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Assessing academic attainment : a brief, psychometrically sound measure for use in middle childhood
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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. doi:10.1203/01.pdr.0000403893.61640.b6 ISSN 0031-3998 .
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Official URL: http://dx.doi.org/10.1203/01.pdr.0000403893.61640....
Abstract
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) | ||||
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Subjects: | B Philosophy. Psychology. Religion > BF Psychology | ||||
Divisions: | Faculty of Science, Engineering and Medicine > Science > Psychology | ||||
Library of Congress Subject Headings (LCSH): | Psychometrics, Academic achievement -- Research | ||||
Journal or Publication Title: | Pediatric Research | ||||
Publisher: | Nature Publishing Group | ||||
ISSN: | 0031-3998 | ||||
Official Date: | November 2011 | ||||
Dates: |
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Volume: | Vol.70 | ||||
Number: | No.5s | ||||
Page Range: | p. 124 | ||||
DOI: | 10.1203/01.pdr.0000403893.61640.b6 | ||||
Status: | Not Peer Reviewed | ||||
Publication Status: | Published | ||||
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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