Longitudinal Study of Reading Scores of the Stanford Achievement Test

1982 ◽  
Vol 54 (2) ◽  
pp. 369-370 ◽  
Author(s):  
David E. Suddick ◽  
Charles L. Bowen
Keyword(s):  
Longitudinal Study ◽  
Achievement Test ◽  
Reading Scores ◽  
Retest Reliability ◽  
Stanford Achievement Test ◽  
Test Retest Reliability ◽  
Reliability Coefficients

A 2. 5-yr. longitudinal study of the reading scales of the Stanford Achievement Test confirmed the redundancy in its subtests. Strong and stable test-retest reliability coefficients were evident and supported the use of the Stanford total reading scale for longitudinal evaluations.

Longitudinal Study of Mathematics Scores of the Stanford Achievement Test

1981 ◽  
Vol 49 (1) ◽  
pp. 284-286 ◽  
Author(s):  
David E. Suddick ◽  
Charles L. Bowen
Keyword(s):  
Longitudinal Study ◽  
Achievement Test ◽  
Mathematics Scores ◽  
Primary Level ◽  
Stanford Achievement Test ◽  
Level 3 ◽  
Level 1 ◽  
Test Retest Reliability ◽  
Level 2 ◽  
Reliability Coefficients

A 3-yr. longitudinal study of the mathematics scales of the Stanford Achievement Test confirmed the suspected redundancy in its subtests. Strong and stable test-retest reliability coefficients were found for the total scores of the Primary Level 2, Primary Level 3, and Intermediate Level 1 batteries. Thus, the Stanford total mathematics scale is appropriate for longitudinal evaluations.

Test-Retest Reliability and Practice Effect with the Shipley-Institute of Living Scale

1967 ◽  
Vol 20 (3_suppl) ◽  
pp. 1085-1086 ◽  
Author(s):  
R. A. Ruiz ◽  
H. H. Krauss
Keyword(s):  
Intelligence Quotient ◽  
Intellectual Functioning ◽  
Practice Effect ◽  
Retest Reliability ◽  
Test Retest Reliability ◽  
Reliability Coefficients

Upon re-testing with Shipley S-ILS (3 mo., 56 Ss), reliability coefficients are: Verbal, .77; Abstract, .63; Conceptual Quotient, .57; and Intelligence Quotient, .74 (all ps < .01). These coefficients and the pattern of mean-score increases suggest that the S-ILS is a “weak” measure of intellectual deterioration but a “better” measure of intellectual functioning.

Reliability of Translated Measures Assessing Dating Violence Among Mexican Adolescents

2006 ◽  
Vol 21 (1) ◽  
pp. 117-127 ◽  
Author(s):  
Audrey Hokoda ◽  
Luciana Ramos-Lira ◽  
Patricia Celaya ◽  
Keleigh Vilhauer ◽  
Manuel Angeles ◽  
...  
Keyword(s):  
Dating Violence ◽  
Internal Consistency ◽  
Research Team ◽  
Assessment Tools ◽  
Dating Relationships ◽  
Retest Reliability ◽  
Test Retest Reliability ◽  
Acceptable Internal Consistency ◽  
Reliability Coefficients ◽  
Mexican Adolescents

Research on the prevalence and correlates of dating violence in Mexican teens is challenged by the lack of culturally and linguistically appropriate assessment tools. This study modified, translated, and back-translated the Conflict in Adolescent Dating Relationships Inventory (CADRI; Wolfe et al., 2001) and the Attitudes Towards Dating Violence Scales (Price, Byers, & the Dating Violence Research Team, 1999) for Mexican adolescents. Analyses on 307 adolescents (15–18 years old) from Monterrey and Mexicali, Mexico, revealed that most of the translated CADRI subscales and Attitudes Towards Dating Violence Scales had acceptable internal consistency and test-retest reliability coefficients. The study offers some evidence that the measures may be useful in assessing dating violence in Mexican teens.

Note on the Reliability of Q-Sort Data

1956 ◽  
Vol 2 (3) ◽  
pp. 182-182 ◽  
Author(s):  
George H. Frank
Keyword(s):  
Retest Reliability ◽  
Test Retest Reliability ◽  
Q Sort ◽  
Reliability Coefficients

Test-retest reliability coefficients were computed for personality data using Q-sorts by 10 Ss. Coefficients of correlation were high (between .93 and .97), suggesting that the technique yields reliable measures.

