A Comparison of Methodologies for Scaling Longitudinal Social-Emotional Survey Responses

Autor/inn/en	Soland, James; Kuhfeld, Megan; Register, Brennan
Titel	A Comparison of Methodologies for Scaling Longitudinal Social-Emotional Survey Responses
Quelle	In: Educational Assessment, 28 (2023) 3, S.156-171 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2023.2213432
Schlagwörter	Comparative Analysis; Social Emotional Learning; Scaling; Effect Size; Scores; Adolescents; Inferences; Self Efficacy; Student Surveys; Item Analysis; Social Cognition; Decision Making; Achievement Tests; Developmental Stages; Item Response Theory; Scoring + Suchen Sie Ihr Suchwort? Scale construction; Skalenkonstruktion; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Inference; Inferenz; Self-efficacy; Selbstwirksamkeit; Schülerbefragung; Itemanalyse; Soziale Kognition; Decision-making; Entscheidungsfindung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Item-Response-Theorie; Bewertung
Abstract	Much of what we know about how children develop is based on survey data. In order to estimate growth across time and, thereby, better understand that development, short survey scales are typically administered at repeated timepoints. Before estimating growth, those repeated measures must be put onto the same scale. Yet, little research examines how scaling decisions affect comparisons of growth derived from survey item responses. In this study, we use a sample of 174,669 students in grades 7 through 12 who took the same self-efficacy and social awareness surveys for four years. We use those survey item responses to construct scales using different approaches, then compare the resultant scores to see how inferences about changes over time during adolescence might shift dependent on scaling. While we find that conclusions about average trends are quite consistent by scaling approach, specific quantifications of change like effect sizes can differ by scaling method. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01