Assessing Noncognitive Aspects of School Readiness: The Predictive Validity of Brief Teacher Rating Scales of Social–Emotional Competence and Approaches to Learning

Abstract

Research findings: Head Start teachers completed brief rating scales measuring the social–emotional competence and approaches to learning of preschool children (Total N = 164; 14% Hispanic-American, 30% African-American, 56% Caucasian; 56% girls). Head Start lead and assistant teacher ratings on both scales demonstrated strong internal consistency and moderate inter-rater reliability. When examined longitudinally, preschool teacher-rated approaches to learning made unique contributions to the prediction of kindergarten and first grade academic outcomes, need for supplemental services, and grade retention, even after accounting for preschool academic skills. In contrast, preschool teacher-rated social–emotional competence made unique contributions to the prediction of reduced behavior problems and peer difficulties in kindergarten and first grade. Practice implications: The findings demonstrate that preschool teachers are able to provide distinct and reliable ratings of child social–emotional competence and approaches to learning using brief rating scales, with validity for predicting elementary school adjustment.

Who Gets Identified? The Consequences of Variability in Teacher Ratings and Combination Rules for Determining Eligibility for Gifted Services for Young Children

“…They found that some of the observation instrument scores were psychometrically sound (i.e., favorable interrater reliability), but they caution their continued use because the scales may no longer be aligned to current conceptions of giftedness. Additionally, several other studies have also illustrated adequate validity and reliability of teacher ratings using different types of observation scales (see Hunter et al, 2018;Kettler & Albers, 2013;Lopata et al, 2020;Nordness et al, 2019;Reid et al, 2014;Smith et al, 2018). Further, to identify students for gifted services and to ensure the scores on the measures are reflective of studentobserved behaviors, teachers need to be provided adequate and appropriate training to use the scales (Renzulli et al, 2013;S ¸ahin & Çetinkaya, 2015;Styck et al, 2021;Szymanski & Shaff, 2013).…”

Desarrollo infantil y preparación para la escuela en Uruguay: efectos del rezago cognitivo y no cognitivo al término de la educación inicial sobre el desempeño escolar en la enseñanza primaria

“…Respecto a los componentes actitudinales de la preparación para la escuela, DiPerna et al, (2007) reportan correlaciones, leves pero significativas, entre rasgos actitudinales tempranos -como el comportamiento orientado a metas, la persistencia y la capacidad de organización-y la trayectoria de aprendizajes en matemática entre 1 ero y 3 er grado de primaria, con base en el Early Childhood Longitudinal Study-Kindergarten Cohort. En la misma línea, Hunter et al, (2018) concluyen que los «enfoques para el aprendizaje», valorados durante la educación inicial, tienen efectos sobre los desempeños académicos, la probabilidad de requerir apoyos especiales y los riesgos de repetición en 1er grado de primaria. Asimismo, señalan que quienes demuestran mayores habilidades socioemocionales en educación inicial enfrentan menos problemas de comportamiento, tanto en ese nivel como al inicio de la escuela graduada.…”

Game-Based Assessment of School Readiness Domains of 3-8-year-old-children: A Scoping Review

“…They include focus, enthusiasm, flexibility, persistence, and motivation. Recent studies have demonstrated the significance of approaches to learning on academic performance, perseverance when faced with challenging tasks, problem-solving creatively, and children's socio-emotional development (Hunter, Bierman, & Hall, 2018).…”