A Systems Approach for the Assessment of the Child and His Environment

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Abstract
The advantages and disadvantages of two currently popular models for the assessment of children are discussed, concluding that ability assessment is largely an experimental model, while the task analysis model can most effectively be used during the final phases of assessment. An alternative approach attempts to place the variety of assessment methods now available into perspective. In the alternative model, less efficient assessment methods which require the collection of formative data are used only for those attributes and broad skills previously shown to be in crucial need of improvement by more efficient assessment methods.