Implications for School Psychology

This study surveys practicing school psychologists (N=86) in both private and public sectors for their estimates of the time required to administer, score, and interpret the tests they regularly administer in their schools. It provides school districts and school psychologists with time estimates, which can be used to quantify the actual time spent in the assessment process. Results show that the various Weschler scales were the first choice of participants. School psychologists expressed a moderate preference for tests that are economical in the terms of time. It seems that tradition also plays a significant role in assessment. Some instruments have a solid theoretical and research foundation that enhances their acceptance and use. School psychologists disagree about the time demands required by various instruments. This is especially obvious in the time estimates of test interpretation. The use of technology in'assessment raises ethical and standards of practice questions. While technology may save time, it may also diminish professional integrity and standing in the psychological community. Because of the small sample size each respondent only provided data for a subset of the tests included in the study. Therefore this study should be considered a pre-study. Issues to be addressed in future studies are discussed. (MKA) Reproductions supplied by EDRS are the best that can be made from the original document