Evaluation of the PEAK-DT and PEAK-G Pre-Assessments: Comparing Directly Implemented and Indirect Assessments of Verbal Abilities

Autor/inn/en	Barron, Becky F.; Paliliunas, Dana; Dixon, Mark R.
Titel	Evaluation of the PEAK-DT and PEAK-G Pre-Assessments: Comparing Directly Implemented and Indirect Assessments of Verbal Abilities
Quelle	In: Journal of Behavioral Education, 30 (2021) 4, S.604-623 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-019-09362-5
Schlagwörter	Training; Learning Modules; Student Evaluation; Parents; Parent Attitudes; Caregiver Attitudes; Allied Health Personnel; Interrater Reliability; Scores; Performance Based Assessment + Suchen Sie Ihr Suchwort? Ausbildung; Learning module; Lernmodul; Schulnote; Studentische Bewertung; Eltern; Elternverhalten; Interrater-Reliabilität; Leistungsermittlung
Abstract	The purpose of the present study was to examine the relationship between the PEAK Direct Training Pre-assessment (PEAK-DT-PA) and the PEAK Generalization Pre-assessment (PEAK-G-PA) with the corresponding indirect assessments based on parent and therapist reports. Participants were administered the PEAK-DT-PA and PEAK-G-PA. Parents and therapist completed a 184-item skills checklist for each of the corresponding modules. The results of the study suggest that there was a strong correlation between the pre-assessments and the indirect reports from both the parents and the therapists for each module. Additional correlations and inter-rater reliability across factors and individual test items were also investigated. Finally, trends in inter-rater reliability between caregiver report and direct assessments suggest that caregivers reporting for participants with lower overall scores more reliably identified whether their child had a deficit with an advanced skill, but could less reliably identify whether their child had a more basic skill. The opposite trend was found for caregivers reporting on participants with greater overall scores. Implications of these findings for clinicians and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01