Published Tests—Which Ones Do Special Education Teachers Perceive as Useful?

Abstract

Three hundred eighty-two special education teachers from 92 school districts in 42 states completed questionnaires in which they listed the published tests they perceive as useful in making diagnostic and placement decisions. The perceived usefulness of many tests varied as a function of the exceptionality served and the geographical region in which the respondents worked. Those tests most frequently listed were not necessarily the most psychometrically sound, but they tended to be attractive and easy to administer.