Relationship between Self-Ratings by Sensory Impaired Students and Teachers’ Ratings of Generalizable Skills

Abstract

This study examined the relationship between students' self-ratings and teachers' ratings of four sets of generalizable skills. The students, who were deaf, hard-of-hearing, or blind or had low vision were enrolled in vocational classes at two residential secondary schools. The findings revealed little agreement between the students and their teachers about the students' levels of skills.

The Relationship between Self-Concept and Self-Ratings of Generalizable Skills of Students in Postsecondary Career and Technical Programs

“…It is, however, important to establish if students' self-ratings reveal the same information as do performance assessments. If career and technical educators could have better access to reliable and valid procedures for measuring generalizable skills, they could more easily integrate these skills in their instruction, as appropriate (Loeding & Greenan, 1999).…”

“…Previous research (Greenan 1984(Greenan , 1986(Greenan , 1988Greenan & McCabe, 1989;Greenan & Sitlington, 1987;Greenan & Winters, 1989;Loeding & Greenan, 1999) has suggested that selfratings of students' generalizable mathematics, communications, interpersonal relations, and reasoning skills possess high face and content validity and moderate to high reliability with internal consistency reliability coefficients r > 0.60 for the general career and technical education student population as well as for students with disabilities. Greenan, Wu, Munn, and Robson's (1994) study revealed low correlations between student self-ratings and self-concept in the four generalizable skills areas.…”

Testing Nonverbal Intelligence of Working-age Visually Impaired Adults: Evaluation of the Adapted Kohs Block Design Test

“…It may, however, be particularly valuable in circumstances in which other indicators (such as academic attainment and previous employment history) are absent or unreliable. Loeding and Greenan (1999) reported a lack of agreement between students' self-ratings and instructors' ratings of reasoning skills among a small sample of 9th-and 12th-grade students with visual impairments and noted the potential input of objective assessment measures. Killeen and Kidd (1991) reviewed empirical studies in which feedback on ability tests, including intelligence tests, in vocational counseling resulted in an improved congruence of self-estimates with the test data.…”