Rel measuring student-engagement (2011)

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Rel measuring student-engagement (2011)

  1. 1. ISSUES &ANSWERS R E L 2 0 11 – N o . 0 9 8 MeasuringAt SERVE Center UNC, Greensboro student engagement in upper elementary through high school: a description of 21 instruments
  2. 2. ISSUES & ANSWERS R E L 2 0 11 – N o . 0 9 8 At SERVE Center UNC, Greensboro Measuring student engagement in upper elementary through high school: a description of 21 instruments January 2011 Prepared by Jennifer Fredricks, Ph.D. Connecticut College Wendy McColskey, Ph.D. SERVE Center at the University of North Carolina at Greensboro Jane Meli, M.A., Bianca Montrosse, Ph.D., SERVE Center at the University of SERVE Center at the University of North Carolina at Greensboro North Carolina at Greensboro Joy Mordica, Ph.D., Kathleen Mooney, M.A. SERVE Center at the University of SERVE Center at the University of North Carolina at Greensboro North Carolina at Greensboro
  3. 3. WA ME MT ND VT MN OR NH ID SD WI NY MI WY IA PA NE NV OH IL IN UT WV CA CO VA KS MO KY NC TN AZ OK NM AR SC AL GA MS LA TX AK FL At SERVE Center UNC, GreensboroIssues & Answers is an ongoing series of reports from short-term Fast Response Projects conducted by the regional educa-tional laboratories on current education issues of importance at local, state, and regional levels. Fast Response Project topicschange to reflect new issues, as identified through lab outreach and requests for assistance from policymakers and educa-tors at state and local levels and from communities, businesses, parents, families, and youth. All Issues & Answers reportsmeet Institute of Education Sciences standards for scientifically valid research.January 2011This report was prepared for the Institute of Education Sciences (IES) under Contract ED-06-CO-0028 by Regional Educa-tional Laboratory Southeast administered by SERVE Center at the University of North Carolina at Greensboro. The contentof the publication does not necessarily reflect the views or policies of IES or the U.S. Department of Education nor doesmention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.This report is in the public domain. While permission to reprint this publication is not necessary, it should be cited as:Fredricks, J., McColskey, W., Meli, J., Mordica, J., Montrosse, B., and Mooney, K. (2011). Measuring student engagement inupper elementary through high school: a description of 21 instruments. (Issues & Answers Report, REL 2011–No. 098). Wash-ington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation andRegional Assistance, Regional Educational Laboratory Southeast. Retrieved from http://ies.ed.gov/ncee/edlabs.This report is available on the regional educational laboratory website at http://ies.ed.gov/ncee/edlabs.
  4. 4. Summary REL 2011–No. 098 Measuring student engagement in upper elementary through high school: a description of 21 instruments This report reviews the characteristics The findings are organized in response to two of 21 instruments that measure stu- questions addressed by the study: dent engagement in upper elementary through high school. It summarizes what • What instruments are available to mea- each instrument measures, describes its sure student engagement in upper elemen- purposes and uses, and provides tech- tary through high school? nical information on its psychometric properties. • What are the characteristics of each iden- tified measure? Researchers, educators, and policymakers are increasingly focused on student engage- The report describes the results of a litera- ment as the key to addressing problems ture review to identify available instruments. of low achievement, student boredom and The 21 instruments identified are described alienation, and high dropout rates (Fred- according to what is measured, their pur- ricks, Blumenfeld, and Paris 2004). To pose and use, and the technical information increase student engagement, educators and available on their psychometric properties. evaluators need to understand how engage- The instruments include 14 student self-report ment has been defined and to assess the op- instruments, 3 teacher reports on students, tions for measuring it. However, instruments and 4 observational measures for measuring engagement are not easily accessible as a group in a way that allows for • What is measured. The constructs assessed comparison because they arise from differ- can be described by the extent to which ent disciplinary perspectives and theoretical the instruments represent the multidi- frameworks. mensional nature of engagement (behav- ioral, emotional, and cognitive) and the This report summarizes the characteristics of object of engagement. Of the 14 student instruments that measure student engagement self-report instruments described, 5 as- in upper elementary through high school, sess all three dimensions of engagement, providing information on the range of instru- 5 assess two dimensions, and 4 assess one ments available. It is not a technical review of dimension. Nine are worded to reflect the quality of these measures. general engagement in school, and five are
  5. 5. ii Summary worded for use at the class level. Two of developmental assets (the relationships, the three teacher report instruments can be opportunities, and personal qualities used by teachers for reporting on student that young people need to avoid risks and engagement in any subject and the third enhance positive outcomes). for reporting on engagement in reading. Two of the four observation measures • Technical information on psychomet- provide a coding system for observing ric properties. Reliability and validity an individual student’s on- and off-task information was found for all but one behavior or engaged time in classroom instrument. Overall, developers reported settings, and two assess classroom engage- internal consistency results for student ment across all students in the class. self-report and teacher report measures that were at or near acceptable levels for • Purpose and use. The 21 instruments use, ranging from .49 to .93, with most have several different purposes and uses, scales at .70 to .80. Substantial information including research on motivational and was also available on validity. For exam- cognitive theories of learning; research ple, 13 measures had positive correlations on disengagement and dropping out; with measures of student achievement. evaluation of school reform efforts and This report does not judge whether the interventions; monitoring of engagement technical information accessed is sufficient at the teacher, school, or district level; for any particular use of an instrument. diagnosis and monitoring at the student level; and needs assessment of students’ January 2011
