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The Utility of a Curriculum-Based Assessment Instrument in the Development of Individualized Education Plans for Infants and Young Children.
Peer reviewed Peer reviewed
Notari, Angela R.; Bricker, Diane D. – Journal of Early Intervention, 1990
The Evaluation and Programming System: Assessment Level I (EPS-I) was evaluated for effectiveness in developing individual education goals among handicapped or at-risk infants and young children. Early interventionists (N=48) used EPS-I and other instruments to develop goals which were compared. Findings indicate EPS-I goals were functional,…
Descriptors: At Risk Persons, Disabilities, Evaluation Methods, Individualized Education Programs
Reliability, Validity, and Utility of the Evaluation and Programming System: For Infants and Young Children (EPS-1).
Peer reviewed Peer reviewed
Bricker, Diane D.; And Others – Journal of Early Intervention, 1990
This study examined psychometric properties and usefulness of the Evaluation and Programming System: Assessment Level I (EPS-I) by analyzing validity, reliability, and utility data from 335 nonhandicapped, at-risk, and handicapped infants and young children. Outcomes portrayed EPS-I as a valid, reliable, and helpful instrument for developing and…
Descriptors: At Risk Persons, Disabilities, Early Intervention, Evaluation Methods
Post-Test Learner Evaluation. Action Research Monograph.
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Hardiman, Sydney Schwartz – 1999
A 5-month project was conducted by the Greater Pittsburgh Literacy Council (GPLC) to develop a better posttest to evaluate student goals and their tutoring experience after they had worked with a volunteer tutor for approximately 50 hours. During the project, the existing evaluation form was reviewed, and a new one-page posttest evaluation sheet…
Descriptors: Action Research, Adult Basic Education, Adult Literacy, Adult Students