title: Identifying sets of maximally efficient items from the Academic Competence Evaluation Scales-Teacher Form.
abstract: The Academic Competence Evaluation Scales-Teacher Form (ACES-TF; DiPerna & Elliott, 2000) was developed to measure student academic skills and enablers (interpersonal skills, engagement, motivation, and study skills). Although ACES-TF scores have demonstrated psychometric adequacy, the length of the measure may be prohibitive for certain applications in research and practice. Thus, the purpose of this project was to use item response theory to identify sets of maximally efficient items (SMIs) for each subscale of the ACES-TF that could inform the development of an abbreviated version. Results supported the reliability and precision of SMI scores. As such, the SMIs demonstrate promise to inform the development of an abbreviated version of the ACES-TF. (PsycINFO Database Record
authors.affiliation: School of Applied Health and Educational Psychology, Oklahoma State University.
authors.forename: Christopher James
authors.identifier: 0000-0003-1883-8322
authors.initials: CJ
authors.lastname: Anthony
authors.affiliation: Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University.
authors.forename: James Clyde
authors.identifier: 0000-0002-4663-9286
authors.initials: JC
authors.lastname: DiPerna
mesh_terms: D000073978:Academic Performance; D004521:Educational Measurement / Q000379:methods*; D006801:Humans; D011594:Psychometrics; D015203:Reproducibility of Results; D000070777:School Teachers; D013334:Students