  6. 6. Table of conTenTS iiiTable of conTenTsAbbreviations vWhy this study? 1 What is student engagement? 1 Why interest in engagement has increased 2 What this study examines 3What instruments are available for measuring student engagement in upper elementary through high school? 5 Student self-report questionnaires 5 Teacher reports on students 7 Observational measures 8What are the characteristics of each identified measure? 9 Definition of engagement 9 Purpose and uses 12 Technical information available on the psychometric properties of measures 16Study limitations 20Notes 21Appendix A Instrument abstracts 22Appendix B Methodology 60Appendix C Student self-report subscale information 72General references 75References for excluded instruments 77Boxes1 Methodology 42 Definitions of key terms 5FigureB1 Processes for screening citations and reviewing instruments for inclusion/exclusion 64Tables1 Developer and availability of instruments 62 Dimensions of engagement assessed by instruments 113 Instruments with sample items by school or class focus 134 Purposes and uses of instruments 145 Reliability and validity information reported 17
  7. 7. iv Table of conTenTSA1 4-H Study for Positive Youth Development: School Engagement Scale (4-H) 22A2 Academic Engagement Scale of the Consortium on Chicago School Research Biennial Survey (CCSR/ AES) 24A3 Attitudes Towards Mathematics Survey (ATM): Cognitive Engagement in Academic Work Subscales 26A4 Engagement versus Disaffection with Learning (EvsD): student and teacher reports 28A5 High School Survey of Student Engagement (HSSSE) 30A6 Identification with School Questionnaire (ISQ) 32A7 Motivated Strategies for Learning Questionnaire (MSLQ), Cognitive Strategy Use and Self-Regulation Subscales 34A8 Motivation and Engagement Scale (MES) (formerly the Student Motivation Scale and the Student Motivation and Engagement Scale) 36A9 Research Assessment Package for Schools (RAPS) 38A10 School Engagement Measure (SEM)-MacArthur Network 40A11 School Engagement Scale (also known as School Engagement Questionnaire [SEQ]) 42A12 School Success Profile (SSP) 44A13 Student Engagement Instrument (SEI) 46A14 Student School Engagement Survey (SSES) 48A15 Reading Engagement Index (REI) 50A16 Behavioral Observation of Students in Schools (BOSS) 52A17 Classroom AIMS 54A18 Code for Instructional Structure and Student Academic Response-Mainstream Version (MS-CISSAR) included in the Ecobehavioral Assessment Systems Software (EBASS) 56A19 Instructional Practices Inventory (IPI) 58B1 Database search results 60B2 Database form used to track instruments identified 62B3 Number and percentage of screened citations 63B4 Instruments excluded because focus is not on engagement 65B5 Instruments excluded because part of a large-scale survey 66B6 Instruments excluded because of inadequate information 67B7 Instrument-documentation protocol 69C1 Student self-report subscales and sample items 72C2 Subscales used by student self-report instruments, by engagement dimension 74
  8. 8. abbreviaTionS vabbreviaTions4-H 4-H Study for Positive Youth Development: MES Motivation and Engagement Scale School Engagement Scale MS-CISSAR Code for Instructional Structure and StudentATM Attitudes Towards Mathematics Academic ResponseBOSS Behavioral Observation of Students in MSLQ Motivated Strategies for Learning Schools QuestionnaireCCSR/AES Consortium on Chicago School Research/ NCSE National Center for School Engagement Academic Engagement Scale NSSE National Survey of Student EngagementCEEP Center for Evaluation and Education Policy PSL–AB Profiles of Student Life: Attitudes andEBASS EcoBehavioral Assessment Systems Software Behaviors SurveyEvsD Engagement versus Disaffection with RAPS Research Assessment Package for Schools Learning REI Reading Engagement IndexHSSSE High School Survey of Student Engagement SEI Student Engagement InstrumentIES Institute of Education Sciences SEM School Engagement MeasureIPI Instructional Practices Inventory SEQ School Engagement Scale/QuestionnaireIRRE Institute for Research and Reform in Education SSES Student School Engagement SurveyISQ Identification with School Questionnaire SSP School Success Profile
  9. 9. Why ThiS STudy? 1 Blumenfeld, and Paris 2004). As schools and dis- This report reviews tricts seek to increase engagement, it is important for them to understand how it has been defined the characteristics and to assess the options for measuring it. of 21 instruments One challenge educators and evaluators face in measuring engagement is determining the appro- that measure priateness of the available instruments, especially given limited time to review the literature. Instru- student ments for measuring engagement also reflect different disciplinary perspectives and theoretical engagement in frameworks and are thus not easily compared. upper elementary To address the information needs of education professionals, this report describes the 21 instru- through high ments for measuring engagement in upper el- ementary through high school identified through school. it a literature review. The report does not include a technical review of the quality of each measure, summarizes what nor does it recommend or identify strengths or weaknesses of particular instruments. each instrument What is student engagement? measures, Interest in student engagement has grown over describes the past two decades, although there is substantial variation in how it has been defined and mea- its purposes sured. Early studies defined student engagement primarily by observable behaviors such as partici- and uses, and pation and time on task (Brophy 1983; Natriello 1984). Researchers have also incorporated emo- provides technical tional or affective aspects into their conceptual- ization of engagement (Connell 1990; Finn 1989). information on These definitions include feelings of belonging, enjoyment, and attachment. More recently, re- its psychometric searchers have studied aspects of cognitive engage- ment, such as students’ investment in learning, properties. perseverance in the face of challenges, and use of deep rather than superficial strategies (Fred- ricks, Blumenfeld, and Paris 2004). Some have also included self-regulation (the extent to whichWhy This sTudy? students demonstrate control over their learning actions) as a component of cognitive engagement Researchers, educators, and policymakers are (Pintrich and DeGroot 1990; Miller et al. 1996). focusing more on student engagement as the key to addressing low achievement, student boredom Researchers have proposed theoretical models and alienation, and high dropout rates (Fredricks, suggesting that student engagement predicts
