Computerized Social-Emotional Assessment Battery for School Readiness

用于入学准备的计算机化社会情感评估电池

• 批准号: 8431998
• 负责人: SUSANNE A DENHAM
• 金额: $ 19.7万
• 依托单位: GEORGE MASON UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-03-01 至 2015-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8431998
• 关键词: 4 year old; Accountability; Achievement; Address; Administrator; Age; Attention; Attitude; Behavior; Child; Child Care; Cognitive; Computers; Data Quality; Development; Education; Educational Personnel; Emotional; Emotions; Evaluation; Failure; Feedback; Focus Groups; Foundations; Funding; Future; Gender; Goals; Grant; Head Start Program; Informal Social Control; Instruction; Knowledge; Learning; Life; Measurement; Measures; Methods; Mission; National Institute of Child Health and Human Development; Nursery Schools; Optics; Outcome; Preschool Child; Problem Solving; Process; Program Evaluation; Readiness; Regulation; Research; Sampling; Schools; Social Behavior; Social Problems; Students; Surveys; Training; United States National Institutes of Health; Validation; Validity and Reliability; Work; animation; base; computerized; computerized tools; design; early childhood; experience; programs; skills; social; sound; success; teacher; tool; usability

DESCRIPTION (provided by applicant): The transition into formal schooling is a crucial foundation that can set children on a cycle of success or failure in both academic and social domains. Throughout schooling, but perhaps most especially during these early years, a child's abilities to express healthy emotions, understand emotions of self and others, regulate emotion, attention, and behavior, make good decisions regarding social problems, and engage in a range of prosocial behaviors, all work together promote successful school experience. However, many children have deficits in these skills by school entry, and educators lack the requisite tools to identify, track and assess skills these children need to learn. Work to ameliorate these conditions may help children have the chance to fulfill their potential to live healthy and productive lives, a key mission of NIH. Thus, because social-emotional learning (SEL) is so crucial, assessment tools to pinpoint children's skills and progress are vitally necessary. The proposed research will adapt, via computerization, research-based SEL assessment tools with strong empirical predictive validity for school adjustment and achievement. These computerized tools will be used in early childhood educational settings, instructional and outcome-based purposes. Our overarching goal for this application, then, is to begin transforming this battery to maximize utility and feasibility in preschool, Head Start and prekindergarten classrooms. We see the future of this assessment battery, in its later, ultimate form, for both formative and summative child assessments and classroom or program evaluation; it will be used to inform overall classroom instruction and instructional plans for specific students, measure school readiness, and evaluate program accountability. Thus, our first aim in this exploratory/developmental project is to design a computer-based version of our SEL assessment battery. In Year 1 of the project, then, we will complete our computerization of game-like measures assessing self regulation, emotion knowledge, social problem-solving, and prosocial behavior, and pilot these early versions, examining their usability with teachers and 3- to 4-year- old children, as well as their relation to teachers' attitudes about computer, computer usage in the classroom, gender, age, and children's early school success and cognitive ability. We will revise the measures as necessary after holding a focus group with teachers to inform this process. With this foundation, in Year 2 of the project we will work toward validation of the complete computerized battery against the original noncomputerized assessment tools, and in relation to children's early school success. This work will provide a springboard to finalization of this battery and continued exploration of its usefulness.

描述（由申请人提供）：过渡到正规教育是一个至关重要的基础，可以设置孩子在学术和社会领域的成功或失败的循环。在整个学校教育过程中，尤其是在早期，孩子表达健康情绪的能力，理解自我和他人的情绪，调节情绪，注意力和行为，对社会问题做出正确的决定，以及从事一系列亲社会行为，所有这些都共同促进了成功的学校经历。然而，许多儿童在入学时缺乏这些技能，教育工作者缺乏必要的工具来确定、跟踪和评估这些儿童需要学习的技能。改善这些条件的工作可能会帮助儿童有机会发挥他们的潜力，过上健康和富有成效的生活，这是NIH的一项关键使命。因此，由于社会情感学习（SEL）是如此重要，评估工具，以查明儿童的技能和进展是至关重要的。拟议的研究将适应，通过计算机化，以研究为基础的SEL评估工具，具有较强的经验预测效度的学校适应和成就。这些计算机化工具将用于幼儿教育环境、教学和基于成果的目的。因此，我们对这一应用的总体目标是开始改造这种电池，以最大限度地提高学前班、学前班和学前班教室的实用性和可行性。我们看到了这种评估电池的未来，在其后期，最终形式，形成性和总结性的儿童评估和课堂或项目评估;它将被用来通知整体课堂教学和教学计划为特定的学生，衡量入学准备，并评估程序的问责制。因此，我们在这个探索性/开发项目的第一个目标是设计一个基于计算机的版本，我们的SEL评估电池。在项目的第一年，我们将完成评估自我调节、情感知识、社会问题解决和亲社会行为的游戏式测量的计算机化，并试用这些早期版本，检查它们在教师和3至4岁儿童中的可用性，以及它们与教师对计算机的态度、课堂上的计算机使用、性别、年龄、以及儿童早期学业成绩和认知能力。我们会在与教师举行焦点小组讨论后，按需要修订有关措施。有了这个基础，在第二年的项目，我们将努力验证完整的计算机化电池对原来的非计算机化的评估工具，并与儿童的早期学校的成功。这项工作将为最后确定这一系列和继续探索其效用提供一个跳板。