FASP - CEFI
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The Comprehensive Executive Function Inventory (CEFI) is a rating scale designed to measure behaviors associated with Executive Function in children and youth aged 5 to 18 years old. It can be completed by a parent, teacher, or the child/youth themselves. The CEFI evaluates behaviors related to attention, emotion regulation, flexibility, inhibitory control, initiation, organization, planning, self-monitoring, and working memory.
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5 Activities that drive a
Company's Profits
1. Revenue derived from selling the
company's product or service
2. Cost of producing or acquiring the
goods or services to be sold
3. Operating expenses related to
marketing or distributing the product or
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period (Keown, 2005)
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Revenue
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Operating Expenses
Financing cost of doing business
Tax expenses
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about a company?
Basic Income Statement
2002
Sales $4,195,197
Cost of Goods Sold 2,673,129
Gross Profit 1,522,068
Selling, general and
administrative expenses
465,831
Depreciation 160,119
Total Operating
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$625,950
Operating Profit $896,118
Interest Expense 17,849
Earnings before taxes 878,269
Provisions for income
taxes
298,052
Net Income 580,217
Also called
earnings
before
interest and
taxes or
operating
income
Income from
operating
activities
Cost of
debt
financing
Income
resulting
from
operating
and
financing
activities
(Keown, 2005)
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○ Total assets = total liabilities + owners equity
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The Balance Sheet: An Overview
Assets
Current Assets
•Cash
•Marketable Securities
•Accounts Rec.
•Inventories
•Prepaid expenses
Fixed Assets
•Machinery
•Buildings
•Land
Total Fixed Assets
Other Assets
•Investments
•patents
Total Assets
Liabilities (Debt) and Equity
Current Liabilities (debt)
•Accounts payable
•Other Payables
•Accrued Expenses
•Short Term Notes (less than one year term)
Total Current Debt
Long Term liabilities (debt)
•Long Term notes (greater than 1 year term)
•Mortgages
Equity
•Preferred Stock
•Common Stock
•Par value
+ Paid in Capital
- Treasury Stock
Retained Earnings
Total Stockholders Equity
Total Debt and Equity
(Keown, 2005) Finance.yahoo.com
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PAGE 1METHOD PAPERMethodMethod DescriptionThis
PAGE
1
METHOD PAPER
Method
Method Description
This study focuses on relational satisfaction among dating and married couples. A survey design will be the research method for this study. A correlational design is appropriate because this study aims to understand how couples perceive their relationship. More precisely, questionnaires will be conducted in responds to the following hypothesis question; overbenefitted and underbenefitted relational partners are less satisfied than people in equitable relationships. This study assumes that perceived equity is positively related to relational satisfaction. The questions pertain to how each partner views the overall relationship. Equity seems to play a vital role in the determining relational satisfaction, therefore it will be examined.
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CHAPTER 3 How Standardized Tests Are Used, Designed, and Selected
Benjamin LaFramboise/Pearson
Chapter Objectives
As a result of reading this chapter, you will be able to:
1. Discuss how standardized tests are used with infants and young children.
2. Describe the steps in standardized test design.
3. Explain the differences between test validity and test reliability.
4. Describe considerations for selecting and evaluating standardized tests.
Various methods and purposes for measuring and evaluating infants and young children were discussed in Chapter 02. In this chapter, wewill look at some ways that standardized tests are used with infants and young children. Specific examples of standardized tests and theirpurposes will be discussed.
How are standardized tests different from other kinds of measures? We will discuss how standardized tests are designed and then verifiedto make sure they measure the desired characteristics. Test validity and reliability are explained, as well as their effects on the dependabilityof the test.
Previous section
Next section
3.1 How Standardized Tests Are Used with Infants and Young Children
Types of Standardized Tests
Many types of standardized tests are available for use with infants and young children. All are psychological tests, whether they measureabilities, achievements, aptitudes, interests, values, or personality characteristics. In the following sections, we will discuss each of these types oftests.
Ability refers to the current level of knowledge or skill in a particular area. Three types of psychological tests—intelligence tests, achievementtests, and aptitude tests—are categorized as ability tests because they measure facets of ability. Young children are often measured todetermine the progress of their development. This type of measure may assess ability in motor, language, social, or cognitive skills. Bayley’sScales of Infant Development, Third Edition (BSID-III) (Bayley, 2005), for example, is used to diagnose delays in development. More recently, theBSID-III was designed to learn about overall development. Children with intellectual disabilities might be assessed for adaptive functioning.Instruments such as the Vineland Adaptive Behavior Scales, Second Edition (Vineland™ II) (Sparrow, Cicchetti, & Balla, 2005) are administeredthrough parent and primary caregiver reports to determine communication, social, and daily living skills.
