ERIC Number: EJ934067
Record Type: Journal
Publication Date: 2011-Jun
Pages: 2
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0164-775X
EISSN: N/A
School Psychologists' Performance on the Examination for Professional Practice in Psychology (EPPP)
Kupfersmid, Joel
Communique, v39 n8 p18-19 Jun 2011
Approximately 52% of school psychologists with doctorate degrees take the Examination for Professional Practice in Psychology (EPPP) each year. A passing score on the EPPP is a mandatory requirement in all 50 states and in most provinces in Canada for licensure as an independent provider of psychological services. Approximately 300 students annually are awarded a doctorate in school psychology. Over 1,400 school psychologists took the EPPP between 1997 through July 2006. The EPPP is a 200-question, multiple choice test administered by the Professional Examination Service. The EPPP exemplifies a high stakes test for the individual sitting for the exam and the program from which the test-taker received his/her education. The purposes of this article on school psychology and the EPPP are twofold. First, for future doctorates in school psychology who aspire to independent practice in a noneducational setting, the data reported in this article may influence their application process. That is, individuals desiring independent practice are likely to prefer school psychology programs that produce a high rate of graduates who pass the EPPP. Second, for school psychology faculty, the data provide comparative feedback on the relative success of their students passing the EPPP. (Contains 1 table.)
Descriptors: Feedback (Response), Psychological Services, School Psychologists, Multiple Choice Tests, Foreign Countries, School Psychology, Test Wiseness, Comparative Analysis, Scores, Doctoral Degrees, High Stakes Tests, Doctoral Programs
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; United States
Grant or Contract Numbers: N/A