Journal of Psychoeducational Assessment, Volume 43, Issue 1, Page 61-73, February 2025.
The purpose of this study was to evaluate the reliability and validity of the Korean Behavior Assessment System for Children 3rd Edition Teacher Rating Scales-Child Form (K·BASC-3 TRS-C). We used the generalized partial credit model based on item response ...

Journal of Psychoeducational Assessment, Volume 43, Issue 1, Page 74-87, February 2025.
Dynamic testing, though underutilized, holds potential for assessing learning and instructional needs. However, its limited adoption is often attributed to the perceived time and labor-intensive nature of its administration. This study explores the ...

Journal of Psychoeducational Assessment, Volume 43, Issue 1, Page 3-17, February 2025.
Practitioners are encouraged to apply theories of reading development to psychoeducational test interpretation. Orthographic mapping provides an explanation of the acquisition of sight words. Although many test batteries provide tasks for practitioners to ...

Journal of Psychoeducational Assessment, Volume 43, Issue 1, Page 88-107, February 2025.
This study aimed to address the need for a comprehensive assessment tool to evaluate the mathematical abilities of first-grade students through cognitive diagnostic assessment (CDA). The primary challenge involved in this endeavor was to delineate the ...

Journal of Psychoeducational Assessment, Volume 43, Issue 1, Page 18-35, February 2025.
TheKeyMath-3 Diagnostic Assessment(KM-3) is an individually-administered math assessment used in educational placement and diagnostic decisions. It includes 10 subtests making up Basic Concepts, Operations, and Applications indexes and a “Total Test” ...

Journal of Psychoeducational Assessment, Volume 43, Issue 1, Page 36-60, February 2025.
Academic engagement plays a crucial role in students’ learning and performance. One of the most popular measures for assessing this construct is the Utrecht Work Engagement Scale for Students (UWES-S), which is based on a tridimensional conceptualization ...

Journal of Psychoeducational Assessment, Volume 43, Issue 1, Page 116-122, February 2025.
This study assesses the psychometric properties of the School Support Scale (SSS), part of the CHKS’s Resilience Youth Development Module (RYDM;Furlong et al., 2009), among 231 sixth- and seventh-grade students in urban public schools in Chile. Results ...

Journal of Psychoeducational Assessment, Volume 43, Issue 1, Page 108-115, February 2025.
Since classroom climate is inherently a group level phenomenon, we argue that measures shown to be valid and reliable in multi-level settings are needed. We propose a brief, 5-item measure of classroom climate and demonstrate its reliability and validity ...

Journal of Psychoeducational Assessment, Ahead of Print.
The study examined the psychometric structure of Basic Needs Satisfaction in General Scale (BNSG-S) with a sample of 495 college students. It compared the original 21-item version (Gagné, 2003) with the shortened 16-item version (Johnston & Finney, 2010), ...

Journal of Psychoeducational Assessment, Ahead of Print.
More than a decade after two comprehensive examinations of the technical properties of the ClassMaps Survey (CMS), this study reexamined the structure and internal consistency of the scale and, for the first time, examined its measurement invariance ...

Journal of Psychoeducational Assessment, Ahead of Print.
Cultural variations in affective experiences are observed. Research on positive affect with refined categorizations has been limited. This study examined the Affect Valuation Theory and its measure, the Affect Valuation Index (AVI), using a sample of high ...

Journal of Psychoeducational Assessment, Ahead of Print.
Objective:The factor structure of the Grit-S is the subject of much debate. The purpose of this study was to examine the factor structure of the Grit-S and validate its psychometric properties among racially/ethically minoritized adolescents using Item ...

Journal of Psychoeducational Assessment, Ahead of Print.
The Strengths and Difficulties Questionnaire (SDQ) is a brief instrument developed primarily for screening children and adolescents for social-emotional learning. The SDQ contains four factors related to socio-emotional difficulties and one factor related ...

Journal of Psychoeducational Assessment, Ahead of Print.
Perfectionism is a multidimensional personality characteristic associated with mental health problems. However, its features are commonly misunderstood, and many people are unaware of the risks it can pose. This study aimed to develop the first self-...

