311
Views
6
CrossRef citations to date
0
Altmetric
Articles

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

, , , , &

REFERENCES

  • Achenbach, T.M., & Edelbrock, C. (1983). Manual for the Child Behavior Checklist and Child Behavior Profile. Burlington, VT: Department of Child Psychiatry, University of Vermont.
  • Achenbach, T.M., McConaughy, S.H., & Howell, C.T. (1987). Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situation-specificity. Psychological Bulletin, 101, 213–232.
  • Beswick, J.F., Willms, J., & Sloat, E.A. (2005). A comparative study of teacher ratings of emergent literacy skills and student performance on a standardized measure. Education, 126, 116–137.
  • Bouchey, H.A., & Harter, S. (2005). Reflected appraisals, academic self-perceptions, and math/science performance during early adolescence. Journal of Educational Psychology, 97(4), 673–686. doi:10.1037/0022-0663.97.4.673
  • Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155–159.
  • Demaray, M.K., & Elliott, S.N. (1998). Teachers’ judgments of students’ academic functioning: A comparison of actual and predicted performance. School Psychology Quarterly, 13, 8–24.
  • DiPerna, J.C. (1997). Academic competence: The construct and its measurement via teacher ratings (Unpublished master's thesis). University of Wisconsin-Madison, Madison, Wisconsin.
  • DiPerna, J.C., & Elliott, S.N. (2000). Academic Competence Evaluation Scales Manual K–12. San Antonio, TX: Psychological Corporation.
  • Elliott, S.N., DiPerna, J.C., & Shapiro, E. (2001). Academic Intervention Monitoring System. San Antonio, TX: Psychological Corporation.
  • Flynn, J. (1997). Teacher Rating Scale. LaCrosse, WI: LaCrosse Area Dyslexia Research Institute.
  • Gerber, M.M., & Semmel, M.I. (1984). Teacher as imperfect test: Reconceptualizing the referral process. Educational Psychologist, 19, 137–148.
  • Gresham, F.M., & Elliott, S.N. (1990). The Social Skills Rating System. Circle Pines, MN: American Guidance Service.
  • Gresham, F.M., MacMillan, D.L., & Bocian, K.M. (1997). Teachers as “tests”: Differential validity of teacher judgements in identifying students at-risk for learning disabilities. School Psychology Review, 26, 47–60.
  • Gresham, F.M., Reschly, D.J., & Carey, M.P. (1987). Teachers as “tests”: Classification accuracy and concurrent validation on the identification of learning disabled children. School Psychology Review, 16, 543–553.
  • Haynes, S.N., & Lench, H.C. (2003). Incremental validity of new clinical assessment measures. Psychological Assessment, 15, 456–466.
  • Hopkins, W.G. (2001). A scale of magnitudes for effect statistics. Retrieved from http://www.sportsci.org/resource/stats/effectmag.html
  • Hunsley, J., & Meyer, G.J. (2003). The incremental validity of psychological testing and assessment: Conceptual, methodological, and statistical issues. Psychological Assessment, 15, 446–455.
  • Jastak, S., & Wilkinson, G. (1984). Wide Range Achievement Test-Revised. Wilmington, DE: Jastak Associates.
  • Kaufman, A.S., & Kaufman, N.L. (1985). Kaufman Test of Educational Achievement. Circle Pines, MN: American Guidance Service.
  • Kettler, R.J., & Elliott, S.N. (2010). A brief broadband system for screening children at-risk for academic difficulties and poor achievement test performance: Validity evidence and applications to practice. Journal of Applied School Psychology, 26, 282–307.
  • Kettler, R.J., & Feeney-Kettler, K.A. (2011). Screening systems and decision-making at the preschool level: Application of a comprehensive validity framework. Psychology in the Schools, 48, 430–441.
  • Kirusek, T.J., & Sherman, R.E. (1968). Goal attainment scaling: A general method for evaluating comprehensive community mental health programs. Community Mental Health Journal, 4, 443–453.
  • Lee, S.W., Elliott, J., & Barbour, J.D. (1994). A comparison of cross-informant behavior ratings in school-based diagnosis. Behavioral Disorders, 19, 87–97.
  • Martínez, J., Stecher, B., & Borko, H. (2009). Classroom assessment practices, teacher judgments, and student achievement in mathematics: Evidence from the ECLS. Educational Assessment, 14, 78–102. doi:10.1080/10627190903039429
  • Meyer, G.J., Finn, S.E., Eyde, L.D., Kay, G.G., Moreland, K.L., Dies, R.R., …, & Reed, G.M. (2001). Psychological testing and psychological assessment. American Psychologist, 56, 128–165.
  • Phares, V., Compas, B.E., & Howell, D.C. (1989). Perspectives on child behavior problems: Comparisons of children's self-reports with parent and teacher reports. Psychological Assessment, 1, 68–71.
  • Psychological Corporation. (2001). The Wechsler Intellectual Achievement Test–Revised Edition. San Antonio, TX: Publisher.
  • University of Iowa College of Education. (2009). Iowa Tests of Basic Skills. Retrieved from http://www.education.uiowa.edu/itp/itbs
  • Wechsler, D. (1991). Wechsler Intelligence Scale for Children-III. San Antonio, TX: Psychological Corporation.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.