Test-Retest Reliability of the Idea Inventory

1984 ◽  
Vol 54 (3) ◽  
pp. 873-874 ◽  
Author(s):  
Norris D. Vestre
Keyword(s):  
College Students ◽  
Temporal Stability ◽  
Stability Test ◽  
Retest Reliability ◽  
Irrational Thinking ◽  
Rational Emotive ◽  
Test Retest Reliability ◽  
Changes Over Time ◽  
Over Time ◽  
Reliability Coefficients

The Idea Inventory proposed as a measure of irrational thinking as defined by rational-emotive theory, was administered to two independent samples of college students on two occasions. Sample 1 ( n = 135) provided a test-retest interval of 4 wk.; Sample 2 ( n = 114), an interval of 4 to 6 wk. Indices of temporal stability, test-retest reliability coefficients (product-moment) and group changes over time, indicated satisfactory reliability for the Idea Inventory.

Reliability of the Salford Needs Assessment Schedule for Adolescents

1999 ◽  
Vol 29 (4) ◽  
pp. 891-902 ◽  
Author(s):  
L. KROLL ◽  
A. WOODHAM ◽  
J. ROTHWELL ◽  
S. BAILEY ◽  
C. TOBIAS ◽  
...  
Keyword(s):  
Needs Assessment ◽  
Assessment Instrument ◽  
Face Validity ◽  
Assessment Instruments ◽  
Retest Reliability ◽  
New Instrument ◽  
Provision Of Services ◽  
Forensic Psychiatric ◽  
Test Retest Reliability ◽  
Reliability Coefficients

Background. For adolescents, there is no specific needs assessment instrument that assesses significant problems that can benefit from specified interventions. A new instrument (S.NASA) was developed by incorporating and adapting three well established adult needs assessment instruments. The S.NASA covers 21 areas of functioning including social, psychiatric, educational and life skills.Method. Client and carer interviews were conducted by different researchers. A week later the interviews were repeated using a crossover design. Significant (cardinal) problems were generated from the clinical interviews using a pre-defined algorithm. Final need status (three categories) was made by clinicians assessing the cardinal problems against defined interventions. The interventions were generated from discussions with clinicians and a survey of appropriate professionals working with adolescents.Results. Pre-piloting led to the final version being administered to 40 adolescents from secure units, forensic psychiatric and adolescent psychiatric services. There were 25 males and 15 females, mean age 15·5 years. Overall there were moderate to good inter-rater and test–retest reliability coefficients, the test–retest reliability coefficients for the total scores on the needs assessment interviews ranged from 0·73 to 0·85. Consensual and face validity was good, the adolescents and staff finding the instrument useful and helpful.Conclusions. This new needs assessment instrument shows acceptable psychometric properties. It should be of use in research projects assessing the needs and the provision of services for adolescents with complex and chronic problems.

The Scales for Assessing Emotional Disturbance—Third Edition: Internal Reliability, Interrater Reliability, and Test–Retest Reliability

2020 ◽  
pp. 019874292096915
Author(s):  
Jacqueline Huscroft-D’Angelo ◽  
Jessica Wery ◽  
Jodie Diane Martin ◽  
Corey Pierce ◽  
Lindy Crawford
Keyword(s):  
Emotional Disturbance ◽  
Interrater Reliability ◽  
Rating Scale ◽  
Composite Score ◽  
Future Research ◽  
Internal Reliability ◽  
Retest Reliability ◽  
Nationally Representative ◽  
Test Retest Reliability ◽  
Reliability Coefficients

The Scales for Assessing Emotional Disturbance—Third Edition Rating Scale (SAED-3 RS; Epstein et al.) is a standardized, norm-referenced measure designed to aid in the identification process by providing useful data to professionals determining eligibility of students with an emotional disturbance (ED). Three studies are reported to address the reliability of the SAED-3 RS. Study 1 investigated the internal reliability of the SAED-3 RS using data from a nationally representative sample of 1,430 students and 441 with ED. Study 2 examined interrater reliability between 123 pairs of educators who had worked with the student for at least 2 months. Study 3 assessed the test–retest reliability over a 2-week period to determine stability of the SAED-3 RS. Across all studies, scores collected from the SAED-3 RS were determined to be a reliable, stable for measuring the emotional and behavioral functioning of students. Specifically, the averaged coefficient alpha for internal consistency ranged from .79 to .92 for each subscale and .96 for the composite score; interrater reliability coefficients ranged from .77 to .89 for each subscale and .89 for the composite score, and test–retest reliability coefficients ranged from .79 to .92 for each subscale and .96 for the composite score. Limitations, future research and implications for use of the SAED-3 RS are discussed.

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