  10. 10. 2 meaSuring STudenT engagemenT in upper elemenTary Through high School: 21 inSTrumenTSinclusion of engagement subsequent achievement and suc- • Cognitive engagement is defined as theas a goal of school cess in school. One of the earliest student’s level of investment in learning; itimprovement, growing theories of engagement was the includes being thoughtful and purposeful inawareness of the participation-identification model the approach to school tasks and being willingconnection between (Finn 1989). This theory defines to exert the effort necessary to comprehenddisengagement and engagement in school as “having complex ideas or master difficult skills (Fred-dropping out, and use both a behavioral component, ricks, Blumenfeld, and Paris 2004).of engagement as a termed participation, and an emo-program or intervention tional component, termed iden- Why interest in engagement has increasedoutcome all help explain tification [emphasis in original]”the increased interest (Finn and Voelkl 1993, p. 249). Several factors may explain the increased interestin understanding in understanding and collecting data on engage-and collecting data Another influential model was ment. Among these are the inclusion of engage-on engagement developed by Connell and his ment as a goal of school improvement, growing colleagues (Connell 1990; Con- awareness of the connection between disengage- nell and Wellborn 1991; Skinner ment and dropping out, and use of engagement as and Belmont 1993), who distinguish two ends of a program or intervention outcome. a continuum: engagement and disaffected pat- terns of action. Engaged students show behavioral Engagement as a goal of school improvement. involvement in learning and positive emotional Student engagement measures have been shown to tone; they persevere in the face of challenge (Con- correlate positively with achievement and nega- nell 1990; Connell and Wellborn 1991). In contrast, tively with the likelihood of dropping out of school disengaged or disaffected students are passive, do (Fredricks, Blumenfeld, and Paris 2004). Engaged not try hard, are bored, give up easily, and display students are more likely to earn better grades and negative emotions, such as anger, blame, and perform well on standardized tests (Fredricks, denial (Skinner and Belmont 1993). Blumenfeld, and Paris 2004; Marks 2000). In a review of the literature on student engage- Engagement has been shown to decline as students ment, Fredricks, Blumenfeld, and Paris (2004) progress through the upper elementary grades and propose that student engagement has multiple middle school, reaching its lowest levels in high dimensions: behavioral, emotional, and cognitive. school (Marks 2000; National Research Council and Institute of Medicine 2004). This decline can • Behavioral engagement draws on the idea of be even more dramatic as students move through participation and includes involvement in feeder patterns of low-performing, high-poverty academic, social, or extracurricular activi- schools (Yazzie-Mintz 2007). Some studies ties; it is considered crucial for achieving estimate that by high school as many as 40–60 positive academic outcomes and preventing percent of youth are disengaged (Marks 2000). Not dropping out (Connell and Wellborn 1990; surprisingly, increasing student engagement has Finn 1989). been an explicit goal of many school and district improvement efforts, especially at the secondary • Emotional engagement focuses on the extent level (National Research Council and Institute of of positive (and negative) reactions to teach- Medicine 2004). Measurement is required if prog- ers, classmates, academics, and school. ress is to be tracked over time. Positive emotional engagement is presumed to create student ties to the institution and in- Connection between disengagement and drop- fluence students’ willingness to work (Connell ping out. Measuring engagement helps identify and Wellborn 1990; Finn 1989). at-risk students. For many students, dropping out
  11. 11. Why ThiS STudy? 3of high school is the last step in a long process of • The National To increase engagementdisengagement (Finn 1989). Its consequences for Center for School and find solutions for lowmiddle and high school students from disadvan- Engagement (NCSE) academic achievementtaged backgrounds are especially severe, because partners with and high dropout rates,these students are less likely to graduate and will school districts, law education professionalsface more limited employment prospects, increas- enforcement agen- need to understand howing their risk of poverty, poor health, and involve- cies, courts, and state engagement has beenment in the criminal justice system (National and federal agencies defined and to assess theResearch Council and Institute of Medicine 2004). to support youths options for measuring itFor this reason, many educators, school psycholo- and their families ingists, and community organizations are inter- improving engage-ested in obtaining better data on engagement and ment (http://www.schoolengagement. org).disengagement for needs assessment, diagnosis, NCSE supports truancy reduction programsand prevention. and helps schools track data on attendance and school engagement.Engagement as a program or intervention outcome.As part of the increased focus on school account- What this study examinesability over the past 15 years, more attention hasbeen paid to studying and reporting the effective- In seeking to increase engagement and find solu-ness of interventions designed to improve student tions for low academic achievement and highoutcomes. Currently, many school reform models, dropout rates, education professionals need toprograms, and student interventions focus on en- understand how engagement has been defined andhancing engagement to improve achievement and to assess the options for measuring it. This reportschool completion rates. Examples of interventions summarizes the characteristics of instrumentsthat have identified and measured engagement as used to measure student engagement in upperan important student outcome include: elementary through high school (see appendix A for instrument abstracts).• The Institute for Research and Reform in Education (IRRE) has worked in nine districts Using a methodology described briefly in box 1 nationwide to implement First Things First, a and at length in appendix B, this study addresses school reform model in which schools commit two primary research questions: to improving engagement and strengthening relationships between students and adults 1. What instruments are available to measure (http://www.irre.org). IRRE assists schools student engagement in upper elementary in collecting meaningful data on student through high school? engagement. 2. What are the characteristics of each identified• Check and Connect is aimed at students iden- measure? tified as at risk of dropping out (http://www. ici.umn.edu/checkandconnect). The program The report describes 21 instruments available for is designed to improve engagement by maxi- use at the upper elementary through secondary mizing personal contact and opportunities to level (box 2 defines the three types of instru- build trusting relationships with a mentor or ments). It focuses on this age range because monitor. Behavioral engagement (as reflected of the documented decline in motivation and in attendance, grades, and suspensions) is engagement across middle and high school (Na- checked regularly and used to help mentors tional Research Council and Institute of Medi- strengthen students’ connection with school. cine 2004).
