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A Global Perspective on Psycho-Educational Assessment

Published online by Cambridge University Press:  15 July 2015

Linda Gilmore ,
Shaheen Islam ,
Hui Su  and
Sharifeh Younesian
Linda Gilmore*
Affiliation:
Queensland University of Technology, Brisbane, Queensland, Australia
Shaheen Islam
Affiliation:
University of Dhaka, Bangladesh
Hui Su
Affiliation:
Queensland University of Technology, Brisbane, Queensland, Australia
Sharifeh Younesian
Affiliation:
University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
*
address for correspondence: School of Cultural and Professional Learning, Queensland University of Technology, Victoria Park Road, Kelvin Grove QLD 4059, Australia. Email:l.gilmore@qut.edu.au
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Abstract

For psychologists in less developed countries, psycho-educational assessment is often challenging due to a lack of specialist training and a scarcity of appropriate, psychometrically robust instruments. This article focuses on school psychology and psycho-educational assessment in three countries: Bangladesh, China and Iran. Despite differences in demographic and cultural features, these countries share similar issues that restrict the practice of psycho-educational assessment. We conclude that it is important for psychologists in Western countries to support professional training and testing practices in less developed countries.

Keywords

psycho-educational assessmenttestingmulticulturalBangladeshChinaIran
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 25 , Special Issue 1: Psycho-Educational Assessment , June 2015 , pp. 66 - 74
Copyright
Copyright © The Author(s) 2015 

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