Validation Study of the Teacher Ratings of Individual Student Skills and Achievement (TRISSA).
Date of Award
Doctor of Philosophy (PhD)
Joseph C. Witt
The purpose of this study was to assess the concurrent, predictive, and discriminant validity of the Teacher Ratings of Individual Student Skills and Achievement (TRISSA). The TRISSA was developed in three major phases. Phase I consisted of the generation of an item pool and review of these items by experts. Phase II involved teachers completing the original 100-item TRISSA and subjecting data to a factor analytic study. Based on the factor analysis of 1,049 cases, a revised TRISSA (i.e., TRISSA-36) was produced. The TRISSA-36 was administered to teachers as part of actual pupil appraisal evaluations in three parishes in southeastern Louisiana. Using correlational and discriminant functional analyses, the data from the TRISSA-36 were compared to other commonly used psychoeducational assessment instruments, including the Wechsler Intelligence Scale for Children-Third Edition (WISC-III), the Woodcock-Johnson Psychoeducational Battery-Revised (WJ-R), and grades. Although replication is necessary with greater numbers of subjects across Louisiana and in other states, the data suggest that the TRISSA-36 may be an accurate predictor of children classified as exceptional or non-exceptional. Findings though not definitive were promising in terms of concurrent, predictive, and discriminant validity. Directions for future research are provided.
Stewart, Wayne Thomas, "Validation Study of the Teacher Ratings of Individual Student Skills and Achievement (TRISSA)." (1994). LSU Historical Dissertations and Theses. 5831.