Warning Signs for Hype in School-Based Assessment: implications for training and pedagogy

Year: 2022

Issue: Vol. 39 Issue. 1

Journal Name: School Psychology Training and Pedagogy

Title: Warning Signs for Hype in School-Based Assessment: Implications for Training and Pedagogy

Citation: Farmer, R. L., McGill, R. J., Lockwood, A., Dombrowski, S. C., Canivez, G. L., & Zaheer, I. (2022) Warning Signs for Hype in School-Based Assessment: Implications for Training and Pedagogy. School Psychology Training and Pedagogy, 39 (1), 11-24. 

Abstract:  This article addresses the use of hype in the promotion of clinical assessment practices and instrumentation. Particular focus is given to the role of school psychologists in evaluating the evidence associated with clinical assessment claims, the types of evidence necessary to support such claims, and the need to maintain a degree of “healthy self-doubt” about one’s own beliefs and preferred practices. Included is a discussion of topics that may facilitate developing and refining scientific thinking skills related to clinical assessment across common coursework, and how this framework fits with both the scientist-practitioner and clinical science perspectives for training.

Keywords:  assessment; hype; scientific thinking; epistemology; evidence

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