NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1000296
Record Type: Journal
Publication Date: 2013-Jun
Pages: 7
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-1534-5084
Temporal Stability of Strength-Based Assessments: Test-Retest Reliability of Student and Teacher Reports
Romer, Natalie; Merrell, Kenneth W.
Assessment for Effective Intervention, v38 n3 p185-191 Jun 2013
This study focused on evaluating the temporal stability of self-reported and teacher-reported perceptions of students' social and emotional skills and assets. We used a test-retest reliability procedure over repeated administrations of the child, adolescent, and teacher versions of the "Social-Emotional Assets and Resilience Scales". Middle school students in Grades 6 through 8 reliably self-reported on their social and emotional competencies. In a similar vein, teacher ratings of students in Grades K through 5 also showed strong temporal stability. Although all samples and versions of this scale demonstrated temporal stability, multiple administrations of the child self-report version of the SEARS showed evidence of the mean score of the initial administration being significantly lower than what was obtained on later administrations. Implications for further research and development efforts are discussed. (Contains 4 tables.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Junior High Schools; Kindergarten; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts; Washington