Bruce A. Bracken

State of the art procedures for translating, validating and using psychoeducational tests in cross-cultural assessment.

The purpose of this paper is to outline state of the art procedures for test translation, validation and use in multicultural, multilingual assessment. Guidelines are based on psychometric, linguistic, cultural and practical considerations. The authors encourage sound practice within the international psychological community in its assessment of children outside the intended source language and/or culture of available tests.

Children's Environmental Attitude and Knowledge Scale: Construction and Validation

Abstract In this article, the construction and validation of an environmental attitude and knowledge scale designed for children are described. The scale fills a need, expressed by several writers in environmental education, for a research instrument that has sound psychometric properties, can be used in a variety of research settings, and will allow comparisons of results across studies.

Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus

Developed in concert with the Learning Disabilities Association of America (LDA), this White Paper regarding specific learning disabilities identification and intervention represents the expert consensus of 58 accomplished scholars in education, psychology, medicine, and the law. Survey responses and empirical evidence suggest that five conclusions are warranted: 1) The SLD definition should be maintained and the statutory requirements in SLD identification procedures should be strengthened; 2) neither ability-achievement discrepancy analysis nor failure to respond to intervention alone is sufficient for SLD identification; 3) a “third method” approach that identifies a pattern of psychological processing strengths and weaknesses, and achievement deficits consistent with this pattern of processing weaknesses, makes the most empirical and clinical sense; 4) an empirically-validated RTI model could be used to prevent learning problems, but comprehensive evaluations should occur for SLD identification purposes, and children with SLD need individualized interventions based on specific learning needs, not merely more intense interventions; and 5) assessment of cognitive and neuropsychological processes should be used for both SLD identification and intervention purposes.

Ten psychometric reasons why similar tests produce dissimilar results

Abstract Significantly different results frequently exist between two or more tests that purport to measure the same skill when the same child is tested on both instruments. The reasons for these discrepancies may be related to the examinee, examiner, examinee-examiner interactions, environment, or psychometric characteristics of the tests employed. Since the more human-related reasons for test performance instability receive considerable treatment in assessment training and in the literature, this article cites 10 major psychometric reasons why similar tests may produce disparate scores when a single child is tested.

Assessment of Preschool Behavior and Social-Emotional Functioning: A Review of Thirteen Third-Party Instruments

This study investigated the psychometric qualities of 13 preschool third-party measures of social-emotional functioning. Most of the rating scales were severely limited in critical and primary areas of technical adequacy, including standardization samples, internal consistency, stability, interrater reliability, ceilings, floors, item gradients, and evidence of validity. Instruments which most frequently met the psychometric criteria were primarily recently published scales.

Child and Adolescent Multidimensional Self-Concept: A Five-Instrument Factor Analysis.

The factor structure of five self-concept scales from a hierarchical, multidimensional theoretical model was investigated. The Coopersmith Self-Esteem Inventory, Multidimensional Self Concept Scale, Piers-Harris Self-Concept Scale, Self-Esteem Index, and the Tennessee Self-Concept Scale were administered to 221 students in Grades 5 through 8 in a counter-balanced administration format. The five scales each yielded strong general factors and six dominant factors that coincide with the proposed theoretical model, which reflects social, affect, competence, academic, family, and physical self-concepts.

Relationship Between Students’ Social Status and Global and Domain-Specific Self-Concepts

Abstract Global and domain-specific self-concept differences among 815 children and adolescents of popular, rejected, neglected, controversial, average, and “unclassified” social status were examined. Social status was derived using the Coie, Dodge, and Coppotelli (1982) sociometric procedure and self-concept assessment was conducted with the Multidimensional Self Concept Scale (MSCS). Findings supported the hypothesis that students in the extreme status groups (i.e., popular and rejected children) would differ in self-concept; however, fewer consistent differences emerged between students who were identified as neglected, controversial, average, or unclassified in social status. Domain-specific subscales of the MSCS, especially social, proved to be more effective than the Total Scale Score in differentiating the various social status groups. Physical and academic self-concepts also contributed meaningfully to the differentiation of individual pairs of social status groups, and emphasizes the importance of considering context-dependent subdomains in the analysis of students’ self-concept.

Self concept: Multidimensional construct exploration

To investigate the validity of multidimensional models of self concept, 43 fifth-and sixth-grade students were administered the Self-Description Questionnaire-I and the Multidimensional Self Concept Scale, and 38 eighth-grade students were given the Self-Description Questionnaire-II and the Multidimensional Self Concept Scale. Total scale scores were significantly correlated, reflecting the similarity in the underlying construct assessed-global self concept. Correlations between subscales within and across instruments also provide support for the multidimensionality of self concept.

Comparison of the PPVT, PPVT-R, and Intelligence Tests Used for the Placement of Black, White and Hispanic EMR Students.

Abstract Comparisons of the revised PPVT (PPVT-R), the PPVT, and placement IQ tests were made with 114 EMR students, 46 white, 44 black, and 24 Hispanic. The PPVT and PPVT-R correlate substantially for all three ethnic groups, but neither the PPVT nor PPVT-R, correlates to a significant degree with the placement IQ tests. Sizeable mean score differences were obtained on the PPVT, PPVT-R, and placement IQ tests as a function of test differences and text x race interactions.

A Longitudinal Study of Enhancing Critical Thinking and Reading Comprehension in Title I Classrooms.

A longitudinal study of student growth gains was conducted in Title I schools to assess growth in reading comprehension and critical thinking. Results suggested that all students benefited from the intervention of Project Athena units of study designed for high-ability learners. In addition, the study suggested that the comparison curriculum also benefited learners. Implications for practice include the use of high-level curriculum with all learners to elevate instruction and enhance critical thinking. Implications for scholarship include the need for studies that examine the specific nature of gains for different types of learners and schools using hierarchical linear modeling techniques.