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Michelle Del Guerico/Science Source/Getty Images
Pretest
1. Worksheets, exams, and screening tests are examples of performance-based assessments. T/F
2. Performance-based assessments provide an authentic evaluation of student learning. T/F
3. Performance-based assessment is particularly vulnerable to error based on bias. T/F
4. Portfolios are best used to collaborate with children. T/F
5. Rubrics are easy to design and use. T/F
Answers can be found at the end of the chapter.
© 2015 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
Introduction
Learning Objectives
By the end of this chapter, you should be able to:
ሁ Define and give examples of performance-based assessment.
ሁ Identify the advantages and understand the limitations of performance-based assessment.
ሁ Identify multiple approaches used to assess performance in early childhood.
ሁ Explain the purposes and development of portfolios.
ሁ Design and implement rubrics to evaluate performance-based outcomes.
Gretchen is a Head Start teacher in a predominantly migrant community in south Florida. Her
17 students range in age from 2 to 4 and are developmentally diverse. This Head Start curricu-
lum is aligned with Florida’s Early Learning and Developmental Standards, which are devel-
opmentally based. These standards encourage a play-based curriculum, so Gretchen arranges
authentic and culturally relevant activities. Children will be guided in free play, art, sensory
experiences, science projects, embedded early mathematics, stories and dramatic play, and gross
and fine motor activities.
Gretchen spends the first few weeks of school establishing routines, such as transitions, meals,
and independent and group play. Additionally, Gretchen talks with, reads stories to, and is a play
partner to all the children as she carefully observes her students’ social development, problem-
solving skills, early academic competencies, movement, and communication strengths. She rec-
ognizes that 4-year-old Kristen is well liked by the other children, is eager to learn, has already
learned to count to 20, and can reliably retell the main parts of a story after a single reading. At
the same time, 3-year-old Stetson prefers playing alone, is easily provoked to aggression, and has
a difficult time sitting through the reading of a short book, either alone or with other children.
It could be said that Gretchen conducted performance-based assessment of her students. That is,
she observed Kristen, Stetson, and the rest of her children performing curriculum-based activi-
ties. Through the remainder of the year, Gretchen will continue to make performance-based
assessments to be used to plan activities to challenge Kristen and scaffold Stetson, as well as the
other 15 children in the class. Outcomes for these activities will also be continuously monitored
to ensure that all children make adequate progress.
Introd.
Emotional Intelligence
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5 Activities that drive a
Company's Profits
1. Revenue derived from selling the
company's product or service
2. Cost of producing or acquiring the
goods or services to be sold
3. Operating expenses related to
marketing or distributing the product or
service and administering the business
4. Financing cost of doing business
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What does the Income Statement tell us
about a company?
Basic Income Statement
2002
Sales $4,195,197
Cost of Goods Sold 2,673,129
Gross Profit 1,522,068
Selling, general and
administrative expenses
465,831
Depreciation 160,119
Total Operating
Expenses
$625,950
Operating Profit $896,118
Interest Expense 17,849
Earnings before taxes 878,269
Provisions for income
taxes
298,052
Net Income 580,217
Also called
earnings
before
interest and
taxes or
operating
income
Income from
operating
activities
Cost of
debt
financing
Income
resulting
from
operating
and
financing
activities
(Keown, 2005)
Balance Sheet
What is it?
A statement of financial position at a
particular date. The form of the statement
follows the balance sheet equation:
○ Total assets = total liabilities + owners equity
What does it tell us about a company?
The Balance Sheet: An Overview
Assets
Current Assets
•Cash
•Marketable Securities
•Accounts Rec.
•Inventories
•Prepaid expenses
Fixed Assets
•Machinery
•Buildings
•Land
Total Fixed Assets
Other Assets
•Investments
•patents
Total Assets
Liabilities (Debt) and Equity
Current Liabilities (debt)
•Accounts payable
•Other Payables
•Accrued Expenses
•Short Term Notes (less than one year term)
Total Current Debt
Long Term liabilities (debt)
•Long Term notes (greater than 1 year term)
•Mortgages
Equity
•Preferred Stock
•Common Stock
•Par value
+ Paid in Capital
- Treasury Stock
Retained Earnings
Total Stockholders Equity
Total Debt and Equity
(Keown, 2005) Finance.yahoo.com
http://finance.yahoo.com/q/bs?s=HOG+Balance+Sheet&annual
Don’t forget about Taxes
3 types of business entities
Sole proprietors – Report their income in their
personal tax returns and pays what is owed.
Partnerships – Each partner reports individual
income and pays taxes on that.
Corporations – Separate legal entity, reports its
income and pays any taxes related to these
profits.
Principal 8 Taxes Bias Business Decisions
Financial Ratios
Financial Ratios – Restati ...
Wikipresentation
The document discusses education and the law, specifically the No Child Left Behind Act and closing the achievement gap for students with disabilities. It notes that reading is the foundational skill for all learning and that effective reading instruction and assessment is important. The document discusses short-term and long-term assessments, keys to an effective reading program, and components of two different reading programs used at a school where over 50% of students were reading below grade level.
