Assessment and Program Planning - Lecture Slides | HD FS 340, Study notes of Introduction to Sociology

Download Assessment and Program Planning - Lecture Slides | HD FS 340 and more Study notes Introduction to Sociology in PDF only on Docsity! 1 1 HD FS 340 Assessment & Program Planning November 5, 2002 Susan Hegland, Ph. D. 2 Learning Outcomes • Explain need and purpose of assessment • Describe characteristics of norm-referenced, criterion-referenced, and curriculum-based assessments • Describe limitations to traditional and formal assessments for young children • Describe advantages of alternative assessments for young children * Key concepts for Exam III 3 Why assess? • Assessment is the process of – observing, – gathering – recording information • Purpose: to make evaluative decisions – Screening – Diagnostic assessment – Program assessment – Program evaluation 4 Screening • To identify children who may be at risk for health or developmental problems • To determine whether child’s performance is sufficiently different from others to warrant in- depth diagnostic assessment • Occurs prior to other measurement processes • Brief and easy to administer – Facilitates administration to large groups • Norm-referenced 5 Diagnostic assessment • Purpose – To determine whether a problem exists – To identify the nature of the problem – To conclude whether child is eligible for services under IDEA • Highly specialized and in-depth – Administered by trained professionals (e.g., Master’s level school psychologists) • Used for referral and placement decisions • Norm-referenced 6 Program assessment • To determine child’s current skill level • Guides program planning and implementation • Document children’s progress over time • Criterion-referenced or curriculum-based assessment 2 7 Program evaluation • Program evaluation (accountability): – Input • Resources (dollars & staff time put in to program) – Output • Quantity & quality of services provided to clients – Outcomes (Results) • Changes in clients (e.g., children, parents) as a result of services received • Required by most funding sources of educational and human services • Child Outcome Evaluation – To determine how children progress over time by comparing child’s skills before and after intervention – Criterion-referenced or curriculum-based assessments 8 Formal assessments • Predefined, highly structured tasks – Specified guidelines for administration • Focus on isolated aspects of development – Easy to observe – Easy to measure • Norm-referenced – based on a standardization sample • Includes standardized tests (e.g., ACT, ITBS, Bayley) 9 Norm-referenced Assessment • Provides information on how a child is developing in relation to a larger group of children of the same chronological age • Items chosen according to strict criteria: – Percentage of children who master skill at certain age – Does passing item predict getting a high score? – Does failing item predict a low score? • Test must have – reliability (stable) • High test-retest agreement • High agreement among items – validity (accurate) for the • Purpose intended • Population (e.g., Spanish-speaking?) 10 Criterion-referenced assessment • Measures mastery of specific objectives defined by predetermined standards of criteria • Items usually sequentially arranged within the developmental domains or subject areas • Numerical scores represent proportion of specific domain or subject area that a child has mastered • Typically: isolated items chosen from norm- referenced tests (e.g., Brigance, Denver) 11 Curriculum-based assessments • Form of criterion-referenced assessments – Program objectives guide item selection • Curriculum-referenced assessments – California Desired Results Developmental Profile • Curriculum-embedded assessments – AEPS (Assessment, Evaluation, & Programming System) – Creative Curriculum Developmental Continuum – High Scope Child Observation Record (COR) • Portfolio assessments 12 Limits to traditional assessments • Underestimate young children’s skills • Lack relation to program goals • Do not permit adaptation to context or culture • Do not take into account child’s response to instruction – Child points to milk – Adult: what do you want? – Child: no response – Adult: do you want milk or bread? – Child: “mihl” – Adult: “You want milk? – Child: “Milk!”