ERIC Number: ED332457
Record Type: RIE
Publication Date: 1990-Dec-14
Reference Count: N/A
Broadening School Psychological Services through Program Evaluation and Modification That Emphasized Curriculum Based Assessment.
The practicum examined a means of conducting psychoeducational evaluations of children suspected of educational handicaps while expanding the delivery services of school psychology to include consultation, program planning, research, evaluation, supervision, and interventions. Practicum activities included: (1) psychoeducational evaluations focusing on answering referral questions and linking assessments to interventions; (2) demonstration of the usefulness of curriculum-based assessment (CBA) through innovative practice and inservice presentation; (3) a consultation project involving collaborative efforts between teachers of educable mentally impaired students and the school psychologist; and (4) a formative evaluation of current multidisciplinary evaluation team reporting. Reports and logs indicated that assessments had been appropriately modified and that a sufficient number had been done. Structured interviews supported the value of consultation, and the school psychologists gained in understanding of CBA. Positive responses to the intervention project and planned continuance of the model suggested success. The formative evaluation was accepted and used in program development. It was concluded that school psychological service delivery can be expanded while sustaining assessments. Appended are a workload analysis, a CBA checklist, the evaluation team questionnaire, and a summary of the formative evaluation. Includes 71 references. (DB)
Publication Type: Dissertations/Theses - Practicum Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers: Curriculum Based Assessment
Note: Ed.D. Practicum Report, Nova University.