  12. 12. 4 meaSuring STudenT engagemenT in upper elemenTary Through high School: 21 inSTrumenTS box 1 the earliest emergence of engagement Following these exclusions, 19 of the Methodology studies in the early 1980s) and May original 156 named instrument or in- 2009, resulted in 1,314 citations. All strument packages were determined to The instruments included in this re- were reviewed to exclude off-topic be appropriate for inclusion. Two con- port were identified through rigorous citations and identify any named tained separate measures of engage- processes of searching and screening instruments. Citations coded as on ment—one student self-report measure the literature and other sources for topic yielded 144 named instruments; and one teacher report measure. The instrument names and summarizing 12 more were identified through two separate measures are described in information on the identified instru- supplementary processes, for a total one instrument abstract in appendix A ments (see appendix A for instrument of 156. Seven criteria were used in because they have the same instrument abstracts and appendix B for more excluding instruments, resulting in name. Thus, there are 19 instrument detail on the methodology). 137 excluded instruments (see figure abstracts, but 21 instruments are B1 in appendix B): described in the findings. Searching and screening. Databases including Academic Search Premier, • Forty-six were intended for Finding and summarizing informa- PsycINFO, and ERIC were searched student populations outside the tion. In addition to citations for each for student engagement instruments study age range. instrument located through the using systematic keyword searches initial search, further searches were (see table B1 in appendix B). The goal • Five were used only with special conducted on each instrument name, was to find articles that use the word education populations. abbreviation, and author to uncover engagement in their description of any additional materials. Information what was measured. Although there • Twelve were developed and used was then systematically summarized is some overlap in the meaning of before 1979. using an instrument-documentation engagement and other closely related protocol (see table B7 in appendix B), terms such as school belonging, bond- • Thirty-one measured a construct and a draft abstract was prepared for ing, and student motivation, the search other than engagement (see table each instrument detailing availability, was limited to the term engagement, B4). population, method type, background, because it often has a particular mean- administration, what is measured, ing to practitioners as an important • Eleven were large-scale surveys scoring/reporting, reliability, valid- school goal or intervention outcome. It that included only a few items ity, and use. The instrument abstracts should be noted that several reviews of on student engagement (see table underwent three levels of review the engagement literature (Jimerson, B5). to ensure accuracy. The completed Campos, and Grief 2003; Fredricks abstracts were sent to the instrument et al. 2004) have pointed out the lack • Twenty had limited or confusing developers/authors to review for accu- of clear and accepted definitions of information that made com- racy. Developers provided feedback on and distinctions between engagement pleting an accurate description 18 of the 19 abstracts, offering minor and other related terms. difficult (see table B6). changes to the descriptions or updated information and additional refer- The search, restricted to studies • Twelve were excluded for other ences or otherwise indicating that the published between 1979 (to predate reasons. abstract information was accurate.
  13. 13. WhaT inSTrumenTS are available for meaSuring STudenT engagemenT? 5 box 2 individuals, targeted students, or measures the abstract or hypothetical Definitions of key terms classrooms. This study includes only construct it is intended to measure. systematic observational measures Construct validity refers to the degree Three types of measurement methods that use predetermined coding to which an instrument actually are discussed in this report: systems to record observations. Ob- measures a construct. servational methods require trained Student self-reports are measures in observers to collect the data accu- A scale is a set of items or ques- which students respond to items using rately and as intended by the instru- tions intended to measure the same specified response formats (such as ment developer. construct. A scale score is created “strongly agree” to “strongly disagree” by summing or averaging the scores or “very true of me” to “not true of A construct is a variable that cannot on the individual items. Some me”). Scores can be summed or aver- be observed directly but is as- instruments, including many of the aged across items to form subscale or sumed to exist on the basis of other student self-report instruments, total scores to describe the student. evidence. (The term is not normally measure multiple constructs and applied to directly observable and thus have multiple scales (in which Teacher reports are scores assigned to measurable behaviors, such as at- case they may be called subscales). students based on teacher responses tendance or suspension rates.) For For example, the Research Assess- to a set of items using a specified example, the variable “emotional ment Package for Schools contains a response format (for example, “very engagement” cannot be directly seen, student self-report engagement scale, true of student” to “not true of but it is hypothesized to exist and which has two subscales, Ongoing student”). to influence other behaviors. When Engagement in School and Reaction an instrument is used to measure a to Challenge. Items on each subscale Observational measures involve construct, evidence must be obtained can be summed to create subscale direct observation of behavior of to show that the instrument actually scores.WhaT insTruMenTs are available for middle school students. The High School Survey ofMeasuring sTudenT engageMenT in upper Student Engagement (HSSSE) was modeled after theeleMenTary Through high school? National Survey of Student Engagement (NSSE), a measure of engagement of college-age students. The 21 measures of student engagement (14 student self-report instruments, 3 teacher report instru- All but one measure (the Attitudes Towards ments, and 4 observation instruments) are listed in Mathematics Survey [ATM]) has been used with at table 1. Three measures (Classroom AIMS, the Code least one ethnically or economically diverse sample for Instructional Structure and Student Academic of students (see appendix A for information on Response [MS-CISSAR], and Engagement versus populations). Other than the work conducted by Disaffection with Learning [EvsD]) were developed the developer, information could not be found on for use with elementary school populations but the use of five of the measures (4-H Study for Posi- have also been used with middle and high schools tive Youth Development School Engagement Scale, students. Two instruments (the Student Engage- Consortium on Chicago School Research/Academic ment Measure [SEM]-MacArthur and the Read- Engagement Scale [CCSR/AES], ATM, REI, and ing Engagement Index [REI]) were developed for Student School Engagement Survey [SSES]). use with upper elementary students and teachers; their use at the middle and high school levels is Student self-report questionnaires unknown. A version of the Motivated Strategies for Learning Questionnaire (MSLQ), developed for use Student self-report measures can bring the critical with college samples, was adapted and used with voices and perspectives of students into school
