Abstract
Psychological assessment takes place within a logical context that is at least conceptual, and ideally theoretical, whether or not that conceptual context is explicit and well understood by practitioners. Psychological assessment that is done for educational purposes, that is, psychoeducational assessment, is undertaken in a special context: the effort to construct effective programs of education based upon individual characteristics and needs of students. On the assumption that the ability to profit from school experience varies as a function of individual differences in intelligence, school and educational psychologists and educators have traditionally spent the largest portion of their assessment time assessing ability. Unfortunately, such persons often are not operating on the basis of explicitly stated concepts of the nature and development of ability, or of what latent variables underlie individual differences in school achievement. Thus, practitioners may set out to assess individual differences in ability without actually understanding what they themselves believe to be the nature, modes of development, and various manifestations of the very ability that they seek to assess!
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Haywood, H.C., Tzuriel, D., Vaught, S. (1992). Psychoeducational Assessment from a Transactional Perspective. In: Haywood, H.C., Tzuriel, D. (eds) Interactive Assessment. Disorders of Human Learning, Behavior, and Communication. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-4392-2_2
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