Assessing academic attainment : a brief, psychometrically sound measure for use in middle childhood
Johnson, Samantha J., Marlow, Neil and Wolke, Dieter (2011) Assessing academic attainment : a brief, psychometrically sound measure for use in middle childhood. In: 52nd Annual Meeting of the European Society for Paediatric Research, Newcastle, UK, 14-17 Oct 2011. Published in: Pediatric Research, Vol.70 (No.5s). p. 124.Full text not available from this repository.
Official URL: http://dx.doi.org/10.1203/01.pdr.0000403893.61640....
Background: Assessing educational outcomes in high-risk populations is crucial for defining long term functional outcomes. Standardised tests are costly and time-consuming for large-scale investigations. A valid and reliable teacher-report measure would be advantageous. Aim: To assess the psychometric properties of the 'Teacher Academic Attainment Scale' (TAAS). Methods: Participants comprised 340 children aged 10-11 years (n=187 born extremely preterm [< 26 weeks] and n=153 born at term) were assessed using the reading and mathematics scales of the Wechsler Individual Achievement Test-II (WIAT-II), a Gold Standard measure. Class teachers completed the TAAS, a 7-item questionnaire for assessing academic attainment. The TAAS was also completed at 6 years of age for 266 children. Results: Cronbach's alpha=0.95 indicated excellent internal consistency, and a significant correlation (r=0.77, p< 0.001) between TAAS scores at 6 and 11 years indicated good long-term test-retest reliability. Significantly higher TAAS scores for term vs. preterm children demonstrated discriminative validity. TAAS scores at both 6 and 11 years were significantly correlated with WIAT-II reading (r=0.69 & r=0.75, p< 0.001) and mathematics (r=0.75 & r=0.82, p< 0.001) scores demonstrating good predictive and concurrent validity, respectively. TAAS scores < 2.5 were good predictors of learning impairment in reading (sensitivity 93% specificity 78%) and mathematics (sensitivity 90% specificity 87%). Conclusions: The TAAS is a brief, psychometrically sound teacher-report of academic attainment that yields both continuous and categorical outcomes. It provides a highly reliable, valid, cost- and time-efficient outcome measure for large-scale multi-site studies both within and across countries.
|Item Type:||Conference Item (Paper)|
|Subjects:||B Philosophy. Psychology. Religion > BF Psychology|
|Divisions:||Faculty of Science > Psychology|
|Library of Congress Subject Headings (LCSH):||Psychometrics, Academic achievement -- Research|
|Journal or Publication Title:||Pediatric Research|
|Publisher:||Nature Publishing Group|
|Page Range:||p. 124|
|Status:||Not Peer Reviewed|
|Conference Paper Type:||Paper|
|Title of Event:||52nd Annual Meeting of the European Society for Paediatric Research|
|Type of Event:||Other|
|Location of Event:||Newcastle, UK|
|Date(s) of Event:||14-17 Oct 2011|
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