smalsi

School Motivation and Learning Strategies Inventory (SMALSI) by Kathy Chatham Stroud, Ph.D., and Cecil R. Reynolds, Ph.D.: 

School Motivation and Learning Strategies Inventory (SMALSI) by Kathy Chatham Stroud, Ph.D., and Cecil R. Reynolds, Ph.D. Stephanie Macias Azusa Pacific University EDCO 543

What is the School Learning and Motivational Strategies Inventory (SMALSI): 

The SMALSI is a standardized, self-report assessment designed to assess academic motivation, learning strategies, test anxiety, and study habits in order to provide proactive assistance to students struggling in these areas. What is the School Learning and Motivational Strategies Inventory (SMALSI)

Who can administer the SMALSI?: 

Who can administer the SMALSI?

Who can benefit from this assessment?: 

Who can benefit from this assessment? The SMALSI can be used to assess general education students in the classroom to identify weakness that can then be addressed as a group or to identify individual students who may be lacking in skills, strategies, or motivation. The SMALSI can be used as a tool to help students who are struggling by identifying areas in which they could benefit from intervention, prior to being referred for evaluation. General education screening Students with disabilities Pre–Referral Intervention or Prevention The SMALSI can be used with students who have disabilities to identify areas that may exacerbating academic difficulties.

Constructs Measured: SMALSI Subscales: 

Constructs Measured: SMALSI Subscales Strengths Liabilities

Administration: 

The SMALSI is designed to be used with students from the ages to 8 to 18. There are two forms for the test. The child form is used with children form 8 to 12 and includes 147 items, and the teen form is used with children 13 to 18 and includes 170 items. The SMALSI an untimed, self-report assessment that is designed for use at the third-grade reading level, however it can be read to students if necessary. Questions are based on a 4 point response scale including , “never”, “sometimes”, “often”, “almost always” Typically takes 20-30 minutes to complete. Can be administered to groups or individual students Administration

Sample Questions: 

Sample Questions Study strategies: 1. I use a plan to remember things for tests. 86. When studying for a test I spend extra time on the things I think are important. Note taking/Listening Skills: 4. I write down new topics when the teacher writes them on the blackboard. 75. I write notes in my own words Reading/Comprehension Strategies: 3. Before reading something, I skim it, looking at headings and key words. 25. I read the questions at the end of the chapters to make sure I understand the most important parts.

Sample Questions Continued…: 

Writing /Research Skills: 110. I read a writing assignment out loud to make sure it sounds good. 24. I can find fiction and nonfiction books in the library. Test Taking Strategies: 117. I go back and check each answer before turning in a test. Time Management/Organizational Techniques: 70. I try to study in the same place. 27. I write all my daily assignments in the same place. Sample Questions Continued…

Sample Questions Continued…: 

Low Academic Motivation: 127. I put off turning in homework as long as I can. 143. Teachers are unfair to most kids. Test Anxiety: 128. I can’t eat before a test. 2. I get very nervous when I take a test. Concentration/Attention Difficulties: 79. I am very forgetful. 140. School is boring. Sample Questions Continued…

Scoring and Interpretation: 

Option to hand-score or computer-score. SMALSI scoring template and SMALSI Profile necessary for hand scoring. Hand scoring takes approximately 10 minutes. An Inconsistent Responding Index is included to identify when students are answering inconsistently. Students with scores below 40 in strengths or above 60 in liabilities would be good candidates for intervention. When interpreting tests with 25 or more questions missing, score should be interpreted with caution as accuracy may be effected. Score produces a profile of T- scores ( M = 50, SD = 10) from which strengths and weaknesses can be identified and intervention can be tailored to. Scoring and Interpretation

Is the data meaningful?: 

Reliability Internal consistency reliability. All subscales had coefficient alpha higher than .70, with most in the .80’s except for the Writing/ Research scale which has the weakest reliability coefficients. The Test Anxiety scale produces the strongest correlations. Content validity assessed by expert review. Criterion related validity - interscale correlations demonstrated predictable patterns of relationship and correlations with tests measuring related constructs. Validity Is the data meaningful? Reliability and Validity

Reliability – Internal Consistency Estimates : 

Child Form Reliability – Internal Consistency Estimates

Reliability – Internal Consistency Estimates: 

Teen Form Reliability – Internal Consistency Estimates

Slide 14: 

TEST REVIEW FORM Name of Reviewer : Stephanie Macias Title of Test : School Motivation and Learning Strategies Inventory (SMALSI) Author : Kathy Chatham Stroud, Ph.D., and Cecil R. Reynolds, Ph.D. Publisher : Western Psychological Services (WPS) Date : 2007 Purpose of Test : To assess academic motivation, learning strategies, test anxiety, and study habits in order to provide proactive assistance to students struggling in these areas

Slide 15: 

Development: Standardization: Standardized on a nationally representative sample of 2,921 students (based on the 2000 U.S. Census). Reliability: Internal consistency reliability. All subscales had coefficient alpha higher than .70, with most in the .80’s except for the Writing/ Research scale which has the weakest reliability coefficients. The Test Anxiety scale produces the strongest correlations. Validity: Content validity assessed by expert review Criterion related validity - interscale correlations demonstrated predictable patterns of relationship and correlations with tests measuring related constructs. Administration: The SMALSI an untimed, self-report assessment that is designed for use at the third-grade reading level, however it can be read to students if necessary. Questions are based on a 4 point response scale including , “never”, “sometimes”, “often”, “almost always” Typically takes 20-30 minutes to complete. Can be administered to groups or individual students

Slide 16: 

Interpretation of Scoring: Students with scores below 40 in strengths or above 60 in liabilities would be good candidates for intervention. Caution when interpreting tests with 25 or more questions missing, score should be interpreted with caution as accuracy may be affected. Score produces a profile of T- scores ( M = 50, SD = 10) from which strengths and weaknesses can be identified and intervention can be tailored to. Limitations: Age: Child form: Ages 8-12 Teen form: Ages 13-18 Grade: Not specified (see age range above). Other: Not applicable Strengths: Can be used to assess students in general education and students with learning disabilities, emotional disturbances, ADHD, and Traumatic Brian Injury. Cost effective. Time efficient to administer and score.

References: 

References Stroud, K., & Reynolds, C. (2006). School Motivation and Learning Strategies Inventory. Novak, C. (2006). Review of the School Motivation and Learning Strategies Inventory, by K. Stroud & C. Reynolds: Mental Measurements Yearbook , EBSCO host (accessed October 14, 2011). Jeary , J. (2007). Review of the School Motivation and Learning Strategies Inventory, by K. Stroud & C. Reynolds: Canadian Journal of School Psychology, EBSCOhost (accessed October 14, 2011).