Piloting a Short Form of the Academic Competence Evaluation Scales
A growing body of research indicates that noncognitive factors are important predictors of students’ academic and life success (e.g., Garcia, The need to address noncognitive skills in the education policy agenda (Briefing Paper No. 386), http://files.eric.ed.gov/fulltext/ED558126.pdf, 2014). Despite this evidence base, there are few psychometrically sound measures of such factors appropriate for use in research and practice. One currently available measure is the Academic Competence Evaluation Scales (ACES; DiPerna and Elliott, Academic Competence Evaluation Scales, The Psychological Corporation, San Antonio, TX, 2000) which assesses the skills, attitudes, and behaviors of students that contribute to school success. The length of the ACES (73 items) may limit its use at the primary and secondary levels within a multi-tiered service delivery system or for large-scale educational research. To address this need, the current study piloted a short form of the ACES (ASF) with a sample of 301 elementary students. Results provided initial evidence for the reliability and validity of scores from the ASF.
KeywordsNoncognitive factors Assessment Academic enablers Academic skills Academic Competence Evaluation Scales
This study was funded by the Institute of Education Sciences (Grant Numbers R305A090438 and R305B090007).
Compliance with Ethical Standards
Conflict of interest
James DiPerna is the lead author of the Academic Competence Evaluation Scales.
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.
Informed consent and assent was obtained for all participants included in the study.
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