Abstract
A limited national sample of 49 school psychologists and 30 regular education teachers provided information on assessment for the purpose of instructional planning. School psychologists listed the types of information they most often collected for this purpose and teachers listed the types of information considered most useful for this purpose. While some indications of agreement were found between school psychologists and teachers, there were also several inconsistencies in the views of the two groups regarding assessment procedures for instructional planning. The findings are discussed in light of empirical evidence on the contribution of various types of assessment data to instructional planning.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 3-9 |
| Number of pages | 7 |
| Journal | Journal of School Psychology |
| Volume | 20 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 1 1982 |