Convergent and Concurrent Validity of the Lithuanian Version of the Behavioral and Emotional Rating Scale-2 Teacher Rating Scale

Abstract

Given the increasing international calls for more strength-based assessment, there is a need for European schools, mental health programs and family service agencies to identify psychometrically sound instruments in their native languages. The purpose of this study was to examine the convergent and concurrent validity for [?] the Behavioral and Emotional Rating Scale-2 Teacher Rating Scale (BERS-2; Epstein, 2004) as translated into Lithuanian by comparing it with the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997) and the Emotional and Behavioral Screener (EBS; Cullinan & Epstein, 2013). The results showed moderate to large correlations across all of the instruments, which would suggest that the Lithuanian version of the BERS-2 Teacher Rating Scale may be an appropriate strength-based assessment for use in Lithuania.

Who Gets Identified? The Consequences of Variability in Teacher Ratings and Combination Rules for Determining Eligibility for Gifted Services for Young Children

“…They found that some of the observation instrument scores were psychometrically sound (i.e., favorable interrater reliability), but they caution their continued use because the scales may no longer be aligned to current conceptions of giftedness. Additionally, several other studies have also illustrated adequate validity and reliability of teacher ratings using different types of observation scales (see Hunter et al, 2018;Kettler & Albers, 2013;Lopata et al, 2020;Nordness et al, 2019;Reid et al, 2014;Smith et al, 2018). Further, to identify students for gifted services and to ensure the scores on the measures are reflective of studentobserved behaviors, teachers need to be provided adequate and appropriate training to use the scales (Renzulli et al, 2013;S ¸ahin & Çetinkaya, 2015;Styck et al, 2021;Szymanski & Shaff, 2013).…”