Assessment of Social Perspective-Taking Performance (ASPP)

General Information on the Measure
Purpose of the measure

The Assessment of Social Perspective-Taking Performance (ASPP) uses scenarios to assess students' social perspective-taking competency.

Main constructs measured

Interpersonal competencies

Applicable grade levels

Upper elementary and middle school students

Publication year for the most recent version

2018

Year originally developed

2015 (as the Social Perspective Taking Acts Measure)

Related measures
Measure Administration
Respondent

Student

Method of administration

Paper/Pencil

Number of items

9

Item format

Free response

Administration time

No information is available in the references reviewed.

Available languages

English

Fee for use Free and publicly available
Credentials required for administration

None

Scoring
Overall score reporting

No overall scores are reported.

Subscore reporting

There are two subscores:

  • Articulation of beliefs
  • Positioning of actors in social contexts
Scoring procedures

The measure is self-scored.

Interpretive information

No information is available in the references reviewed.

Evidence of Technical Quality
Populations for which technical quality evidence has been collected

Evidence was collected from upper elementary and middle school students from 25 schools in four districts across two states (N=1299) (Kim et al., 2018).

Reliability evidence

Reliabilities reported as coefficient Omega, ranging from 0.74 to 0.86, and as internal consistency estimates (Alpha), which ranged from 0.66 to 0.82 (Kim et al., 2018).

Validity evidence
Evidence based on content
Items were adapted from an existing instrument (the SPTAM) (Kim et al., 2018).
Evidence based on response processes
No information is available in the references reviewed.
Evidence based on internal structure
Categorical Confirmatory Factor Analysis was used to find support for two correlated subscales (Kim et al., 2018). Female students, students in higher grades ,and high achieving students were more likely to have higher scores. Students who were designated as English Language Leaners or identified for special education services were more likely to have lower scores (Kim et al., 2018).
Evidence based on relations with other variables
Positive associations of scale scores were found with measures of academic engagement and with standardized test scores (Kim et al., 2018).
Locating the Measure
Obtaining a copy of the measure

No information is available in the references reviewed.

References

Kim, H. Y., LaRusso, M. D., Hsin, L. B., Harbaugh, A. G., Selman, R. L., & Snow, C. E. "Social perspective-taking performance: Construct, measurement, and relations with academic performance and engagement," Journal of Applied Developmental Psychology, 57, 2018, pp. 24–41.

Diazgranados, S., Selman, R. L., & Dionne, M. "Acts of social perspective taking: A functional construct and the validation of a performance measure for early adolescents," Social Development, 25, 3, 2016, pp. 572–601.

Notes

Student responses must be coded in accordance with a code manual available from the developer. Training in the codebook is necessary prior to administration.

Measure summary updated January 24, 2019.