  14. 14. 6 meaSuring STudenT engagemenT in upper elemenTary Through high School: 21 inSTrumenTS Table 1 developer and availability of instruments instrument developer availability/website Student self-reports 4-h Study for positive youth richard lerner, institute for applied available by contacting developer, at development: School engagement research in youth development, Tufts richard.lerner@tufts.edu; http://ase.tufts. Scale (4-h) university edu/iaryd attitudes Towards mathematics Survey raymond miller, university of oklahoma available in miller et al. (1996) (aTm) consortium on chicago School consortium on chicago School research http://ccsr.uchicago.edu/ research/academic engagement Scale (ccSr) surveymeasures2007 (ccSr/aeS) engagement versus disaffection with ellen Skinner, portland State university www.pdx.edu/psy/ellen-skinner-1 learning (evsd), student report high School Survey of Student center for evaluation and education www.indiana.edu/~ceep/hssse/ engagement (hSSSe) policy, indiana university identification with School Kristin (voelkl) finn, canisius college available in voelkl (1996) Questionnaire (iSQ) motivated Strategies for learning paul pintrich and elisabeth degroot, middle school version available in Questionnaire (mSlQ) national center for research to improve pintrich and degroot (1990) postsecondary Teaching and learning, university of michigan motivation and engagement Scale andrew martin, lifelong achievement www.lifelongachievement.com (meS) group research assessment package for institute for research and reform in available in rapS manual (www.irre.org/ Schools (rapS), student report education (irre) publications/) School engagement measure (Sem)- phyllis blumenfeld and Jennifer fredricks, available in fredricks et al. (2005) macarthur macarthur network for Successful or by contacting co-developer, at pathways through middle childhood jfred@conncoll.edu School engagement Scale/ Sanford dornbusch, Stanford university, available by contacting co-developer, at Questionnaire (SeQ) and laurence Steinberg, Temple lds@temple.edu university School Success profile (SSp) gary bowen and Jack rickman, Jordan www.schoolsuccessprofile.org institute for families, university of north carolina at chapel hill Student engagement instrument (Sei) James appleton, gwinnett county available in appleton et al. (2006) Schools, georgia, and Sandy christenson, or by contacting developer, at university of minnesota Jim_appleton@gwinnett.k12.ga.us Student School engagement Survey national center for School engagement www.schoolengagement.org (SSeS) (ncSe) Teacher reports engagement versus disaffection with ellen Skinner, portland State university www.pdx.edu/psy/ellen-skinner-1 learning (evsd), teacher report reading engagement index (rei) allan Wigfield and John guthrie, available in Wigfield et al. (2008) or by university of maryland contacting developers, at aw44@umail. umd.edu or jg76@umail.umd.edu research assessment package for institute for research and reform in available in rapS manual (www.irre.org/ Schools (rapS), teacher report education (irre) publications/) observational measures behavioral observation of Students in edward Shapiro, lehigh university manual can be ordered through guilford Schools (boSS) press (Shapiro 2004) (conTinued)
  15. 15. WhaT inSTrumenTS are available for meaSuring STudenT engagemenT? 7Table 1 (conTinued)developer and availability of instruments instrument developer availability/website classroom aimS alysia roehrig, florida State university available by contacting developer, at aroehrig@fsu.edu code for instructional Structure and charles greenwood, Juniper gardens www.jgcp.ku.edu/~jgcp/products/ Student academic response (mS- children’s project, university of Kansas ebaSS/ebass_materials.htm ciSSar) instructional practices inventory (ipi) Jerry valentine, middle level leadership www.mllc.org center, university of missouriNote: The Academic Engagement Scale has been translated into Polish and Spanish. The Motivated Strategies for Learning Questionnaire has beentranslated into nine languages. The School Success Profile is available in Spanish; parts of it have been translated into Hebrew, Lithuanian, Portuguese, andRomanian. The SEM-MacArthur has been translated into Spanish.Source: Authors’ analysis of instrument documentation. reform and improvement efforts. The 14 self-report the time to administer the subscales was gener- measures range from a 4-item scale (the CCSR/ ally unknown. Several studies mentioned having AES) to a 121-item questionnaire (the HSSSE). In an individual other than the teacher administer some cases, the engagement items are a subset of a the questionnaire, to encourage students to be longer instrument that measures other constructs more honest in their reporting. Others mentioned as well; some instrument names (for example, the the importance of reading all the items aloud ATM and the School Success Profile [SSP]) reflect to students, at least at the upper elementary to their broader focus. It is up to users to determine middle school level, to eliminate the possibility whether a subset of engagement items from a that students misread questions. larger instrument can be used for their purposes. However, care should be taken in using a sub- One instrument, the SSP, trains registered users scale or set of items from a larger instrument or online. Some developers provide administration adapting scales by eliminating or changing items, guidelines. Developers acknowledge the impor- because such changes may affect the instrument’s tance of clear instructions so that survey admin- reliability and validity. Instrument developers or istration can be standardized. For example, the other experts should be consulted to identify im- developers of the Research Assessment Package plications of using subscales from a larger instru- for Schools (RAPS) suggest that training for data ment or making changes to an item set. collectors should include information on stan- dard instructions, pacing, maintaining focus, and Copies of 11 of the 14 instruments are available at answering questions. no cost in a published source, accessible online, or available by contacting the developer. The other Teacher reports on students three instruments (the SSP, the HSSSE, and the Motivation and Engagement Scale [MES]) must be Three instruments (ranging from 3 to 20 items) purchased. The cost covers questionnaire mate- involve teacher reports on individual student rials, survey administration, data preparation, engagement. All three teacher report instruments preparation of individual and school reports, and are available at no cost. other technical assistance. Two developers of student self-report measures Most student self-report measures were admin- (the EvsD and RAPS) also offer an instrument for istered in classrooms. Because the engagement teacher reports on student engagement. In the scales were sometimes part of a larger item set, EvsD teacher report instrument, teachers complete
  16. 16. 8 meaSuring STudenT engagemenT in upper elemenTary Through high School: 21 inSTrumenTS 20 items on behavioral and emotional engagement Data are reported as the percentage of occurrences for each student in their class. In the RAPS teacher of the observed behaviors out of the total number report measure, teachers complete three items of observations. on each student. Neither teacher report is subject specific; both can be used in any subject area. In Determining the number of observations needed the third measure, the Reading Engagement Index to get an accurate picture of a student is critical. (REI), teachers rate students on aspects of engaged The developer of BOSS recommends collecting reading, with ratings summed across the eight data at multiple times and acknowledges that items for a total score. Teachers in one study com- observers may need to collect data across aca- pleted the REI in a 20-minute session, suggesting demic settings (group work, seat work, and so that the rating time per 25 students in a classroom forth). The developer suggests three observations is less than a minute per student. of 20–30 minutes each over 2–3 days. According to the developer, about 10–15 hours of training is For meaningful results, teachers should have ex- required to become proficient at administering the perience with the students before completing the measure. items. Teacher