Temporal Stability of Strength-Based Assessments: Test-Retest Reliability of Student and Teacher Reports

Autor/inn/en	Romer, Natalie; Merrell, Kenneth W.
Titel	Temporal Stability of Strength-Based Assessments: Test-Retest Reliability of Student and Teacher Reports
Quelle	In: Assessment for Effective Intervention, 38 (2013) 3, S.185-191 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508412444955
Schlagwörter	Measures (Individuals); Middle School Students; Elementary School Teachers; Children; Adolescents; Reliability; Interpersonal Competence; Emotional Intelligence; Resilience (Psychology); Measurement Techniques; Massachusetts; Washington + Suchen Sie Ihr Suchwort? Messdaten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Reliabilität; Interpersonale Kompetenz; Emotionale Intelligenz; Messtechnik; Master-Studiengang
Abstract	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.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10