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Preliminary Validation of the Teacher-Rated DESSA in a Low-Income, Kindergarten Sample
Journal of Psychoeducational Assessment
Short Title: Journal of Psychoeducational Assessment
Format: Journal Article
Publication Date: 2019/02/01/
Pages: 40 - 54
Sources ID: 90366
Notes: Accession Number: EJ1202036; Sponsoring Agency: Institute of Education Sciences (ED); Acquisition Information: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:; Language: English; Education Level: KindergartenPrimary EducationEarly Childhood Education; Reference Count: 43; Journal Code: FEB2019; Contract Number: R305A110703; R305B090002; R305B140026; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2019
Visibility: Public (group default)
Abstract: (Show)
This study investigated the measurement of social emotional competence in low-income youth by assessing the validity of responses derived from the widely used, teacher-rated Devereux Student Strengths Assessment (DESSA). Based on the five-component social emotional learning model proposed by the Collaborative for Academic, Social, and Emotional Learning, the teacher-rated DESSA shows promise as an easy-to-administer, strengths-based assessment tool for teachers from low-income communities. In a sample of 313 kindergarten students from a southeastern city, three competing measurement models were tested (one-factor, correlated five-factor, and higher order five-factor) using confirmatory factor analyses. Results revealed that, relative to the one-factor model, the higher order five-factor framework had the best model-data fit, although the first-order factors were highly correlated with the second-order factor. Furthermore, zero-order correlations showed that the DESSA was associated with both direct and teacher-reported measures of school-related outcomes. Implications for practice and directions for future research are discussed. [To view Grantee Submission of this article, see ED583504.]