Relationship Between Multiple Ratings of Students' Behaviors: A Case for Student- and Teacher-Reported Behavioral Measures

• In Event: 73.060 - Roundtable Session 31
  In Roundtable Session: 73.060-3 - Correlates of Social and Emotional Learning Among Students and Teachers

Abstract

Studies show that multiple perspectives can provide incremental validity over single self-ratings for predicting academic outcomes. Using assessments of middle school students’ motivation, social engagement, and self-regulation, this paper addressed three key questions on students ‘self-reports and teachers’ perceptions of the students: Do the two assessments agree? To what extent do they relate to grades, absenteeism, and suspension from school? How does the relationship vary by grade level? Results showed a strong but uneven agreement. For both assessments types, the three measures of behavior were significant predictors of their respective educational outcomes. Both the students’ scores and teachers’ ratings were similar across grade 6 through 9. Thus, multiple evaluations yielded more accurate and actionable information than either perspective alone.

Authors

• Edwin Ndum, ACT, Inc.

• Yi-Lung Kuo, Beijing Normal University - Hong Kong Baptist University United International College

• Alex Casillas, ACT, Inc.

• Jeff Michael Allen, ACT, Inc.

• Mary Ann Hanson, ACT, Inc.