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> Office of Disability, Re-Entry and Veteran Services > Disabled Student Services
Selecting Learning Disability Assessment Tests Which
Meet Requirements For Technical Adequacy
A) Determining Technical Adequacy
Tests used as primary instruments for aptitude and achievement testing must meet the following requirements
for technical adequacy.
Reliability: clear reliability data, including a minimum reliability coefficient of 0.85 and age-appropriate norms
derived from a minimum sample of 100 individuals.
Validity:clear validity data; critical reviews (i.e., in publications such as the Mental Measurements Yearbook;
Salvia and Ysseldyke's Assessment in Special and Remedial Education; or Consumers Guide to Tests in Print,
published by Pro-ed) are supportive of the instrument's validity for the purpose for which it has been employed.
Though not recommended for use as the sole source of information on technical adequacy, A Consumer's
Guide to Tests in Print, from Pro-ed, can serve as an invaluable resource for the user attempting to identify
appropriate instruments for specific assessment purposes. Appendix B of that publication is particularly helpful
for initial identification of such instruments.
B) Examples of Technically Adequate Tests
The following is a non-exhaustive list of instruments which meet general requirements for technical adequacy.
Care must be taken to ascertain that the instrument is appropriately normed for a client's age group
Aptitude Battery
Wechsler Adult Intelligence Scale-III
Woodcock-Johnson Psychoeducational Battery-Revised:Tests of Cognitive Ability
Stanford-Binet Intelligence Scale: Fourth Edition
Comprehensive Achievement Battery
Woodcock-Johnson Psychoeducational Battery Revised:Tests of Achievement
Scholastic Abilities Test for Adults
Instead of using a battery of tests such as one of those listed above, a selection of specific tests of achievement could
be used to assess individual skills areas. Examples would include tests such as the Test of Written Language-3 and
the Test of Reading Comprehension-Revised.
The Wide Range Achievement Test-3 is not a comprehensive measure of achievement and therefore is not
acceptable if used as the sole measure of achievement.
C) Obligations of Users of Educational Tests
The following is taken directly from the Code of Fair Testing Practices in Education, prepared by the Joint
Committee on Testing Practices.
Test users should select tests that meet the purpose for which they are to be used and that are appropriate for
the intended test-taking population. Test users should:
1. First define the purpose for testing and the population to be tested. Then, select a test for that
purpose and that population based on a thorough review of the available information.
2. Investigate potentially useful sources of information, in addition to test scores, to corroborate the
information provided by the tests.
3. Read the materials provided by test developers and avoid using tests for which unclear or incomplete
information is provided.
4. Become familiar with how and when the test was developed and tried out.
5. Read independent evaluations of a test and of possible alternative measures. Look for evidence
required to support the claims of test developers.
6. Examine specimen sets, disclosed tests or samples of questions, directions, answer sheets, manuals,
and score reports before selecting a test.
7. Ascertain whether the test content and norms group(s) or comparison group(s) are appropriate for the
intended test takers. Select and use only those tests for which the skills needed to administer the test
and interpret scores correctly are available.
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