Assessing After-School Settings

Autor/inn/en	Grossman, Jean Baldwin; Goldsmith, Julie; Sheldon, Jessica; Arbreton, Amy J. A.
Titel	Assessing After-School Settings
Quelle	In: New Directions for Youth Development, (2009) 121, S.89-108 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-8916
DOI	10.1002/yd.298
Schlagwörter	Youth Programs; Educational Environment; After School Programs; Learner Engagement; Aptitude Treatment Interaction; Program Evaluation; Program Content; Educational Assessment; Educational Indicators; Measurement Techniques; Delivery Systems; Teacher Effectiveness; Leadership Effectiveness; Item Analysis + Suchen Sie Ihr Suchwort? Jugendsofortprogramm; Lernumgebung; Pädagogische Umwelt; Schulumwelt; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Programme evaluation; Programmevaluation; Programmgestaltung; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Messtechnik; Auslieferung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Führungseffizienz; Itemanalyse
Abstract	According to previous research, three point-of-service features--strong youth engagement, well-conceived and well-delivered content, and a conducive learning environment--lead to positive impacts in after-school settings, the ultimate gauge of quality. To assess quality at a program's point of service, researchers and program administrators should measure indicators of these three quality features. We argue that youth engagement should be the first of these indicators to be measured because it reflects both the content of program activities and the conditions of the learning environment. Next, content should be assessed to ensure that staff deliver a well-designed sequence of active tasks that are linked explicitly to the development of desired skills or competencies. Finally, assessing the learning environment can help explain whether youths' absorption of the content is inhibited by poor interactions, limited youth decision making, or unsafe conditions. In presenting and evaluating multiple measurement approaches, the authors argue that the most reliable measures are those collected from the agent (either youth or staff members) to whom the indicator is most directly tied. Engagement, for example, is an experience of the youth, content is delivered by staff members, and the learning environment, which is maintained by staff members and experienced by the youth, is tied to both agents. Findings from quality assessments should be used to feed an ongoing process of training, support, and content change aimed at quality improvement. (Contains 1 figure, 1 table, and 16 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10