The Library
Assessing educational outcomes in middle childhood : validation of the teacher academic attainment scale
Tools
Johnson, Samantha J., Marlow, Neil and Wolke, Dieter (2012) Assessing educational outcomes in middle childhood : validation of the teacher academic attainment scale. Developmental Medicine & Child Neurology, Volume 54 (Number 6). pp. 544-551. doi:10.1111/j.1469-8749.2012.04264.x ISSN 0012-1622.
Research output not available from this repository.
Request-a-Copy directly from author or use local Library Get it For Me service.
Official URL: http://dx.doi.org/10.1111/j.1469-8749.2012.04264.x
Abstract
Aim: Assessing educational outcomes in high-risk populations is crucial for defining long-term outcomes. As standardized tests are costly and time-consuming, we assessed the use of the Teacher Academic Attainment Scale (TAAS) as an outcome measure.
Method: Three hundred and forty three children in mainstream schools aged 10 to 11 years (144 males, 199 females; 190 extremely preterm and 153 term; mean age 10y 9mo, SD 5.5mo, range 9y 8mo–12y 3mo) were assessed using the reading and mathematics scales of the criterion standard Wechsler Individual Achievement Test, 2nd (UK) edition (WIAT-II). Class teachers completed the TAAS, a seven-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 the correlation between TAAS scores at 6 and 11 years indicated good test–retest reliability (r=0.77, p<0.001). Significantly higher TAAS scores for term vs preterm children demonstrated discriminative validity. TAAS scores at 6 and 11 years were significantly correlated with WIAT-II reading (r=0.69 and 0.75, p<0.001) and mathematics (r=0.75 and 0.82, p<0.001) scores, demonstrating good predictive and concurrent validity respectively. TAAS scores of <2.5 were good predictors of learning difficulties.
Interpretation: The TAAS is a brief, psychometrically sound teacher-report of academic attainment that yields continuous and categorical outcomes. It provides a cost- and time-efficient outcome measure for large-scale studies.
Item Type: | Journal Article | ||||
---|---|---|---|---|---|
Divisions: | Faculty of Science, Engineering and Medicine > Medicine > Warwick Medical School > Health Sciences > Mental Health and Wellbeing Faculty of Science, Engineering and Medicine > Science > Psychology Faculty of Science, Engineering and Medicine > Medicine > Warwick Medical School |
||||
Journal or Publication Title: | Developmental Medicine & Child Neurology | ||||
Publisher: | Wiley-Blackwell Publishing Ltd. | ||||
ISSN: | 0012-1622 | ||||
Official Date: | March 2012 | ||||
Dates: |
|
||||
Volume: | Volume 54 | ||||
Number: | Number 6 | ||||
Page Range: | pp. 544-551 | ||||
DOI: | 10.1111/j.1469-8749.2012.04264.x | ||||
Status: | Peer Reviewed | ||||
Publication Status: | Published | ||||
Access rights to Published version: | Restricted or Subscription Access | ||||
Funder: | Medical Research Council (MRC) |
Request changes or add full text files to a record
Repository staff actions (login required)
View Item |