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- W2034789547 abstract "Justification is presented for using teacher judgements of student achievement and psychosocial functioning as indirect measures of school-related outcomes. An 18-year follow up study of a Danish birth cohort (N=350), for whom no standardized or direct measures were available, was used as the context in which the BAMED Teacher Rating Form was designed and developed. The 106-item Form yielded 23 empirically and logically derived scales with alpha reliability coefficients ranging from .75 to .95. Sixteen of the scales most relevant to schooling were subjected to a factor analysis that yielded four reliable factors labeled: sociability; classroom functioning; academic performance; and behavior self-control (impulsivity). The findings indicated that teacher ratings of academic performance and psychosocial functioning were quite independent. Further, teachers were able to observe reliably and to rate behaviors representative of different classes within both the academic and psychosocial functioning domains. The BAMED instrument, including all 23 scales, is included." @default.
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- W2034789547 date "1991-06-01" @default.
- W2034789547 modified "2023-09-27" @default.
- W2034789547 title "Utility of Scales Derived from Teacher Judgements of Adolescent Academic Performance and Psychosocial Behavior" @default.
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- W2034789547 doi "https://doi.org/10.1177/0013164491512002" @default.
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