Abstract
School psychologists frequently are involved in assessment programs for children entering kindergarten. A comparison is made between screening and assessment related to norm-based and criterion-referenced assessment. Normbased testing can be either categorical or deficit-centered, while the criterion approaches tend to be academic or cognitive-developmental. In order to make appropriate decisions, we need to know the problems and outcomes related to each approach. It is also felt that assessment should be related to the underlying issues in developmental psychology and the type of kindergarten experiences provided for the child.
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