ERIC Number: ED111870
Record Type: Non-Journal
Publication Date: 1975-Jun-17
Reference Count: N/A
New Directions in Open Classroom Evaluation: Situational Tasks.
Rentfrow, Robert K.
The material reported here was developed as part of a systematic effort to develop techniques to evaluate the effectiveness of a nationally implemented early childhood program. The Classroom Attitude Observation Schedule technique has been implemented in a number of school districts as a means of assessing program implementation of the Tucson Early Education Model (TEEM). Teachers have found this a useful way to learn more about the effects of the program on the social functioning of children. The Children's Language Assessment-Situational Tasks represents a new direction in the assessment of children's language development at the preschool and early elementary level. The developmental program has led to the conclusion that this technique samples aspects of children's development in a valid context, and provides information for teachers which is applicable to improving the instruction of young children. Situational tasks have proven valuable in the elusive task of evaluating an innovative open classroom program. Future efforts will be directed toward other areas of the TEEM program, such as the development of cognitive skills through the cooking experience. (Author/RC)
Descriptors: Child Development, Classroom Environment, Classroom Observation Techniques, Early Childhood Education, Elementary School Students, Language Acquisition, Models, Open Education, Preschool Education, Program Development, Program Effectiveness, Program Evaluation, Situational Tests, Social Relations, Student Behavior
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Child Development (DHEW), Washington, DC.; Bureau of School Systems (DHEW/OE), Washington, DC. Div. of Follow-Through.
Authoring Institution: Arizona Univ., Tucson. Arizona Center for Educational Research and Development.