Psychoeducational Assessment, Classroom Testing, and the Measurement of Literacy in Deaf and Hard-of-Hearing Learners

Abstract

This chapter discusses the assessment of students who are deaf or hard of hearing (DHH). It addresses the differences between assessment for research purposes, psychoeducational assessment, and classroom assessment. Research on the factors affecting the literacy development of students who are DHH can inform both classroom and psychoeducational testing, and examples of such research are presented. Approaches to applying the outcomes of this research and the types of measures they use for psychoeducational and classroom assessment are discussed. Issues related to the use of tests that are developed and normed on the general population for the assessment of students who are DHH are addressed, as are those associated with the use of measures designed for and normed on students who are DHH. The distinction between tests designed for diagnostic and placement purposes and those designed for classroom progress monitoring is clarified as is the appropriate use of both types of measures.