tests.
This module investigates factors that influence bilingual language development.
This module discusses how the parent interview is the best tool for identification of language impaired children, not just from middle class families, but also from Spanish speaking families.
