Program Quality Assessment Tool
Question
Read the article “HOW CAN I ASSESS THE QUALITY OF MY PROGRAM?” below and, referring to pages 3-6, summarize a Quality Program Assessment Tool (found on pages 3-6). Be sure to include what type of assessment tool it is, what it measures, how it is designed (how many questions, how they are measured, etc.), and who the publisher is.


Solution
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.




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