How School Psychologists Think about Scoring Ambiguous and Difficult-to-Score Responses: Some Implications for Training and Practice

Josette A. Perot; William T. McKee

doi:10.67337/sptp.v15i1.254

Vol. 15 No. 1 (1996), Articles

Vol. 15 No. 1 (1996)

How School Psychologists Think about Scoring Ambiguous and Difficult-to-Score Responses: Some Implications for Training and Practice

Articles

Published 1996-01-01

Josette A. Perot⁺⁻
William T. McKee⁺⁻

Josette A. Perot

University of Toronto

William T. McKee

University of British Columbia

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Perot, J. A., & McKee, W. T. (1996). How School Psychologists Think about Scoring Ambiguous and Difficult-to-Score Responses: Some Implications for Training and Practice. School Psychology Training and Pedagogy, 15(1), 1-2. https://doi.org/10.67337/sptp.v15i1.254

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How School Psychologists Think about Scoring Ambiguous and Difficult-to-Score Responses: Some Implications for Training and Practice

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