Basic Measurement Proficiency of Learning Disability Specialists

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Abstract
Ninety-five learning disability specialists serving on pupil evaluation teams were given a 64-item test of basic measurement concepts important in test interpretation. The test was constructed to tap knowledge and ability to apply concepts related to reliability, validity, norms, measures of central tendency and variability, criterion-referenced interpretations, and interpretive aids. Results showed that, on the average, learning disability specialists answered only every other question correctly and performed significantly below a group of students' enrolled in an introductory measurement course. These results are interpreted to indicate a need to train learning disability specialists in basic measurement concepts. Recommendations for training and for further research are given.

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