The Student Engagement in Mathematics Scale (SEMS) is a self-report measure that was created to assess three dimensions of student engagement (social, emotional, and cognitive) in mathematics based on a single day of class. In the current study, the SEMS was administered to a sample of 360 fifth graders from a large Mid-Atlantic district. The Rasch partial credit model (PCM) was used to analyze the psychometric properties of each sub-dimension of the SEMS. Misfitting items were removed from the final analysis. In general, items represented a range of engagement levels. Results show that the SEMS is an effective measure for researchers and practitioners to assess upper elementary school students' perception of their engagement in math. The paper concludes with several recommendations for researchers considering using the SEMS.
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