Validation of the Teacher's Assessment of Students' Aptitudes Form—Tasaf
Bibliographic Data
| ID | 20285563 |
|---|---|
| Authors | Marcia P R Magalhaes Gomes (Universidade Federal do Rio de Janeiro), Lilia Da Rocha Bastos (Universidade Federal do Rio de Janeiro), Ruth Nobre Scheeffer (Universidade Federal do Rio de Janeiro), Ruth Scheeffer (Universidade Federal do Rio de Janeiro), William B Michael (University of Southern California) |
| Year | 1977 |
| Volume | 37 |
| Issue | 2 |
| Pages | 471-479 |
| Publication date | 1977-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational and Psychological Measurement (JOURNAL) |
| Journal identifiers | ISSN: 0013-1644 • E-ISSN: 1552-3888 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/001316447703700223 |
| OpenAlex | W2079898024 |
| Language | EN |
| References cited | 1 |
For a sample of 100 girls and a sample of 120 boys of lower middle-class backgrounds from the standpoint of parental occupation, who were enrolled in eighth grade classes of a Brazilian public school in Rio de Janeiro, the validity coefficient of ratings by teachers of the standings of their students on each of 11 aptitude factors on the Teacher's Assessment of Students' Aptitudes Form (TASAF) was determined relative to criterion scores (unknown to the teachers) of students on each of 11 corresponding aptitude factors in a standardized test of differential aptitudes, known as the Battery of Tests of Differential Aptitudes (BTAD). Twenty-three of the 24 possible G indices of agreement were statistically significant beyond the .05 level. It was concluded that teachers for the most part were able to assess their students' aptitudes through use of the TASAF—a procedure saving considerable time and cost in relation to the requirements of the administration of standardized tests
Aptitude · Class (philosophy) · Developmental psychology · Differential (mechanical device) · Mathematics education · Psychometrics · Sample (material) · Test (biology) · Test validity · Chemistry Education and Research · Educational Management and Quality · Gender and Technology in Education · Psychology
| Highly cited | No |
|---|