ERIC Number: EJ1163471
Record Type: Journal
Publication Date: 2017-Dec
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1045-3830
EISSN: N/A
Identifying Sets of Maximally Efficient Items from the Academic Competence Evaluation Scales-Teacher Form
Anthony, Christopher James; DiPerna, James Clyde
School Psychology Quarterly, v32 n4 p552-559 Dec 2017
The Academic Competence Evaluation Scales-Teacher Form (ACES-TF; DiPerna & Elliott, 2000) was developed to measure student academic skills and enablers (interpersonal skills, engagement, motivation, and study skills). Although ACES-TF scores have demonstrated psychometric adequacy, the length of the measure may be prohibitive for certain applications in research and practice. Thus, the purpose of this project was to use item response theory to identify sets of maximally efficient items (SMIs) for each subscale of the ACES-TF that could inform the development of an abbreviated version. Results supported the reliability and precision of SMI scores. As such, the SMIs demonstrate promise to inform the development of an abbreviated version of the ACES-TF.
Descriptors: Test Items, Efficiency, Item Response Theory, Test Length, Test Reliability, Scores, Elementary School Students, Rating Scales, Elementary School Teachers, Academic Ability, Interpersonal Competence, Learner Engagement, Student Motivation, Study Skills, Statistical Analysis
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A