Program Quality Assessment Tool

Program Quality Assessment Tool

Program Quality Assessment (PQA) is an assessment that is scientifically validated and mainly reflects on the research-based field practices in a child’s early education.  The tool considers the observation of the programs during the non-school hours, interviews programs involving the staff and the assessment checklist.  The review below finds a summary of the program quality assessment, providing information on the types of the assessment tool, what the tool is used for, how the tool is designed and the publisher of the tool.

After-School Observation Instrumental Tool

The tool is mainly used for research involving children of grades K-8.  The tool is published by Peachman and the Centre for Education and Research policy associates.  The tool works by observing the activities presented for approximately 6–15-minute periods.  The dimensions in which the activities are observed are in four components; the activity context coding that includes the knowledge areas, the activity descriptions that provides qualitative entries feedback, the promising practices that include the supportive and effective relations between peers and the overall program quality with the respective rate scores.

After-School Environmental Scale Tool

The tool is used for research and was published by Rosenthal and Vandell in the Quality-of-Care School-aged Child Care programs.  The target group for this type of tool is Grade 3-5.  The tool works because several items are used in the assessment of programs.  Some of the items used in assessing programs are frequency reports, enthusiasm, and emotional support-based perceptions.

Assessing After School Program Practices Tool

Miller and his cores published the tool.  The tool is mainly used for self-assessment and is mostly applicable for grades K-8.  The tool functions based on the observation of the program on a four-point scale.  The first scale section is the transitions and the arrivals.  The second scale section measures the expected child outcomes.  The third section measures the physio-social environment and the relationships.

Chicago Youth Programs Standards Tool

The tool was mainly published by the Chicago Area Project and is mainly used for self-Assessment by the practitioner.  The tool is mainly used for the ages 13-18.  The tool works by integrating the twenty provided standards that are divided into relationships and environments.  The basis of the rating of the categories is to give support and assistance to the frontline staff.

Child Development Instrument for Categorical Program monitoring Tool.

The California Department of Education mainly published the tool.  The tool is mainly applicable to self-assessment by the practitioner and is effective for all age groups.  The tool evaluates the programs in seven dimensions divided into three main categories; involvement, administration systems, and governing systems.

Competency Observation Assessment Tool.

The National Youth Development Learning Network published the tool.  The tool is effective for self-assessment and is mainly used by the practitioner or the program staff.  The tool mainly works by observation of the ten competencies.  Some of the competencies that are taken into consideration on the application of the tool are the application of the youth development principles, engagement of different groups in positive and meaningful communication and easier adaptation into youthful activities.

The County 4-H program Standards and Quality Indicators Tool.

The tool was published by the South California 4-H Youth Development Program.  The tool is mainly sued for self-assessment by the practitioner.  The tool works by implementing the twelve standards evaluated on a checklist.  The checklist’s core components are the volunteers’ educational activities, internal communication from the services, marketing opportunities, and the recognition and participation programs.

DC Standards for Out-of-School Time Tool.

DC Children and Youth Investment Trust published the tool.  The tool is mainly used for self-Assessment and is mainly sued by practitioners.  The tool is mainly applicable to children of all ages.  The tool works by adhering to the fourteen organizational Standards that are evaluated by implementing surveys.  The surveys are evaluated on human relationships.

Established Standards of Excellence Self-Assessment tool.

North Carolina Centre published the tool for After School Programs.  The practitioners use the tool for self-assessment, which is applicable for grades K-12 children.  The tool works by evaluating the seven quality Indicators through the checklist where active engagement and participation in learning are mastered.  The academic performance is also monitored closely based on the implementation of the above tool.

Self-Assessment Questionnaire Tool.

The tool was published y Achieve Boston in the year 2003.  The tool is mainly used by the practitioners for self-assessment and applies to children of all ages.  The tool works by evaluating the eleven standards using a survey.  The surveys are based on the activities, building effective relationships and promoting health and nutrition within the families and the children within the schools.

Youth Development Strategies Tool

The tool was published by the Youth development strategies and used by youths of all ages for self-assessment.  The tool works by survey in which the participants are the 13 supports and the presenting opportunities based on the supports.  Some of the emerging support and opportunities for implementing the strategy are emotional awareness, physical safety, knowledge, decision-making, and leadership skills.

Youth Program Quality Assessment Tool.

The tool was published by the High Scope Educational Research Foundation in 2005 and was mainly used by the researchers and the program staff for self-assessment and research.  The tool is mainly applicable for the 4-12 grades.  The tool works by implementing the seven scale of the 29 items that are all measured by observation and administration of interviews.  The tool takes into consideration safe and supportive environments. 

References

Kahn, J., Bronte-Tinkew, J., & Theokas, C. (2008). How can I assess the quality of my program?  Tools for out-of-school time program practitioners.  Child Trends Brief Research to Results, 10.