ratings should be completed at the same time and in a consistent manner across all For the MS-CISSAR, observation data are recorded teachers in a study. in 20-second intervals, with the user determin- ing the length or total time a student is observed. Observational measures Training is available through videotapes and other self-practice manuals. Four measures use observational methods to collect data on engagement. Two (the Behavioral The observational codes of BOSS and MS-CISSAR Observation of Students in Schools [BOSS] and instruments are publicly available in journal the MS-CISSAR) observe individual students; articles and books. The software systems and two others (Classrooms AIMS and the Instruc- observer training must be purchased. tional Practices Inventory [IPI]) involve classroom observations. For all four, the developers stress Classroom observations. Two observational mea- the importance of well trained observers (that is, sures, the Classroom AIMS and the IPI, focus on observers who have demonstrated that their obser- the classroom rather than the student. Classroom vation results are consistent with the results from AIMS covers four areas: three categories of teach- a prerecorded criterion observation or with the ing practice (atmosphere, instruction/content, observations of other trained observers). and management) and one category of student outcomes called engagement (four items). The Student-level observations. BOSS and the MS-CIS- four engagement items (constituting a subscale) SAR assess students’ on- and off-task behavior in are part of a larger set of 75 items that an observer an instructional setting. Both involve systematic completes on a teacher’s classrooms to assess the direct observations of students in teacher’s use of effective teaching practices andfour measures use classrooms using a standardized success in maintaining high levels of observedobservational methods observation protocol to collect student engagement. Studies using this measureto collect data on data on a specific, predetermined have reported classroom observations of one toengagement—two set of behaviors. These measures four hours occurring two to five times a year. Theobserve individual use a form of momentary time 75 items are available from the developer, but nostudents, and two sampling, in which an observer training is available.involve classroom records whether a student exhib-observations its a predetermined category of The IPI aggregates classroom observations behavior during a defined interval. (100–120 three-minute classroom observations per
  17. 17. WhaT are The charac TeriSTicS of each idenTified meaSure? 9 school) to the school level. The developer recom- • Technical informa- The information on mends that schools collect data several times tion on the psycho- instruments is organized a year. The results are provided as percentages metric properties of by the three kinds of of classrooms falling into each of six categories the measure. Psycho- questions someone of engaged learning. The schoolwide results are metric1 properties searching for measures examined without reference to individual teachers, refer to the descrip- might have: definition as the results are intended for use in faculty dis- tion of information of engagement, cussions about schoolwide improvement of teach- gathered during the purposes and uses, and ing and learning. The IPI is publicly available, but construction and psychometric properties the developer does not recommend its use without validation of mea- training. Training is available in a one-day work- sures that shows the shop provided by the developers. Because the IPI is degree to which the instrument is operating intended as a formative tool for faculty reflection as intended (that is, how much evidence is on student-engaged learning in the school, the available to support the appropriateness of developers suggest that school administrators not inferences made as a result of employing the be observers. measure). Two important types of psychomet- ric information for potential users to consider are reliability and validity, detailed for eachWhaT are The characTerisTics instrument in appendix A. The psychometricof each idenTified Measure? information provided is that found by the research team but may not be all the informa- The information in the instrument abstracts in ap- tion available on a measure. An exhaustive pendix A is summarized below to provide a broad search and review of the technical quality of overview of the characteristics of the identified individual instruments was not conducted, measures. The information is organized into three and judgments were not made about the sections that represent the kinds of questions quality of the studies cited or the adequacy someone searching for measures might have: of the technical information reported. Once a particular instrument use is identified, users • Definition of engagement. The “what is mea- should explore reliability and validity with sured” row of the instrument abstracts de- developers or other experts in more depth scribes how the instrument measures engage- relative to the intended use. ment (subscale names, sample items, number of items, and so forth). Substantial variation Definition of engagement exists in how engagement is defined. One aspect of what is measured has to do with the Developers use a broad range of terms to describe dimensions of engagement assessed (behav- their instruments (student engagement, school ioral, emotional, and cognitive). A second has engagement, academic engagement, engaged time, to do with the object of engagement (engage- student engaged learning, academic responding, ment in school or engagement of all students engagement in class, engagement in school work), or individual students in a classroom). illustrating the lack of commonly accepted termi- nology in this area. The dimensions and focuses of • Purposes and uses. The “background” and engagement also vary across instruments (table 2). “use” rows address why the instrument was developed and how it has been used. The Dimensions of engagement assessed. Several sum- purposes and uses are important because they maries of research on engagement (Fredricks, help potential users understand how particular Blumenfeld, and Paris 2004; Jimerson, Campos, measures may align with their intended uses. and Greif 2003; National Research Council and
  18. 18. 10 meaSuring STudenT engagemenT in upper elemenTary Through high School: 21 inSTrumenTSdifferent instruments Institute of Medicine 2004) Items address emotional reactions to schoolmeasure different describe it as having multiple or aspects of school such as being happytypes of engagement— dimensions. For example, En- or anxious, expressing interest and enjoy-behavioral, emotional, gaging Schools: Fostering High ment, reporting fun and excitement, feelingor cognitive School Students’ Motivation to safe, having supportive or positive relation- Learn (National Research Council ships with teachers and peers, having family and Institute of Medicine 2004) support for learning, expressing feelings of describes engagement in schoolwork as involving belonging, and valuing school. behaviors (persistence, effort, attention, taking challenging classes), emotions (interest, pride in • Cognitive engagement. Of the 14 student self- success), and mental or cognitive aspects (solving report measures, 8 include items focusing problems, using metacognitive strategies). It also on cognitive engagement; 3 have subscales distinguishes between academic engagement and labeled cognitive engagement. Two instru- social engagement (participation in extracurricu- ments (the ATM and the MSLQ) include items lar activities, having friends at school). assessing self-regulation, defined as a set of metacognitive, motivational, and behavioral Different instruments measure different types of techniques a learner can use to manage and engagement (behavioral, emotional, or cognitive; control learning processes; and aspects of cog- see table 2). When available, the developer’s lan- nitive strategy