Direct Behavior Rating Instrumentation: Evaluating the Impact of Scale Formats

Autor/inn/en	Miller, Faith G.; Riley-Tillman, T. Chris; Chafouleas, Sandra M.; Schardt, Alyssa A.
Titel	Direct Behavior Rating Instrumentation: Evaluating the Impact of Scale Formats
Quelle	In: Assessment for Effective Intervention, 42 (2017) 2, S.119-126 (8 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508416658007
Schlagwörter	Behavior Rating Scales; Test Format; Accuracy; Undergraduate Students; Student Behavior; Test Construction; Time + Suchen Sie Ihr Suchwort? Testentwicklung; Student behaviour; Schülerverhalten; Testaufbau; Zeit
Abstract	The purpose of this study was to investigate the impact of two different Direct Behavior Rating--Single Item Scale (DBR-SIS) formats on rating accuracy. A total of 119 undergraduate students participated in one of two study conditions, each utilizing a different DBR-SIS scale format: one that included percentage of time anchors on the DBR-SIS scale and an explicit reference to duration of the target behavior (percent group) and one that did not include percentage anchors nor a reference to duration of the target behavior (no percent group). Participants viewed nine brief video clips and rated student behavior using one of the two DBR-SIS formats. Rating accuracy was determined by calculating the absolute difference between participant ratings and two criterion measures: systematic direct observation scores and DBR-SIS expert ratings. Statistically significant differences between groups were found on only two occasions, pertaining to ratings of academically engaged behavior. Limitations and directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01