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

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Title: Temporal Stability of Strength-Based Assessments: Test-Retest Reliability of Student and Teacher Reports
Language: English
Authors: Romer, Natalie, Merrell, Kenneth W.
Source: Assessment for Effective Intervention. Jun 2013 38(3):185-191.
Availability: 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
Peer Reviewed: Y
Page Count: 7
Publication Date: 2013
Document 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
Descriptors: Measures (Individuals), Middle School Students, Elementary School Teachers, Children, Adolescents, Reliability, Interpersonal Competence, Emotional Intelligence, Resilience (Psychology), Measurement Techniques
Geographic Terms: Massachusetts, Washington
DOI: 10.1177/1534508412444955
ISSN: 1534-5084
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.)
Abstractor: As Provided
Number of References: 25
Entry Date: 2013
Accession Number: EJ1000296
Database: ERIC
FullText Text:
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  Data: Temporal Stability of Strength-Based Assessments: Test-Retest Reliability of Student and Teacher Reports
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  Data: <searchLink fieldCode="AR" term="%22Romer%2C+Natalie%22">Romer, Natalie</searchLink><br /><searchLink fieldCode="AR" term="%22Merrell%2C+Kenneth+W%2E%22">Merrell, Kenneth W.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Assessment+for+Effective+Intervention%22"><i>Assessment for Effective Intervention</i></searchLink>. Jun 2013 38(3):185-191.
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  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 7
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2013
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Reliability%22">Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Intelligence%22">Emotional Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Measurement+Techniques%22">Measurement Techniques</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Massachusetts%22">Massachusetts</searchLink><br /><searchLink fieldCode="DE" term="%22Washington%22">Washington</searchLink>
– Name: DOI
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  Data: 10.1177/1534508412444955
– Name: ISSN
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  Group: ISSN
  Data: 1534-5084
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.)
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  Label: Abstractor
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  Data: As Provided
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– Name: DateEntry
  Label: Entry Date
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  Data: 2013
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1000296
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        Value: 10.1177/1534508412444955
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      – SubjectFull: Middle School Students
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Children
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      – SubjectFull: Adolescents
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      – SubjectFull: Emotional Intelligence
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      – SubjectFull: Resilience (Psychology)
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