use, which include questions guage is used to check the dimensions of engage- about the use of shallow or deep strategies to ment assessed. Where the developer did not use learn, remember, and understand material.2 the terms behavioral, emotional, or cognitive, the Some instruments (the Student Engagement instrument content was reviewed against typical Instrument [SEI] and the Student School En- descriptions of each dimension in the literature. gagement Survey [SSES]) ask students about the importance of schooling, learning goals, Student self-report measures. Of the 14 student or future aspirations as an aspect of cognitive self-report instruments, 5 include subscales that engagement. address all three dimensions of engagement; 5 ad- dress two dimensions; and 4 address one dimen- Items used to measure behavioral, emotional, and sion (see table 2). cognitive engagement are sometimes used incon- sistently across instruments. For example, some • Behavioral engagement. Of the 14 student instruments consider the extent of participation self-report measures, 11 include a focus on in class as an aspect of behavioral engagement, behavioral engagement; 4 have subscales whereas others consider it an aspect of cognitive entitled behavioral engagement (see table C1 engagement. Some instruments use student effort in appendix C). Across measures, individual to describe the degree of psychological investment items ask students to report on their attention, in learning (cognitive engagement), whereas others attendance, time on homework, preparation use it to reflect compliance with the work required for class, participation in class, concentration, in school (behavioral engagement). Students’ valu- participation in school-based activities, effort, ing of school is used as part of both emotional and persistence, adherence to classroom rules, and cognitive engagement measures. The Identification risk behaviors (such as skipping school). with School Questionnaire (ISQ), for example, assumes that valuing is emotional and reflects • Emotional engagement. Of the 14 student how much students value school as an important self-report measures, 10 include items having institution in society and as useful to achieving to do with emotional engagement; 5 include their future goals (Voelkl 1997). Other measures subscales labeled emotional engagement. assume that valuing reflects cognitive engagement
  19. 19. WhaT are The charac TeriSTicS of each idenTified meaSure? 11Table 2dimensions of engagement assessed by instruments instrument behavioral emotional cognitive Student self-reports multidimensional 4-h Study for positive youth development: School engagement Scale (4-h) ✓ ✓ ✓ high School Survey of Student engagement (hSSSe) ✓ ✓ ✓ motivation and engagement Scale (meS) ✓ ✓ ✓ School engagement measure (Sem)-macarthur ✓ ✓ ✓ Student School engagement Survey (SSeS) ✓ ✓ ✓ bidimensional attitudes Towards mathematics Survey (aTm) ✓ ✓ education versus disaffection with learning (evsd), student report ✓ ✓ research assessment package for Schools (rapS), student report ✓ ✓ School Success profile (SSp) ✓ ✓ Student engagement instrument (Sei) ✓ ✓ unidimensional consortium on chicago School research/academic engagement Scale (ccSr/aeS) ✓ identification with School Questionnaire (iSQ) ✓ motivated Strategies for learning Questionnaire (mSlQ) ✓ School engagement Scale/Questionnaire (SeQ) ✓ Teacher reports engagement versus disaffection with learning (evsd), teacher report ✓ ✓ research assessment package for Schools (rapS), teacher report ✓ ✓ reading engagement index (rei) ✓ ✓ ✓ observational measures behavioral observation of Students in Schools (boSS) ✓ classroom aimS ✓ ✓ code for instructional Structure and Student academic response (mS-ciSSar) ✓ instructional practices inventory (ipi) ✓Source: Authors’ analysis of instrument documentation. (students’ beliefs and self-appraisals of their both positive and negative aspects of behavioral learning goals). (Table C1 in appendix C provides and emotional engagement. The RAPS teacher additional information on the student self-report report includes three items that assess both measures, including the subscale names used behavioral and emotional engagement, which are and sample item wording. Table C2 shows the summed to yield a general measure of student subscales, categorized by the three dimensions of engagement. The REI produces one total score engagement, used across student self-reports.) from eight items intended to cover behavioral, emotional (motivational), and cognitive aspects of Teacher report measures. The three teacher report reading engagement. measures involve teacher ratings of individual student engagement. The EvsD (a 20-item instru- Observational measures. BOSS and the MS- ment) comprises four subscale scores reflecting CISSAR measure a targeted individual student’s
  20. 20. 12 meaSuring STudenT engagemenT in upper elemenTary Through high School: 21 inSTrumenTSThe choice of an on- and off-task behavior or time all purposes. The need to compare results withinstrument depends engaged in classroom settings. normative data available from the developer, foron the intended use; As such, they focus on categories example, limits the choices to instruments suchno single instrument is of observed behavioral engage- as the HSSSE, SSP, MES, RAPS, and IPI, whichbest for all purposes ment. Classroom AIMS includes have such comparison data available to help in an engagement subscale with interpreting the results. District or community four items assessing observ- organizations looking for a broad-based survey able aspects of classroom behavioral engage- to compare aspects of adolescents’ well-being for ment (whether most students stay on task) and use in needs assessment discussions can choose emotional engagement (whether students are between just 2 of the 21 instruments (4-H, SSP). excited about content). The IPI measures student- A school psychologist who wants to observe a stu- engaged learning (that is, the extent of higher- dent over time and track observed engagement to order/deep learning in classrooms), which is see whether a particular intervention seems to be similar to cognitive engagement. helping can also choose between just two instru- ments in the set (BOSS, MS-CISSAR). Schools Measures of engagement in school or class. The interested in tracking increases in student engage- instruments studied assess general engagement ment over time as a school improvement goal must in school or engagement in a particular class (for determine whether their interest is in engagement example, in content or subject areas; table 3). Nine in school; engagement at the class level, in particu- of the student self-report measures include items lar subjects; or particular skills, such as reading, worded to reflect general engagement in school. because different measures assess engagement in Five (the CSSR/AES, ATM, EvsD, MSLQ, and the different contexts. They must also consider the School Engagement Scale/Questionnaire [SEQ]) potential usefulness of including multiple mea- are worded for use at the class level. The CCSR/ sures of engagement, comparing and contrasting AES is administered in language arts classes. The data from students, teachers, and observational ATM, MSLQ, and SEQ have been used in vari- methods to better understand the current state of ous high school subject areas. The EvsD assesses student engagement. engagement in the classroom in general. Research on student motivation and cognition. Two teacher report instruments (the EvsD and Several measures were developed by research RAPS) are also class specific. Teachers rate psychologists studying motivation, cognition, and students based on their knowledge of students in engagement. The EvsD student and teacher report their own classroom context. The third teacher instruments were developed in the early 1990s, report instrument, the REI, assesses students as through research testing a theory of motiva- engaged readers in a particular class context. tion linking aspects of the environment (such as the degree to which the teacher makes students Purpose and uses feel as if they belong) with patterns of student behavior (such as extent of student engagement) The instruments are used for a variety of purposes. and achievement outcomes (Connell 1990). In The classification in table 4 is not intended to sug- 1998, Connell and others at the IRRE revised the gest that each instrument should be used only for original instruments to create a shorter set of the identified purposes but to show potential users instruments (RAPS) for evaluating school reform how the instruments have been used in previous efforts based on the same theoretical framework. studies. Two other measures (the ATM and the MSLQ) were developed as part of research exploring the The choice of an instrument depends on the relationships among students’ self-regulation in intended use; no single instrument is best for learning, cognitive strategy use, and achievement
