Perspectives on assessment of learning disabled students

James E. Ysseldyke, Bob Algozzine

Research output: Contribution to journalArticlepeer-review

31 Scopus citations


Current critical issues in assessment of learning disabled students are described with special emphasis on logical fallacies in the assessment process. New directions in assessment are specified and discussed in the context of current contextual constraints.

Original languageEnglish (US)
Pages (from-to)3-13
Number of pages11
JournalLearning Disability Quarterly
Issue number4
StatePublished - Nov 1979

Bibliographical note

Funding Information:
The preparation of this manuscript was supported by Contract #300-77-0491 between the Bureau of Education for the Handicapped and the University of Minnesota Institute for Research on Learning Disabilities.


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