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ERIC Number: ED246644
Record Type: RIE
Publication Date: 1979-Nov
Pages: 292
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Evaluating the Effects of Implementing the System of Multicultural Pluralistic Assessment. [Final Report].
Talley, Ronda C.
The study evaluated the System of Multicultural Pluralistic Assessment (SOMPA), an approach to nondiscriminatory assessment, with special emphasis on its impact on educational decisionmaking and on educational planning for exceptional children. Initial chapters focus on the SOMPA's theoretical framework contrasted to traditional assessment approaches, legal issues involved in testing minority children and alternatives for nondiscriminatory assessment, and research on SOMPA and the Adaptive Behavior Inventory for Children. Questions central to the study dealt with SOMPA's internal validity, its impact on placement decisions, and changes in staff utilization resulting from its adoption. Two standardization samples were used to examine SOMPA medical model measures, social system model measures, pluralistic model measures and sociocultural scales as well as educational placement information and profile characterization. Findings suggested that SOMPA models and measures within models were independent, that the SOMPA assisted professionals concerned with the assessment of all children in placing both Anglo and Hispanic students in special education programs, and that shifts in staff utilization were noted. It was concluded that the SOMPA assists professionals in making nonbiased placement decisions for children. Among appended materials are the SOMPA student assessment record form and the SOMPA parent interview record form. (CL)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Indiana Univ., Bloomington. Center for Innovation in Teaching the Handicapped.
Identifiers: System of Multicultural Pluralistic Assessment