Journal of Psychoeducational Assessment

Universal screening of students’ social, emotional, and behavioral needs requires psychometrically sound tools to support timely intervention. The BASC-3 BESS Teacher Form–Child/Adolescent is widely used for this purpose, yet independent evaluations of the form are limited and often do not test alternative factor structures beyond those stated in the manual. This study examined four factorial models using data from 5,150 K–5 students rated by 278 teachers across 10 elementary schools in two Southeastern states. The sample was randomly divided into a development (n = 2,727) and validation (n = 2,423) group. Model fit was tested in the development sample and cross-validated in the second. Results showed the bifactor model, with two correlated residual pairs, provided the best fit in both samples. Reliability indicators supported well-defined constructs in the bifactor model, though Externalizing Risk and Adaptive Skills Risk subscales explained only marginal variance. Implications for improving these subscales and future practice are discussed.

With the widespread use of preventive science frameworks in schools, these settings have become prominent contexts in providing youth with supports through programs that promote resilience. Increasing resilience in students is linked to positive outcomes; however, existing assessment practices for resilience have multiple limitations. This study aimed to develop a multidimensional resiliency measure through a rigorous, multi-stage process that included item generation, content validation, and confirmatory factor analyses. The process included 3,609 high school students (Grades 9–12) from 15 school districts in a southeastern state and resulted in the development of a multidimensional general resiliency measure consisting of 70 items across 11 dimensions, along with an overall resilience score. The measure is intended for use as a tool in program evaluation within school settings. Implications for research and future directions are discussed.

Tangible manipulatives are commonly used to teach mathematics and assess the mathematics understanding of young learners. However, manipulatives have drawbacks during assessment. To evaluate the utility and necessity of manipulatives during assessment of mathematical operations, examiners administered addition and subtraction problems with concrete manipulatives or pictorial supports to 2,390 children aged 2.8 to 6.7 years. We compared the impacts of test format (presentation of concrete manipulatives versus pictorial supports) and operation (addition versus subtraction) on test items’ abilities to capture young learners’ early operations abilities and on items’ difficulties. Preliminary findings indicate both test formats and both mathematical operations equally well captured children’s latent operations abilities. Students found addition items with pictorial supports easier than addition items presented with manipulatives, and they responded more quickly to test items presented with pictorial supports. Implications for assessment in early mathematics and future research are discussed.

This study developed an Academic Self-Management Skills Scale to assess the self-management skills of middle school students. In the first phase, focus group interviews and short-answer forms were administered to students and teachers. Responses were analyzed using open and axial coding, along with thematic analysis, and a draft scale was constructed based on the analysis results. In the second phase, the scale’s validity and reliability were evaluated through a pilot study. The final version was administered to a different student sample, and a cross-validation analysis was conducted. The findings indicate that the scale is a valid and reliable tool for measuring middle school students’ self-management skills.

This study examined cross-informant convergence in social–emotional learning (SEL) assessment by quantifying associations among students’ self-reports, parent ratings, and teacher ratings across SEL domains. The sample included 2,253 students (51.5% female; 46.1% White; aged 10–17 years) enrolled in 464 classrooms across multiple grade levels and public schools in South and Southeast Brazil, along with reports from 2,156 parents (87.2% female) and 151 teachers. Three-level linear mixed-effects models (students nested within classrooms within schools) revealed systematic informant-related differences in perceived social–emotional competencies, with parents consistently reporting higher SEL scores than students, and teachers’ ratings generally falling in between. Effect sizes were small to moderate. With the exception of social awareness, a clear parent–teacher–student gradient was observed across domains. Measurement invariance testing supported scalar invariance across student and parent versions, lending psychometric support to cross-informant comparisons. Overall, these findings suggest that SEL is context-dependent rather than uniformly perceived, underscoring the importance of multi-informant assessments to avoid biased or incomplete conclusions.

Consequential validity (positive and negative consequences of test use) has long been considered a key component to assessment validity, yet explicit focus within measure development and evaluation research has been limited. In this paper, we offer a path forward using the Consequential Validity-Centered Measure Development (CVMD) framework. We argue that attending to consequential validity during the measure development process positions developers to proactively improve consequences of test use. CVMD is an integrated, mixed methods approach that includes 10 steps across four distinct phases of measure development. CVMD maintains all core elements of quantitatively focused measure development frameworks to ensure psychometric adequacy while also integrating qualitative methods to maximize usability, relevance, and positive consequences. We explain how the CVMD framework was operationalized in our development of the ESSY Whole Child Screener. In providing the CVMD framework, we aim to support assessment developers in centering consequential validity in the measure development process.

There is growing evidence that student experiences of school climate are closely linked to both individual and school-level outcomes. To support data-driven school improvement efforts, it is essential to use reliable and valid measures of school climate, especially brief tools that reduce response burden, ensure accessibility, and enhance feasibility. Using bifactor analysis, this study examined the psychometric properties of the Community and Youth Collaborative Institute School Climate Experience Survey – Middle/High School Student Short Form (CAYCI-SES-SF). Data were collected from 1,509 middle and high school students. Findings indicated the short 29-item version of the survey supports a general factor structure, suggesting it can function as a comprehensive, brief, psychometrically sound tool. The shortened instrument demonstrated strong overall reliability and adequate reliability for some subscales. However, variability in factor loadings and omega coefficients points to the need for further scale refinement. Overall, the study provides initial evidence for the use of the abbreviated CAYCI-SES-SF to assess school climate in educational settings.

The present study aimed to develop and validate the short version of the Academic Self-Regulated Learning Questionnaire (ASLQ) in a sample of 432 Romanian university students. Confirmatory factor analysis (CFA) supported a three-factor model—forethought, performance control, and self-reflection—that aligns with the theoretical framework of self-regulated learning. The short version demonstrated good internal consistency, and subscale intercorrelations indicated strong internal structure. Convergent validity was assessed using the Academic Self-Regulation Scale (A-SRL-S) and the Motivated Strategies for Learning Questionnaire (MSLQ). The ASLQ subscales correlated significantly and positively with related subscales assessing Memory Strategy from the A-SRL-S, Self-Efficacy, and Cognitive Strategy Use from the MSLQ. Moreover, the total ASLQ score showed strong correlations with both A-SRL-S and MSLQ, supporting the convergent validity of the ASLQ short form. These findings suggest that the adapted short version of the ASLQ is a reliable and valid tool for assessing self-regulated learning among students.