Abstract
AbstractThe validity of standardised ossessment instruments and their normative data is a significant issue in school psychology. Consequently, this study of 515 coeducational Queensland Year 5 students investigated the generalisability and robustness of the norms of two contemporary self-concept instruments, the Self-Description Questionnaire-I (SDQ-I; Marsh, 1988) and the Perception of Ability Scale for Students (PASS; Boersma & Chapman, 1992). Both tests have received praise for their theoretical construct but have been criticised for the regionalisation of their norming populations.The results of this study demonstrated that the Queensland students had higher mean PASS self-concept scores than the North American students used in the norming of all the PASS scales. For the SDQ- I, a similar distribution pattern was shown for Queensland students and SDQ-I norming sample, with the exception of small variability with Reading and Mothematics self-concepts scales. Issues associated with interpreting and reporting of assessment results and with the assessment responsibilities of educational psychologists and counsellors are discussed.
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