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A Generalizability Study of the Conners' Teacher Rating Scale-Revised

Purdue University

Judith C. Conger

Purdue University

Jan Wallander

Purdue University

David Ward

Purdue University

Judith Dygdon

Purdue University

The hyperactivity scale of the Conners' Teacher Rating Scale-Revised (CTRS-R) was investigated to compare teachers' use of this instrument to its use by independent classroom observers. Results of this study indicate that teacher ratings of children are highly stable over time. Independent observers agree with one another within an occasion both within a classroom and across classrooms; however, observations based on a one-hour period are not stable over time, but a composite score based on three occasions can be expected to be as stable as teacher ratings. Teachers and observers agree only slightly within a classroom, and teacher and observer classroom means are virtually independent of one another. The implications of these results for continued use of teachers' ratings are that the referents for teacher ratings should be determined, ratings should be made more objective, standardization across teachers should be demonstrated before norms are preferred, and the rating scale should be validated via observations or other objective hyperactivity measures.

Educational and Psychological Measurement, Vol. 43, No. 4, 1019-1031 (1983)
DOI: 10.1177/001316448304300410


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