Culture and psychoeducational assessment: Cognition and achievement
The major goal of this chapter is to give school psychologists, trainers, and other professionals who work with students of color meaningful and technically sound information regarding psychoeducational assessments. School psychologists are frequently called on to provide valid and reliable assessment data for students who have not been progressing as minimally expected or on par with peers who receive similar classroom exposure to their school system's grade level curriculum. Standardized measures of intelligence continue to be frequently used by school psychologists in their effort to provide meaningful information to educators and parents. During meetings where school psychologists share results of their psychoeducational evaluations, they are often urged to provide only information regarding intellectual functioning in the form of a global score, such as the Full Scale Intelligence Quotient (IQ) score of the WISC-IV. Global score information is of limited value for those needed specific information, recommendations, and consultations about how to provide effective instructional support for referred students. Moreover, global scores do not provide information regarding referred students' individual strengths and needs. (PsycINFO Database Record (c) 2012 APA, all rights reserved). (chapter)
Handbook of education, training, and supervision of school psychologists in school and community, Vol 1: Foundations of professional practice.
Tomes, Yuma I., "Culture and psychoeducational assessment: Cognition and achievement" (2010). PCOM Scholarly Papers. 801.
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