Teachers as “Tests”: Classification Accuracy and Concurrent Validation in the Identification of Learning Disabled Children

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Abstract
The relative accuracy of teacher judgments of academic performance in classifying students as learning disabled (LD) or nonhandicapped (NH) was contrasted to standardized tests of intelligence and academic achievement. Results indicated that teacher judgments were as accurate in separating LD and NH groups as standardized tests of intelligence and achievement. Correlational analysis provided concurrent validity evidence for teacher judgments using standardized tests as criteria. The increased use and weighting of teacher judgments in psychoeducational assessment are recommended as well as future research into the teacher judgment process in referral, classification, and placement of mildly handicapped students.