Journal of Psychoeducational Assessment, Ahead of Print.
The study aimed to assess the suitability of the Beck Hopelessness Scale (BHS) in evaluating the hopelessness of parents with children diagnosed with autism spectrum disorder (ASD). Using multidimensional item response theory modelling, the research ...

Journal of Psychoeducational Assessment, Ahead of Print.
Fetal Alcohol Spectrum Disorder (FASD) is a significant public health concern arising from prenatal alcohol exposure. This study examines the clinical utility of Wechsler intelligence tests in assessing cognition in 108 children with confirmed prenatal ...

Journal of Psychoeducational Assessment, Ahead of Print.
This study aimed to evaluate the psychometric properties and gather evidence supporting the validity of scores from a traditional Chinese version of the Claremont Purpose Scale (TC-CPS) among Taiwanese adolescents. The TC-CPS, measuring meaningfulness, ...

Journal of Psychoeducational Assessment, Ahead of Print.
We assessed measurement invariance (MI) and cohort trends for five social and emotional learning (SEL) measures across four administrations (2013, 2016, 2019, 2022) of a statewide student survey including grades 5, 8, 9, and 11 (n= 626,082). The MI ...

Journal of Psychoeducational Assessment, Ahead of Print.
A short form of the 60-item computer-based orthographic processing assessment (long-form COPA or COPA-LF) was developed. The COPA-LF consists of five skills, including rapid perception, access, differentiation, correction, and arrangement. Thirty items ...

Journal of Psychoeducational Assessment, Ahead of Print.
Inference is considered an important factor in comprehension models and has been described as a causal factor in predicting comprehension. To date, specific tests for inference are rare and often rely on specific thematic texts. This reliance on thematic ...

Journal of Psychoeducational Assessment, Ahead of Print.
Teacher well-being is a psychological asset for educators, often associated with job engagement and retention. However, sophisticated measures to comprehensively assess teacher well-being are still under investigation. This study explores the factor ...

Journal of Psychoeducational Assessment, Ahead of Print.
Standardized testing is an integral part of the English and American education systems. However, the use of high-stakes testing has unintended consequences, one of which is test anxiety. Over the last 50 years, increased attention has been directed to ...

Journal of Psychoeducational Assessment, Ahead of Print.
Unaddressed social, emotional, and behavioral (SEB) needs and academic challenges may lead to negative youth outcomes. Universal behavioral risk screeners, like the student self-report Social, Academic, and Emotional Behavior Risk Screener (SAEBRS-SRS), ...

Journal of Psychoeducational Assessment, Ahead of Print.
The Penn Computerized Neurocognitive Battery (CNB) is a collection of tests validated using neuroimaging, genetics, and other criteria. An updated version of the CNB was constructed in which all tests were converted to either computerized adaptive (CAT) ...

Journal of Psychoeducational Assessment, Ahead of Print.
Psychometric Properties of the Scale of Positive and Negative Experience (SPANE) have been extensively evaluated in numerous countries, but not in Indonesia. This study investigated factor structure, reliability, measurement invariance, and validity of ...

Journal of Psychoeducational Assessment, Ahead of Print.
Psychometric Properties of the Scale of Positive and Negative Experience (SPANE) have been extensively evaluated in numerous countries, but not in Indonesia. This study investigated factor structure, reliability, measurement invariance, and validity of SPANE scores among a sample of Indonesian university students (N = 405). Multiple measurement models, including one-factor and two-factor models, were tested. The results supported a correlated two-factor structure, with the uniqueness of general and specific items allowed to correlate with each other. The SPANE scores indicated acceptable internal consistency reliability for the sample in this study. Measurement invariance analyses indicated that the two-factor structure was invariant across sex. Furthermore, the SPANE scores correlated with life satisfaction in the expected direction: Positive feelings showed a positive correlation with life satisfaction, while negative feelings showed a negative correlation. With its conciseness, the SPANE shows promising results, though future research on its invariance across different population subgroups is needed.

