Assessing Educational Outcomes in Middle Childhood: Validation of the Teacher Academic Attainment Scale

Autor/inn/en	Johnson, Samantha; Marlow, Neil; Wolke, Dieter
Titel	Assessing Educational Outcomes in Middle Childhood: Validation of the Teacher Academic Attainment Scale
Quelle	In: Developmental Medicine & Child Neurology, 54 (2012) 6, S.544-551 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1622
DOI	10.1111/j.1469-8749.2012.04264.x
Schlagwörter	Learning Problems; Educational Objectives; Outcomes of Education; Standardized Tests; Academic Achievement; Validity; Achievement Tests; Children; Measures (Individuals); Reliability; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Lernproblem; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Standadised tests; Standardisierter Test; Schulleistung; Gültigkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Child; Kind; Kinder; Messdaten; Reliabilität; WIAT; Eignungsprüfung; Eignungstest
Abstract	Aim: Assessing educational outcomes in high-risk populations is crucial for defining long-term outcomes. As standardized tests are costly and time-consuming, we assessed the use of the Teacher Academic Attainment Scale (TAAS) as an outcome measure. Method: Three hundred and forty three children in mainstream schools aged 10 to 11 years (144 males, 199 females; 190 extremely preterm and 153 term; mean age 10y 9mo, SD 5.5 mo, range 9y 8mo-12y 3mo) were assessed using the reading and mathematics scales of the criterion standard Wechsler Individual Achievement Test, 2nd (UK) edition (WIAT-II). Class teachers completed the TAAS, a seven-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 the correlation between TAAS scores at 6 and 11 years indicated good test-retest reliability (r = 0.77, p less than 0.001). Significantly higher TAAS scores for term vs preterm children demonstrated discriminative validity. TAAS scores at 6 and 11 years were significantly correlated with WIAT-II reading (r = 0.69 and 0.75, p less than 0.001) and mathematics (r = 0.75 and 0.82, p less than 0.001) scores, demonstrating good predictive and concurrent validity respectively. TAAS scores of less than 2.5 were good predictors of learning difficulties. Interpretation: The TAAS is a brief, psychometrically sound teacher-report of academic attainment that yields continuous and categorical outcomes. It provides a cost- and time-efficient outcome measure for large-scale studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10