Identifying sets of maximally efficient items from the academic competence evaluation scales-teacher form

Christopher James Anthony, James Clyde DiPerna

Research output: Contribution to journalArticlepeer-review

6 Scopus citations

Abstract

The Academic Competence Evaluation Scales-Teacher Form (ACES-TF; DiPerna & Elliott, 2000) was developed to measure student academic skills and enablers (interpersonal skills, engagement, motivation, and study skills). Although ACES-TF scores have demonstrated psychometric adequacy, the length of the measure may be prohibitive for certain applications in research and practice. Thus, the purpose of this project was to use item response theory to identify sets of maximally efficient items (SMIs) for each subscale of the ACES-TF that could inform the development of an abbreviated version. Results supported the reliability and precision of SMI scores. As such, the SMIs demonstrate promise to inform the development of an abbreviated version of the ACES-TF.

Original languageEnglish (US)
Pages (from-to)552-559
Number of pages8
JournalSchool Psychology Quarterly
Volume32
Issue number4
DOIs
StatePublished - Dec 2017

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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