Student and Teacher Ratings of Academic Competence: An Examination of Cross-Informant Agreement

Abstract

Two studies were conducted with samples of middle and high school teachers and students to examine cross-informant agreement on the Academic Competence Evaluation Scales. Cross-informant agreement was examined using Pearson correlations and conditional probability indices. Results of Study 1 (N = 65) and Study 2 (N = 66) indicated that teacher and student ratings shared more variance than typically reported in prior cross-informant studies of problem or social behavior. Although teacher and student ratings shared strong correlations, there was significant disagreement when scores were dichotomized for decision making. Implications of the results for school psychology practice and future research are discussed.

KEYWORDS:

• agreement
• high school
• middle school
• teacher ratings
• self-ratings

Notes

The following system was used for the nominal classification of Pearson correlation magnitudes: r =.00 ≤ nonexistent <.10 ≤ small <.30 ≤ medium <.50 ≤ large <.70 ≤ very large <.90 ≤ nearly perfect.

For a description of the calculation of conditional probability indices, the reader is directed to Kettler and Elliott (2010).

The following system was used for the nominal classification of conditional probability indices:.00 ≤ very low <.40 ≤ low <.60 ≤ moderate <.80 ≤ high < 1.00.