Multitrait-Multimethod Approach to Multifactored Assessment: Theoretical Rationale and Practical Application

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Abstract
Multifactored assessment has been seen by assessment experts as a means of guarding against bias in assessment procedures. This article suggests that the collection, organization, and integration of multifactored assessment data can be enhanced using the multitrait-multimethod approach as a conceptual model. The multitrait-multimethod approach is suggested for overcoming three major problems in psychoeducational assessment: (a) collection of insufficient information, (b) use of technically inadequate tests, and (c) collection of inappropriate or educationally irrelevant information. Several practical recommendations in using the multitrait-multimethod approach to psychoeducational assessment is ennumerated and discussed.