Examiner Familiarity Effects on Test Performance: Implications for Training and Practice.

Fuchs, Douglas

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Peer reviewed

ERIC Number: EJ363504

Record Type: CIJE

Publication Date: 1987

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

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Examiner Familiarity Effects on Test Performance: Implications for Training and Practice.

Fuchs, Douglas

Topics in Early Childhood Special Education, v7 n3 p90-104 Fall 1987

The impact of examiner/examinee familiarity and rapport on psychological test performance is reviewed. Drawing upon research involving hundreds of young handicapped and nonhandicapped children, it was found that certain handicapped children obtain higher scores when tested by familiar examiners. Implications for practice, theory, and personnel preparation are discussed. (Author/JDD)

Descriptors: Counselor Client Relationship, Disabilities, Early Childhood Education, Elementary Secondary Education, Examiners, Experimenter Characteristics, Psychological Testing, Rapport, Test Reliability

Publication Type: Journal Articles; Reports - Descriptive

Education Level: N/A

Audience: Researchers; Practitioners

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A

Note: For related documents, see EC 201 301-310.