Tier 1 Instructional Strategies To Improve K-4 Reading Comprehension
Category: Student Learning
Instrument Overview
The Academic Competence Evaluation Scales are brief questionnaires designed to assess important skills, attitudes, and behaviors contributing to school success. There are teacher, student, and college versions of the ACES, and each assesses a student’s academic skills and academic enablers. Academic skills include reading and language, mathematics, and critical thinking. Academic enablers include motivation, engagement, study skills, and interpersonal skills. The ACES assist with problem identification, intervention planning, and evaluation for students experiencing academic difficulty in K-12 or post-secondary settings. Each form requires less than 15 minutes to complete and can be scored quickly by hand.
Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
Organization
Topic
Student Well-Being Category
American Institutes for Research® partnered with the Annenberg Institute at Brown University to collect instruments related to student well-being.
Content
Grades
Post secondary,
Kindergarten,
1st Grade,
2nd Grade,
3rd Grade,
4th Grade,
5th Grade,
6th Grade,
7th Grade,
8th Grade,
9th Grade,
10th Grade,
11th Grade,
12th Grade
Keywords
Interpersonal Skills ; Motivation ; Engagement ; Study Skills ; Academic Skills
Respondent
Teacher
Administration Information
Length
68 items (self) 67-73 items (teacher)
Administration
Paper
Access and Use
Developer
J. C. DiPerna & S. N. Elliott
Setting
Classroom
Psychometrics (additional guidance)
Psychometric References
DiPerna, J. C., & Elliott, S. N. (1999). Development and validation of the academic competence evaluation scales. Journal of Psychoeducational Assessment, 17(3), 207-225. https://doi.org/10.1177/073428299901700302
