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Lovett, Benjamin J.; Lewandowski, Lawrence J.; Carter, Lindsey – Journal of Psychoeducational Assessment, 2019
Students with attention-deficit/hyperactivity disorder (ADHD) are frequently provided a separate room in which to take exams, to reduce external distractions. However, little research has explored the efficacy of this accommodation. In the present study, college students with (n = 27) and without (n = 42) ADHD diagnoses were administered two…
Descriptors: Testing Accommodations, Academic Accommodations (Disabilities), Students with Disabilities, Attention Deficit Hyperactivity Disorder
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An, Xiaozhu; Curby, Timothy W.; Brock, Laura L. – Journal of Psychoeducational Assessment, 2019
This study examined three potential sources of variance in teacher ratings of the socioemotional skills of children: occasion, child, and teacher. The ratings were prepared using the Devereux Student Strengths Assessment. In total, 344 children were assessed in both the fall and spring of kindergarten and first grade, providing a total of 1,067…
Descriptors: Kindergarten, Grade 1, Elementary School Students, Elementary School Teachers
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DiStefano, Christine; Barth, Steven G.; Greer, Fred – Journal of Psychoeducational Assessment, 2019
This study investigated the effect of item position on descriptive statistics, psychometric information, and factor structure of the Pediatric Symptoms Checklist 17-item social-emotional screening instrument (PSC-17). The goal was to determine whether item position, either grouped by factor or mixed across constructs, produced similar results.…
Descriptors: Check Lists, Test Items, Factor Structure, Screening Tests
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Parkin, Jason R. – Journal of Psychoeducational Assessment, 2019
Theories of reading and writing development suggest that the factor structure of achievement batteries could change across development. As a result, it is important to test achievement batteries for invariance across development. The purpose of these analyses is to determine whether the factor structure of reading, writing, and oral language…
Descriptors: Achievement Tests, Reading Tests, Writing Tests, Language Tests
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McKown, Clark – Journal of Psychoeducational Assessment, 2019
The purpose of this study was to evaluate the psychometric properties and measurement invariance of a web-based, self-administered battery of assessments of social-emotional comprehension called "SELweb." Assessment modules measured children's ability to read facial expressions, infer others' perspectives, solve social problems, delay…
Descriptors: Computer Assisted Testing, Interpersonal Competence, Emotional Intelligence, Test Reliability
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Rehfeld, David M.; Padgett, R. Noah – Journal of Psychoeducational Assessment, 2019
This article presents a review of the Comprehensive Assessment of Spoken Language--Second Edition (CASL-2), in which reliability, utility, and validity are analyzed and discussed. Some limited recommendations for practice are made based on a review of the information provided by the publisher for clinicians.
Descriptors: Oral Language, Language Tests, Receptive Language, Expressive Language
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Holden, Ronald R.; Marjanovic, Zdravko; Troister, Talia – Journal of Psychoeducational Assessment, 2019
Indiscriminate (i.e., carless, random, insufficient effort) responses, commonly believed to weaken effect sizes and produce Type II errors, can inflate effect sizes and potentially produce Type I errors where a supposedly significant result is actually artifactual. We demonstrate how indiscriminate responses can produce spuriously high…
Descriptors: Response Style (Tests), Effect Size, Correlation, Undergraduate Students
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McCrary, Megan K.; DiLalla, Lisabeth Fisher – Journal of Psychoeducational Assessment, 2019
This study investigated the Infant Behavior Record (IBR) as an observer-rated measure of temperament. The aim was to determine whether the IBR and a parent-rated measure of temperament were comparably associated with children's performance on laboratory tasks and with a measure of the home environment. We found several significant associations…
Descriptors: Personality Measures, Young Children, Parents, Family Environment
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Iaccarino, Stephanie; von der Embse, Nathaniel; Kilgus, Stephen – Journal of Psychoeducational Assessment, 2019
Detecting mental illness in school students may prevent poor school outcomes. Clinicians often use universal behavioral screeners to identify students at risk for mental illness. This study examined the applicability of Kane's interpretation and use argument (IUA) to the Social, Academic, and Emotional Behavior Risk Screener--Teacher Rating Scale…
Descriptors: Screening Tests, Test Interpretation, Test Use, Mental Disorders
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Çankaya, Elif M.; Cevik, Emel – Journal of Psychoeducational Assessment, 2019
The Youth Anxiety Measure for the "DSM"-5 (YAM-5) is a self-report and/or parent-report measure that was created to assess the full spectrum of anxiety disorder symptoms in children and adolescents aged 8 through 18. The scale consists of two related sections. The first section (YAM-5-I) evaluates the major anxiety disorders; the second…
Descriptors: Test Anxiety, Anxiety Disorders, Children, Adolescents
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Nitkowski, Dennis; Fern, Julia; Petermann, Ulrike; Petermann, Franz; Zeman, Janice L. – Journal of Psychoeducational Assessment, 2019
In Germany, there are no self-report questionnaires assessing emotion awareness in youth under the age of 16 years or simultaneously with emotion suppression. The "Emotion Expression Scale for Children" (EESC) measuring lack of emotion awareness and reluctance to express emotions in 10- to 15-year-olds can fill this gap. Goal of this…
Descriptors: Foreign Countries, Early Adolescents, Emotional Response, Self Control
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Immekus, Jason C.; Ingle, W. Kyle – Journal of Psychoeducational Assessment, 2019
Factor analytic procedures were used to gather validity evidence on the internal structure of Skinner, Kinderman, and Furrer's Engagement versus "Disaffection with Learning" measure to operationalize students' classroom engagement. Independent samples of middle school students (Sample 1 = 618, Sample 2 = 493) were used to test the…
Descriptors: Middle School Students, Test Validity, Factor Structure, Measures (Individuals)
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Lerdpornkulrat, Thanita; Poondej, Chanut; Koul, Ravinder; Khiawrod, Gedsaraporn; Prasertsirikul, Pariyanuch – Journal of Psychoeducational Assessment, 2019
Formative assessment and feedback play important roles in empowering students as self-regulated learners in the higher education context. This study aimed to investigate the use of a rubric as a self-assessment tool which could generate intrinsic feedback to promote learning outcomes related to information literacy. We collected data from 584 Thai…
Descriptors: Information Literacy, Feedback (Response), Self Efficacy, Formative Evaluation
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Mameli, Consuelo; Passini, Stefano – Journal of Psychoeducational Assessment, 2019
The elusive character of student agency makes it a relevant construct to be investigated and measured. An initial effort in this direction was represented by the Agentic Engagement Scale, a five-item instrument designed to assess the degree to which students constructively contribute to the flow of the instructions they receive from the teacher.…
Descriptors: Measures (Individuals), Test Construction, Test Validity, Learner Engagement
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Huang, Francis L.; Reinke, Wendy M.; Thompson, Aaron; Herman, Keith C. – Journal of Psychoeducational Assessment, 2019
An identified barrier to the widespread adoption of universal socioemotional and behavioral screening in schools may be that existing instruments may be too burdensome or costly to administer. As a result, the County Schools Mental Health Coalition came together to develop a common assessment system, the Early Identification System (EIS). The…
Descriptors: Psychometrics, Self Evaluation (Individuals), Screening Tests, Elementary School Students
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