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BACKGROUND: Psychological assessment in school settings involves a range of complexities and ethical dilemmas that practitioners must navigate carefully. This paper provides a comprehensive review of common issues faced by school psychologists during assessments, discussing best practices and ethical guidelines based on codes from various professional organizations. METHODS: We examine the entire assessment process, from pre-assessment considerations like informed consent and instrument selection to post-assessment practices involving results communication and confidentiality. Key ethical concerns addressed include fairness in assessment, cultural and linguistic appropriateness of testing materials, and issues surrounding informed consent. RESULTS: Specific challenges discussed include selecting appropriate assessment instruments that reflect the diverse needs and backgrounds of students, ensuring fairness and removing bias in testing, and effectively communicating results to various stakeholders while maintaining confidentiality. We emphasize the importance of multi-source, multi-method assessment approaches and the critical role of ongoing professional development in ethical practice. CONCLUSION: By adhering to established ethical standards and best practices, school psychologists can effectively support the educational and developmental needs of students. This paper outlines actionable recommendations and ethical considerations to help practitioners enhance the accuracy, fairness, and impact of their assessments in educational settings.

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Abstract Background Psychological assessment in school settings involves a range of complexities and ethical dilemmas that practitioners must navigate carefully. This paper provides a comprehensive review of common issues faced by school psychologists during assessments, discussing best practices and ethical guidelines based on codes from various professional organizations. Methods We examine the entire assessment process, from pre-assessment considerations like informed consent and instrument selection to post-assessment practices involving results communication and confidentiality. Key ethical concerns addressed include fairness in assessment, cultural and linguistic appropriateness of testing materials, and issues surrounding informed consent. Results Specific challenges discussed include selecting appropriate assessment instruments that reflect the diverse needs and backgrounds of students, ensuring fairness and removing bias in testing, and effectively communicating results to various stakeholders while maintaining confidentiality. We emphasize the importance of multi-source, multi-method assessment approaches and the critical role of ongoing professional development in ethical practice. Conclusion By adhering to established ethical standards and best practices, school psychologists can effectively support the educational and developmental needs of students. This paper outlines actionable recommendations and ethical considerations to help practitioners enhance the accuracy, fairness, and impact of their assessments in educational settings.

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This study investigates the measurement invariance as a function of gender and educational level of the Homework Behavior Questionnaire (Ktpc), an instrument developed to assess students' homework self-regulation strategies. A sample of 1400 elementary and middle school students was used. Results of confirmatory factor analysis indicated a good fit of the theoretical model composed of three dimensions: planning, execution and evaluation of the homework completion. The results also provided evidence for the existence of metric invariance and partial scalar measurement invariance across boys and girls and across the elementary school and the middle school students. The reliability of the scores in the three dimensions was high. Girls obtained higher scores than boys in planning, execution and evaluation. Middle school students had lower scores in planning compared to the elementary school students. These findings are discussed, and their implications for practice are highlighted.

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Abstract This study investigates the measurement invariance as a function of gender and educational level of the Homework Behavior Questionnaire (Ktpc), an instrument developed to assess students' homework self-regulation strategies. A sample of 1400 elementary and middle school students was used. Results of confirmatory factor analysis indicated a good fit of the theoretical model composed of three dimensions: planning, execution and evaluation of the homework completion. The results also provided evidence for the existence of metric invariance and partial scalar measurement invariance across boys and girls and across the elementary school and the middle school students. The reliability of the scores in the three dimensions was high. Girls obtained higher scores than boys in planning, execution and evaluation. Middle school students had lower scores in planning compared to the elementary school students. These findings are discussed, and their implications for practice are highlighted. (AU)

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An effective reading comprehension measurement demands robust psychometric tools that allow teachers and researchers to evaluate the educational practices and track changes in students' performance. In this study, we illustrate how Rasch model can be used to attend such demands and improve reading comprehension measurement. We discuss the construction of two reading comprehension tests: TRC-n, with narrative texts, and TRC-e, with expository texts. Three vertically scaled forms were generated for each test (TRC-n-2, TRC-n-3, TRC-n-4; TRC-e-2, TRC-e-3 and TRC-e-4), each meant to assess Portuguese students in second, third and fourth grade of elementary school. The tests were constructed according to a nonequivalent groups with anchor test design and data were analyzed using the Rasch model. The results provided evidence for good psychometric qualities for each test form, including unidimensionality and local independence and adequate reliability. A critical view of this study and future researches are discussed. (AU)

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