Journal of Psychoeducational Assessment, Ahead of Print.
Teacher well-being is a psychological asset for educators, often associated with job engagement and retention. However, sophisticated measures to comprehensively assess teacher well-being are still under investigation. This study explores the factor structure and cross-country comparability of the Teacher Subjective Wellbeing Questionnaire (TSWQ) among 393 early childhood education teachers from four European countries. Exploratory and confirmatory factor analyses generally supported the TSWQ’s proposed dimensionality, identifying teaching efficacy and school connectedness as two distinct latent factors, along with indications for the existence of a general, higher-order factor. Additionally, measurement equivalence was established at all levels across the four countries. Discriminant validity analyses highlighted culturally specific nuances in the relationship between teacher well-being and burnout. The findings underscore the TSWQ’s potential to advance theoretical and methodological research on teacher well-being and broaden the instrument’s applicability across diverse educational settings.

Journal of Psychoeducational Assessment, Ahead of Print.
Fetal Alcohol Spectrum Disorder (FASD) is a significant public health concern arising from prenatal alcohol exposure. This study examines the clinical utility of Wechsler intelligence tests in assessing cognition in 108 children with confirmed prenatal alcohol exposure. Data were analysed using multidimensional scaling and Guttman’s Structural Model of Intelligence, with a view to assessing the application of the Wechsler Intelligence Scale for Children 4th Edition (WISC-IV) and 5th Edition (WISC-V) in characterising cognitive ability for this clinical population. WISC-IV and WISC-V subtests exhibited distinct clustering patterns within the sample compared to normative populations. Subtests appeared to cluster based on response modality, aligning with Guttman’s Structural Model of Intelligence. The findings demonstrate an alternative interpretation approach for intelligence tests in children with prenatal alcohol exposure, which may complement existing FASD diagnostic frameworks. The clustering patterns underscore the importance of considering response modality in understanding cognitive abilities.

Journal of Psychoeducational Assessment, Ahead of Print.
The study aimed to assess the suitability of the Beck Hopelessness Scale (BHS) in evaluating the hopelessness of parents with children diagnosed with autism spectrum disorder (ASD). Using multidimensional item response theory modelling, the research involved 437 participants recruited from a private psychological institution in Shenzhen, China. The findings indicated a method effect on the factor structure of the BHS, with a bifactor model representing the best fit for the data, consisting of a general hopelessness factor and two method effect factors. Moreover, the study verified the measurement invariance of the BHS across genders and concluded that it measures a single latent construct among parents of children with ASD, despite its multidimensional nature being attributed to the wording of items. In general, the research supports the BHS as a psychometrically sound instrument for assessing the hopelessness of family members of children with ASD.

Journal of Psychoeducational Assessment, Ahead of Print.
Inference is considered an important factor in comprehension models and has been described as a causal factor in predicting comprehension. To date, specific tests for inference are rare and often rely on specific thematic texts. This reliance on thematic inference may raise some concerns as inference is related to prior text-specific knowledge. The Riddle Knowledge Inference Test consists of 14 riddles written in French with different specific topics for each item and was administered to 565 participants in a longitudinal study from grade 2 to grade 5. Both classical test theory and item response theory provide evidence of reliability, with a one-factor solution of [math] = .860 and metric invariance for gender and social background. However, due to the large differences in the level of latent scores between participants, it was not possible to establish a standard setting for each grade.

Journal of Psychoeducational Assessment, Ahead of Print.
Perfectionism is a multidimensional personality characteristic associated with mental health problems. However, its features are commonly misunderstood, and many people are unaware of the risks it can pose. This study aimed to develop the first self-report measure of perfectionism literacy. That is, the degree of knowledge someone has about perfectionism, its features and consequences, and when and where to seek help if needed. The Perfectionism Literacy Questionnaire (PLQ) was validated over four stages using four samples of community adults (N = 1078 total; Mage = 37.17 years). In stage one, we generated a pool of items. In stage two, we used exploratory and confirmatory factor analysis to derive a 29-item, seven-factor measure. In stage three, we assessed relationships between the PLQ, perfectionism, and attitudes toward help-seeking for mental health support and found the PLQ is distinguishable from these constructs. In stage four, we examined whether the PLQ was responsive to change following an educational video on perfectionism. We found tentative evidence that minimal intervention can increase perfectionism literacy. Our findings suggest that the PLQ is valid and reliable and may be useful for educational purposes and primary prevention of mental health problems.