Psychological and Educational Assessment of Children with Autism at Specialized Education Centers in Riyadh (Published)
The present study aims at identifying the assessment level of psychological and educational performance of children with autism disorder in Kingdom of Saudi Arabia and the extent of psychological and educational assessment according to dimensions of the psychological and educational assessment measurement prepared for this purpose. The study population consists of children with autism disorder in Saudi Arabia at the age category: (6-12) years. Sample of the study consists deliberately of children from autism centers in Riyadh, which are Prince Faisal’s Mother Centre, Alwaleed Center, Prince Nasser Center, and Riyadh Center. The study sample includes (74) autistic children. The study adopts an analytical descriptive method based on a field study. The tools utilized for data collection are a primary data questionnaire designed by the author and Scale of psychological and educational performance assessment for children with autism. The study resulted that the level of psychological and educational assessment of autistic children is little high. There are statistically significant differences in psychological and educational assessment at the following dimensions: cognitive, social, emotional, and receptive language in favor of 6-9-year children. There are statistically significant differences in psychological and educational assessment of children with autism due to gender. There is correlation between performance measurement of psychological and educational assessment with age, autism degree, and teacher’s experience years.
The study examined the Table of Specification and its Relevance in Educational Assessment. The sample employed for the study is made up of one hundred and twenty (120) students randomly selected from four departments at the Faculty of Education, University of Lagos, Akoka. Nigeria. A questionnaire developed by the researcher was used for the study. Three Research Questions and three null Hypotheses were formulated and tested at 0.05 level of significance using independent t-test of difference and Pearson Product Moment‘s Correlation Statistical analyses. It was found out that the three hypotheses posited were significant. There was significant difference between Table of Specification and its Relevance in Educational Assessment, positive relationship exists between problems of Table of Specification and its Relevance in the Educational Assessment and there is significant relationship between general pattern of preparing Table of Specification and its Relevance in the Educational Assessment.
It was recommended that teachers should endeavors to construct a well test blue print that will help improve the validity of teacher evaluation based on given assessment, teachers must ensure that the test constructed measure an adequate sampling of the class at all level of domains and teachers and students must comply with all the laid down when preparing Table of Specification in schools.