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Early identification of students who...

Kettler, Ryan J.

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Early identification of students who need academic help: Validation of the Brief Academic Competence Evaluation Screening System.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Early identification of students who need academic help: Validation of the Brief Academic Competence Evaluation Screening System./
作者:	Kettler, Ryan J.
面頁冊數:	115 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-08, Section: A, page: 2832.
Contained By:	Dissertation Abstracts International66-08A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3186048
ISBN:	9780542279362

Early identification of students who need academic help: Validation of the Brief Academic Competence Evaluation Screening System.
Kettler, Ryan J.

Early identification of students who need academic help: Validation of the Brief Academic Competence Evaluation Screening System. - 115 p.

Source: Dissertation Abstracts International, Volume: 66-08, Section: A, page: 2832.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2005.

Recent legislation and the push to identify students at-risk for developing learning problems at an early age have increased the demand for academic screening systems. Few validated, broadband screening instruments currently exist for determining which students are likely to eventually develop learning difficulties. The Brief Academic Competence Evaluation Screening System (BACESS) is a new tool designed to assist educators in the identification of students who are likely to experience learning difficulties in elementary school. The main goal of this study was to gather evidence to help establish the reliability and validity of the measure for this purpose. Elliott and DiPerna (2003) conceptualized the BACESS as an offshoot of the Academic Competence Evaluation Scales (ACES; DiPerna & Elliott, 2000), a measure of students' subject-specific academic skills and general academic enablers. The BACESS is a multi-phase measure based on teacher nominations on specified criteria, brief ratings against grade level expectations, and complete ratings against national norms for academic skills and enablers. The BACESS was used in 25 elementary classrooms in Wisconsin, and the entire sample included 285 students. The phases of the BACESS were each found to be highly reliable for their respective lengths. Internal structure validity indicated that each phase was well designed and functioned well with the other phases. The BACESS was found to share good concurrent validity with achievement test proficiency level status, approaching .70 on all Bayesian conditional probability analyses, and far exceeding that criterion with regard to specificity and negative predictive power. Exploratory incremental validity evidence was inconclusive regarding the necessity of all three phases. Teacher feedback via an evaluation survey indicated belief that the data gained from spending 90 minutes using the BACESS was valuable to their classrooms.

ISBN: 9780542279362Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Early identification of students who need academic help: Validation of the Brief Academic Competence Evaluation Screening System.
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