NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ365475
Record Type: Journal
Publication Date: 1987
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teachers as "Tests": Classification Accuracy and Concurrent Validation in the Identification of Learning Disabled Children.
Gresham, Frank M.; And Others
School Psychology Review, v16 n4 p543-53 1987
The relative accuracy of teacher judgments of academic performance in classifying students as learning disabled (LD) or nonhandicapped (NH) was contrasted to standardized tests of intelligence and academic achievement. Results indicated that teacher judgments were as accurate in separating LD and NH groups as standardized tests of intelligence and achievement. (Author/LMO)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Individual Achievement Test; Wechsler Intelligence Scale for Children