Teachers' Perceptions of Psychologists' Reports of Assessment

Abstract

While teachers' perceptions of psychologists' reports have often been studied, using many different methods, they have rarely been examined using teachers' perceptions of actual reports they have received on their students. With 54 completed confidential questionnaires, teachers' perceptions of psychologists' reports were positive in several areas previously reported to be weaknesses, including ease of understanding, use of technical language, relevance, and teachers' satisfaction. However, consistent with previous studies, teachers found recommendations too few in number and lacking in concreteness. Very few significant differences were found in teachers' perceptions whether the evaluation was an initial one or a reevaluation, or they taught regular or remedial or special education or had been teaching for several or many years. However, when the reports were read by either frequent or infrequent readers, teachers who read 4 or more reports per year viewed them as significantly less helpful, accurate, or relevant. The findings of this study are limited by the quire low response rate as only 28% of 190 teachers completed the questionnaire.