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ERIC Number: ED360054
Record Type: Non-Journal
Publication Date: 1991-Apr
Pages: 13
Abstractor: N/A
Reference Count: N/A
Assessment of School Maladjustment.
Kerr, M. Kaye
This study compared the relative frequency of the identification of students as maladjusted to school by standardized achievement tests and by teacher ratings. Subjects were 290 primary school children between 8 and 12 years of age from London, England. Children's achievement was assessed using the mathematics, maps, and reading subscales of the Richmond Tests of Basic Skills (RTBS). Teacher ratings of children's adjustment to school were obtained through a revision of the Classroom Adjustment Rating Scale (CARS). The revised CARS included subscales for aggression, withdrawal, academic performance, sensitivity, dependency, and physical problems, and an overall adjustment scale. Analysis revealed that a greater number of children were classified as deviant by the achievement tests than by the revised CARS. The subscale ratings of the teachers were so highly intercorrelated that important issues concerning the practical usefulness of teacher ratings are raised. (MM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (London)