Stability and Predictive Validity of the Teacher Rating Scale
Bibliographic Data
| ID | 13656680 |
|---|---|
| Authors | Stephen Powers (Tucson Unified School District, corresponding author), Jesus V De La Garza (Dysart Unified School District), Marcello Medina (University of Arizona) |
| Year | 1985 |
| Volume | 57 |
| Issue | 2 |
| Pages | 543-546 |
| Publication date | 1985-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.1985.57.2.543 |
| OpenAlex | W2067290441 |
| Language | EN |
| References cited | 2 |
The stability and predictive validities of the Teacher Rating Scale were examined by computing correlations between ratings by two groups of teachers of the same students and by computing the correlations between teachers' ratings and the California Achievement Test, Reading scores. A total of 257 public school students participated in the study. The results indicated the Teacher Rating Scale was moderately stable across one year and that it had adequate predictive validity. One implication of these findings is that simple rating scales which are carefully developed may be useful in the identification of students for educational programs—especially when utilized in conjunction with achievement test scores
Achievement test · Developmental psychology · Identification (biology · Mathematics education · Predictive validity · Psychometrics · Rating scale · Reading (process · Scale (ratio · Standardized test · Test (biology · Test validity · Clinical Psychology · Educational Assessment and Improvement · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
| Highly cited | No |
|---|