  21. 21. WhaT are The charac TeriSTicS of each idenTified meaSure? 13Table 3instruments with sample items by school or class focus Setting instrument Sample item in school in class Student self-reports 4-h Study for positive youth development: i want to learn as much as i can in school. ✓ School engagement Scale (4-h) academic engagement Scale (ccSr/aeS) i work hard to do my best in this class. (administered in language arts classes in ✓ chicago) attitudes Towards mathematics Survey (aTm) if i have trouble understanding a problem, i go over ✓ it again until i understand it. engagement versus disaffection with When i’m in class, i listen very carefully. ✓ learning (evsd), student reporta high School Survey of Student engagement how do you feel about the following statements ✓ (hSSSe) related to your high school? identification with School Questionnaire (iSQ) School is one of my favorite places to be. ✓ motivated Strategies for learning i outline the chapters in my book to help me study. ✓ Questionnaire (mSlQ) motivation and engagement Scale (meS) i’ve given up being interested in school. ✓ research assessment package for Schools i work hard on my schoolwork. ✓ (rapS), student reporta School engagement measure (Sem)- i am interested in the work at school. ✓ macarthur School engagement Scale/Questionnaire how often does your mind wander in each of these ✓ (SeQ) classes? School Success profile (SSp) i find school fun and exciting. ✓ Student engagement instrument (Sei) learning is fun because i get better at something. ✓ Student School engagement Survey (SSeS) i feel excited by the work in school. ✓ Teacher reports engagement versus disaffection with in my class, this student does more than required. ✓ learning (evsd), teacher reporta reading engagement index (rei) This student works hard in reading. ✓ research assessment package for Schools in my class, this student seems tuned in. ✓ (rapS), teacher reporta observational measures behavioral observation of Students in Schools observations are coded using five categories (active ✓ (boSS) engagement, passive engagement, off-task motor, (focus on off-task verbal, and off-task passive). individual student) classroom aimS observers respond to four items about ✓ engagement levels in the class (for example, at least (classroom 80 percent of students are consistently on task and focus) highly engaged in class activities). code for instructional Structure and Student observations of student behavior are coded using ✓ academic response-mainstream version (mS- three categories (positive engagement behaviors, (focus on ciSSar) neutral engagement behaviors, and inappropriate individual behaviors). student) instructional practices inventory (ipi) observations of classrooms are coded using a six- ✓ level rubric of extent of engaged student learning. (classroom focus)a. Includes separate student self-report and teacher report instruments.Source: Authors’ analysis of instrument documentation.
  22. 22. 14 meaSuring STudenT engagemenT in upper elemenTary Through high School: 21 inSTrumenTS Table 4 purposes and uses of instruments monitoring at diagnosis and research on the teacher, monitoring at motivation research on evaluation of school, or the student needs instrument and cognition dropping out interventions district level level assessment Student self-reports 4-h Study for positive youth ✓ ✓ development: School (4-h engagement (4-h) participation) academic engagement Scale ✓ (ccSr/aeS) attitudes Towards mathematics ✓ Survey (aTm) engagement versus disaffection ✓ with learning (evsd), student reporta high School Survey of Student ✓ engagement (hSSSe) identification with School ✓ ✓ Questionnaire (iSQ) (class size; magnet schools) motivated Strategies for ✓ ✓ learning Questionnaire (mSlQ) (instructional strategies) motivation and engagement ✓ ✓ ✓ ✓ Scale (meS) (youth enrichment program) research assessment package ✓ ✓ ✓ ✓ for Schools (rapS), student (school reporta reform) School engagement measure ✓ (Sem)-macarthur School engagement Scale/ ✓ ✓ Questionnaire (instructional (SeQ) strategies) School Success profile (SSp) ✓ ✓ ✓ (social supports) Student engagement instrument ✓ ✓ ✓ ✓ (Sei) (dropout prevention) Student School engagement ✓ Survey (SSeS) (truancy reduction) Teacher reports engagement versus disaffection ✓ with learning (evsd), teacher reporta (conTinued)
  23. 23. WhaT are The charac TeriSTicS of each idenTified meaSure? 15Table 4 (conTinued)purposes and uses of instruments monitoring at diagnosis and research on the teacher, monitoring at motivation research on evaluation of school, or the student needs instrument and cognition dropping out interventions district level level assessment reading engagement index (rei) ✓ ✓ (reading (professional motivation) development) research assessment package ✓ ✓ for Schools (rapS), teacher (school reporta reform) observational measures behavioral observation of ✓ ✓ Students in Schools (boSS) (remediation) classroom aimS ✓ ✓ (teacher mentoring) code for instructional Structure ✓ ✓ and Student academic (instructional response-mainstream version strategies) (mS-ciSSar) instructional practices inventory ✓ ✓ (ipi) (school reform)a. Includes separate student self-report and teacher report instruments.Source: Authors’ analysis of instrument documentation. outcomes. Research in this area examines the use Evaluation of interventions. Many measures have of cognitive, metacognitive, and self-regulatory been used to study the effects of interventions or strategies that foster active engagement in learning school reform efforts on increasing engagement or (Corno and Mandinach 1983; Meece, Blumenfeld, reducing aspects of disengagement (dropout rates, and Hoyle 1988). truancy). RAPS was developed for use in schools implementing First Things First, a school reform Research on dropping out. A long line of research model aimed at promoting student engagement explores disengagement as a precursor to drop- and learning. The items used on the SSES were ping out (Appleton, Christenson, and Furlong compiled from other pre-existing measures of 2008; Finn 1989). Two measures were developed engagement by the NCSE for evaluating interven- by researchers investigating this issue—the ISQ tions aimed at reducing truancy. and the SEI. The ISQ was developed to assess how much students identify with or disengage from Monitoring of engagement at the teacher, school, school, based on the hypothesis that identifying or district level. Some measures have been used with one’s school is crucial in preventing dropouts to inform improvement efforts at the teacher, (Finn 1989). The SEI was developed to go beyond school, or district level based on the assumption observable indicators of academic and behavioral that student engagement is important to monitor. engagement (time on task, attendance, homework Two student self-report measures (the CCSR/AES completion) and measure the cognitive and psy- and the HSSSE) provide feedback to schools on chological aspects of engagement as reported by their students’ engagement, which can be com- students themselves. pared with the results for other schools or national

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