Use of Assessment Procedures: Learning Disabilities Teachers' Perspectives

Abstract

The purpose of this study was to describe learning disabilities teachers' perspectives regarding the use of assessment procedures. We focused specifically on teachers' reports of (a) procedures actually used, (b) procedures they found most useful, and (c) their perceived levels of competency as they related to initial placement, instructional planning, and student evaluation decisions. Respondents were 321 learning disabilities teachers in a large, urban school system. The results indicated that while teachers reported several assessment procedures to be useful, they relied primarily on standardized test results for informing educational decisions. Furthermore, most teachers indicated high levels of competency with all assessment procedures, except error analysis. The problematic nature of an over-reliance on standardized tests and the need for the use of more instructionally sensitive assessment procedures are discussed.