The Academic Competence Evaluation Scales (ACES) are sold by Pearson and aim to identify students with academic difficulties. There are versions that can be completed by both students and teachers. The Academic Enablers portion of the scales contains 4 subscales: Motivation, Engagement, Study Skills, and Interpersonal Skills. Pearson recommends administering the ACES in combination with the Academic Intervention Monitoring System (AIMS), a guidebook of interventions, and Goal Attainment Scaling (GAS), an assessment of student progress as a result of said interventions, to be used as part of a 5-step problem-solving process for developing and evaluating interventions for academic difficulties.
Content
Motivation, Engagement, Study Skills, Social Skills
Administration Information
Qualification Level CL3 required for purchase
Access and Use
N/A: This assessment is currently out of print
DuPaul, G. J., Jitendra, A. K., Tresco, K. E., Junod, R. E. V., Volpe, R. J., & Lutz, J. G. (2006). Children with attention deficit hyperactivity disorder: Are there gender differences in school functioning?. School Psychology Review, 35(2), 292-308. https://www.researchgate.net/profile/Robert_Volpe/publication/252235332…
Jenkins, L. N. (2009). Academic enablers, social support, and academic achievement related to externalizing behaviors in elementary-school children (Doctoral dissertation, Northern Illinois University). http://search.proquest.com/openview/8d9b313b4db561c7ef935fa3fe04d0d9/1?…
Jenkins, L. N., & Demaray, M. K. (2015). An investigation of relations among academic enablers and reading outcomes. Psychology in the Schools, 52(4), 379-389. https://doi.org/10.1002/pits.21830
Oakes, W. P., Lane, K. L., Cox, M., Magrane, A., Jenkins, A., & Hankins, K. (2012). Tier 2 supports to improve motivation and performance of elementary students with behavioral challenges and poor work completion. Education and Treatment of Children, 35(4), 547-584. https://doi.org/10.1353/etc.2012.0024
Ogg, J., Volpe, R., & Rogers, M. (2016). Understanding the relationship between inattention and early literacy trajectories in kindergarten. School Psychology Quarterly, 31(4), 565. https://doi.org/10.1037/spq0000130
Psychometrics
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%2F073428299901700302
DiPerna, J. C. (2004). Structural and concurrent validity evidence for the academic competence evaluation scales‐college edition. Journal of College Counseling, 7(1), 64-72. https://doi.org/10.1002/j.2161-1882.2004.tb00260.x
Owens, J. S., Allan, D. M., Kassab, H., & Mikami, A. Y. (2020). Evaluating a short form of the Academic Competence Evaluation Scales: Expanded examination of psychometric properties. School Mental Health, 12(1), 38-52. https://doi.org/10.1007/s12310-019-09347-9
Scott, S. S., Banerjee, M., Getzel, E., Manglitz, E., Blosser, R., Brinkerhoff, L., ... & Harris, R. (2002). Assessing the academic competence of college students: validation of a self-report measure of skills and enablers. Journal on Postsecondary Education and Disability, 15(2).
Zegadlo, S. A. (2015). Examination of the internal structure of the Academic Competence Evaluation Scale - Teacher (ACES-T). (Graduate Thesis, Eastern Illinois University)
https://thekeep.eiu.edu/theses/1894