Development and psychometric evaluation of the Generic Skills Teacher-Rating Scale for students with SEN in Hong Kong

Development and psychometric evaluation of the Generic Skills Teacher-Rating Scale for students with SEN in Hong Kong

針對香港有特殊教育需要學生之共通能力測試量表（教師版）的開發及測評

• Ye, Tianfang Frank The Education University of Hong Kong
• Gao, Fengzhan The Hong Kong Institute of Education
• Yang, Lan
• Hsu, Chia Ling Hong Kong Examinations and Assessment Authority
• Sin, Kuen Fung Kenneth The Hong Kong Institue of Education

Hong Kong Journal of Special Education, 24, 1-20, 2022

Special Education Society of Hong Kong Ltd.

2022

• E Special Education
• L Educational Measurement & Evaluation
  • LA Intelligence, Ability & Aptitude Tests

Generic Skills Special Education Scale Development Psychometric Evaluation 共通能力 特殊教育 量表開發 量表測評

• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education

Research reveals that generic skills are essential for supporting students to not only finish school education but also achieve transition to the workplace and adult life. However, a comprehensive literature review found limited studies have been done to develop an assessment tool for examining the generic skills of students with special educational needs (SEN). Based on two sub-studies, the current study aimed to develop a short form of the Generic Skills Teacher-Rating Scale (GSTS) to assess six generic skills (i.e., Collaboration, Communication, Problem-solving, Self-management, Information Technology, Critical thinking) of SEN students. A total of 231 Hong Kong students from six special schools (including primary and secondary levels) participated in the two studies. Both CFA and Rasch analyses support a six-factor solution of the GSTS with reasonably good model fit indices. Researchers and educators may view the GSTS as an assessment tool, adding more information on SEN students’ generic skills beyond classroom settings to understand the daily-life functioning of students in special education and inclusive education settings. Implications of the results and future directions are also discussed. Copyright © 2022 The Special Education Society of Hong Kong Ltd.

• English

Journal Articles

• 24147818

https://bibliography.lib.eduhk.hk/en/bibs/6081ceaf

2023-12-12