Development and validation of the academic competence evaluation scales
Development and validation of the academic competence evaluation scales
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DOI：
10.1177/073428299901700302
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发表时间：
1999-09-01
影响因子：
1.7
通讯作者：
Elliott, SN
中科院分区：
文献类型：
--
作者：
DiPerna, JC;Elliott, SN
本研究的目的在于厘清学术能力的建构，并开发一套有效的教师评量工具来评估学术能力的建构。本研究编制了95项《学术能力评估量表》，以评估学术能力建构的理论成分（即学术技能、学习技能、学术动机、人际交往能力和学术自我概念）。对56名教师进行了AGES测试，他们给300名一年级到六年级的学生打分。为了探究收敛效度和区别效度，13名教师分别完成了社会技能、问题行为和学术能力量表的评定；SSRS)为60名学生。此外，32名学生完成了爱荷华州基本技能测试（ITBS），这是一项流行的学术成就衡量标准。教师反馈、项目重要性评级、项目- itbs相关性以及探索性因素分析的结果被用于从中试量表中剔除35个项目。AGES的60个项目版本由五个相关量表组成：学术技能、人际交往能力、学术动机、参与和学习技能。年龄量表的内部一致性（alpha值中位数= 0.95）和重测稳定性（r值中位数= 0.83）较高，相关分析表明年龄量表得分是衡量学生学业能力的有效指标。讨论了应用AGES的意义，并提出了必要的研究建议，以促进AGES作为可靠和有效的临床工具的发展。
The purpose of this study was to clarify the construct of academic competence and develop a valid teacher rating instrument to assess this construct. A 95-item pilot scale, the Academic Competence Evaluation Scales (ACES), was developed to assess the theoretical components (i.e., academic skills, study skills, academic motivation, interpersonal skills, and academic self-concept) hypothesized to contribute to the construct of academic competence.The AGES was administered to 56 teachers who rated 300 students in Grades 1 through 6. To explore convergent and discriminant validity, 13 teachers completed ratings of social skills, problem behaviors, and academic competence las measured by the Social Skills Rating System; SSRS) for 60 students. In addition, 32 students completed the Iowa Test of Basic Skills (ITBS), a popular measure of academic achievement. Teacher feedback, item Importance ratings, item-ITBS correlations, and the results of an exploratory factor analysis were used to eliminate 35 items from the pilot scale. The resulting 60-item version of the AGES consists of five related scales: Academic Skills, Interpersonal Skills, Academic Motivation, Participation, and Study Skills. Internal consistency (median alpha = .95) and test-retest stability (median r = .83) were high for the AGES, and correlational analyses indicated that scores from the AGES are valid indicators of student academic competence. Implications for using the AGES are discussed, and suggestions are offered for research necessary to advance the development of the AGES as a reliable and valid clinical tool.