Questions and Answers About Formative Assessment Teachers who participate in my workshops often ask very pertinent questions that go right to the heart of formative assessment. I use these questions in a formative manner:
The page manual forms the core of the assessment. It contains an abbreviated form of each item name in the same sequential order as the manual and space for scoring the results of three assessments that may occur during a program year.
The LAP-3 scoring booklet is not an assessment instrument. It must be used in conjunction with the LAP-3 Manual. Teachers and administrators may use the scoring booklet when: They are very familiar with the criteria and protocol for administering the items They have several children to administer the assessment to, and they want to do so at lower cost.
The scoring booklets come in packs of 20 and cost substantially less than using a manual for each child. The materials can be gathered by the examiner, or for more consistent results, a standard LAP-3 Kit can be purchased from Kaplan Early Learning Company.
The LAP-3 Kit includes most of the necessary materials. For the sake of reliability and validity, we strongly recommend that kits be used that are composed of the same materials used in the validation study.
They comprise a set of sequenced cards correlated with each item in the LAP-3; organized by the seven domains. Each card describes a step-by-step procedure and various activities for supporting the development of a specific skill.
Child Development Instructions for Using the Profile After the pretest is completed, the examiner can use the profile chart to graphically show the results. Child Development Using a colored marker, color in each box that represents an item that was completed successfully by the child.
Also color in all items to the left of those actually administered this is the basal--check the instructions because it is assumed that the child would have accomplished these easier, lower level items had they been administered.
The numbers by the boxes match the numbers of the items in each skill area. Not all the boxes have numbers.
Item 16, for example is the box to the right of item 15, item 17 is two boxes to the right, and so forth. Child Development Then, at the end of the program year or some other later time, administer the "post test" and color in the boxes that represent the items passed with a different, contrasting color.
The result will give a graphic representation of the child's progress. A report concerning the results of this investigation is available from Kaplan.
The LAP-3 was found to have relatively high correlations between raw domain scores and chronological age for children in the month age range, while older children aged out on most domains.
The prime source of evidence for competency based learning outcomes within this qualification Assessment is the process used to judge a learner’s competence against set standards. 5 20 40 minutes CT Understand the Speech, Language and. GERIATRIC FUNCTIONAL ASSESSMENT An educational exercise with a Standardized Patient Instructor emphasizing functional status assessment and communication skills relevant to the care of . The Learning Accomplishment Profile, 3rd Edition (LAP-3), is a criterion-referenced assessment for children functioning in the month age-range. The purpose of the LAP-3 is to assist teachers, clinicians, and parents in assessing individual skill development of young children.
The LAP-3 also evidenced good internal consistency and fairly low standard errors of measurement for each domain. Very good test-retest reliability and inter rater reliability were found for all domains of the LAP Evidence of adequate construct validity was also shown. The LAP-3 was found to have very good criterion validity, based on comparisons with the Battelle Developmental Inventory.
In sum, the LAP-3 evidences good reliability and validity characteristics, and is an appropriate tool for use in assessing young children's developmental functioning in the month old age range. Child Development ECO Center Crosswalks In working with states on outcome development and measurement approaches, the ECO Center cross-referenced the functional skills assessed by various published instruments with the three child outcomes required by the Office of Special Education Programs OSEP for Part B Section and Part C programs, to assess the degree to which these instruments measure the required outcomes.
Priority was also given to instruments that states identified for outcomes measurement in the State Performance Plans submitted to OSEP.CACHE Level 3 Diploma for the Children and Young People’s Workforce Qualification Specification – Optional Units Assessment task - CYPOP 11 Caseload Management Task 1 links to learning outcome 1, assessment criteria , , and You have a supervision appointment booked with your line manager to review your caseload.
The Communication Trust is a consortium of over 40 voluntary sector and not-for- as well as possible activities to support both learning and assessment for each unit. Information sources are provided at the end of this booklet. Overview Learning outcome 1 Power point presentation slides, with associated notes Related AC* Learner sheets.
Learning outcomes 1 Learning objectives 1 The Emergency Triage Education Kit aims to provide further support to Triage Nurses.
of a resource book for nurse educators to promote the consistent application of the Australasian Triage Scale (ATS). Learning Outcomes and Assessment Criteria This unit is worth 4 credits and amounts to around 40 hours of learning.
There are 4 learning outcomes, each with a number of assessment criteria which assess your learning and This booklet includes useful resource sheets to support your learning throughout this unit.
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learning and development. caninariojana.com to provide opportunities Be ab for young children to develop their. CYPOP 7. Learning outcomes. By the end of this chapter you will: caninariojana.comand the concepts of creativity U and creative learning, and how these affect all aspects of young children’s.
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