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ERIC Number: ED015772
Record Type: RIE
Publication Date: 1966-Jul
Pages: 139
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
TECHNIQUES FOR ASSESSING COGNITIVE AND SOCIAL ABILITIES OF CHILDREN AND PARENTS IN PROJECT HEAD START.
HESS, ROBERT D.; AND OTHERS
IN ORDER TO DEVELOP AND EVALUATE MEASURING INSTRUMENTS FOR ASSESSING THE COGNITIVE CAPACITIES OF DISADVANTAGED CHILDREN, EXTENSIVE TESTING OF PRESCHOOL PUPILS AT 4 HEADSTART CENTERS IN CHICAGO WAS CONDUCTED. ACHIEVEMENT AND BEHAVIOR TESTS WERE ADMINISTERED DIRECTLY TO THE PUPILS. PUPILS' MOTHERS WERE INTERVIEWED AND TESTED TO OBTAIN INFORMATION ABOUT THE PUPILS' HOME ENVIRONMENT. OBSERVATION AND RATING EXERCISES BY TEACHERS AND OTHERS INDICATED SOME CHARACTERISTICS OF PUPIL ACHIEVEMENT AND BEHAVIOR. IT WAS HOPED THAT AS A RESULT OF THIS COMPREHENSIVE TESTING AND TEST-INSTRUMENT EVALUATION, A BATTERY OF EFFECTIVE INSTRUMENTS COULD BE IDENTIFIED THAT WOULD RELIABLY PREDICT PRESCHOOL CHILDREN'S SUBSEQUENT SCHOOL ACHIEVEMENT, EVALUATE THEIR SCHOOL READINESS, AND POINT OUT AREAS OF SPECIAL DISABILITY. IT WAS FOUND THAT INFORMATION ON THESE 3 AREAS COULD BE OBTAINED MOST RELIABLY BY MEASURING INTELLIGENCE AND ACHIEVEMENT BY (1) THE STANFORD-BINET, (2) THE PRESCHOOL INVENTORY, AND (3) THE DRAW-A-PERSON AND BY MEASURING BEHAVIOR AND ADJUSTMENT TO SCHOOL BY (1) CERTAIN ITEMS OF THE READINESS CHECKLIST, (2) CERTAIN ITEMS OF THE FACE SHEET OF THE STANFORD-BINET, AND (3) THE BEHAVIOR INVENTORY. IN A SUBSEQUENT STUDY COMPARING THE SCORES ON VARIOUS TESTS OF THESE HEADSTART CHILDREN WITH NON-HEADSTART CHILDREN WHEN IN KINDERGARTEN, NO DIFFERENCE WAS FOUND BETWEEN GROUPS IN ACADEMIC ACHIEVEMENT. (WD)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Chicago Univ., IL.
Identifiers: Illinois (Chicago); PROJECT HEADSTART; Readiness Checklist; Stanford Binet Intelligence Scale