Revisedphilippine ecc dchecklist (1)
The document provides instructions for administering a revised Early Childhood Development Checklist. It discusses testing considerations like physical conditions and standard procedures. It recommends building rapport with children by playing with them first before testing. The examiner should not teach answers or compare children. The document lists materials needed to test various skills in domains like gross motor, fine motor, language, and social-emotional development. Administration should take around 45 minutes. Scores are tallied in each domain and testing may be deferred if a child is unwell or unwilling to cooperate.
Catalogue 2016-17
PSY-COM SERVICES is an independent organization run by psychologists that aims to apply psychology principles to solve social, clinical, educational, and industrial problems. It operates under four divisions: 1) Computer Applications for statistical analysis and report writing; 2) Psychological Tests for publishing, supplying, and importing tests; 3) Psychological Equipment for research instruments; 4) Psychological Testing Programs for educational/vocational guidance. The document then lists various psychological tests under different categories and provides pricing information.
PAGE 1METHOD PAPERMethodMethod DescriptionThis
PAGE
1
METHOD PAPER
Method
Method Description
This study focuses on relational satisfaction among dating and married couples. A survey design will be the research method for this study. A correlational design is appropriate because this study aims to understand how couples perceive their relationship. More precisely, questionnaires will be conducted in responds to the following hypothesis question; overbenefitted and underbenefitted relational partners are less satisfied than people in equitable relationships. This study assumes that perceived equity is positively related to relational satisfaction. The questions pertain to how each partner views the overall relationship. Equity seems to play a vital role in the determining relational satisfaction, therefore it will be examined.
Procedures
Participants. A non-random, convenience and snowball sample of 250 couples (500 individuals total) will be required for this study. A large number of participants will be needed to ensure that the population will be accounted for. Although this study includes people from a large age range, all participants must meet an age requirement of 18 years or older. Also, all participants must have been in a relationship for at least 6 months. Two types of participants will be recruited for this study. Dating couples will be recruited from Arizona State University communication classes. Students will be given extra credit for participating in a two-part study. Encouraging student’s participation by offering extra credit will be the most efficient method of reaching a quota of 250 couples. Part one of the study requires the student and their partner to fill out a questionnaire about their perception and their partner’s perception of the relationship. Part two entails students to have their parents fill out the same questionnaire. In other words, married couples will be recruited by the student participants.
Procedures. Participation is based on a first come first served basis. The first 125 students who sign up will receive extra credit upon completing their participation. Student couples will show up to a designated area on school campus. They will immediately be separated and given identical questionnaires. They will be instructed to complete the questionnaire and any clarification will be addressed by a confederate. Participants will be asked not to discuss their responds with their partners until both complete the questionnaires. This will prevent biased responds form participants. After the couple completes the questionnaire, the student who signed up for the study will be given two confidential envelops for each parent. Parents will be instructed to fill out the survey individually and their children (student) will return the package to an assigned area. The procedure for this study is appropriate because students have the incentive to gain extra credit. Also, reliability and validity will be determined by the instrumentation of study.
Measures/I ...
CHAPTER 3 How Standardized Tests Are Used, Designed, and Selected.docx
CHAPTER 3 How Standardized Tests Are Used, Designed, and Selected
Benjamin LaFramboise/Pearson
Chapter Objectives
As a result of reading this chapter, you will be able to:
1. Discuss how standardized tests are used with infants and young children.
2. Describe the steps in standardized test design.
3. Explain the differences between test validity and test reliability.
4. Describe considerations for selecting and evaluating standardized tests.
Various methods and purposes for measuring and evaluating infants and young children were discussed in Chapter 02. In this chapter, wewill look at some ways that standardized tests are used with infants and young children. Specific examples of standardized tests and theirpurposes will be discussed.
How are standardized tests different from other kinds of measures? We will discuss how standardized tests are designed and then verifiedto make sure they measure the desired characteristics. Test validity and reliability are explained, as well as their effects on the dependabilityof the test.
Previous section
Next section
3.1 How Standardized Tests Are Used with Infants and Young Children
Types of Standardized Tests
Many types of standardized tests are available for use with infants and young children. All are psychological tests, whether they measureabilities, achievements, aptitudes, interests, values, or personality characteristics. In the following sections, we will discuss each of these types oftests.
Ability refers to the current level of knowledge or skill in a particular area. Three types of psychological tests—intelligence tests, achievementtests, and aptitude tests—are categorized as ability tests because they measure facets of ability. Young children are often measured todetermine the progress of their development. This type of measure may assess ability in motor, language, social, or cognitive skills. Bayley’sScales of Infant Development, Third Edition (BSID-III) (Bayley, 2005), for example, is used to diagnose delays in development. More recently, theBSID-III was designed to learn about overall development. Children with intellectual disabilities might be assessed for adaptive functioning.Instruments such as the Vineland Adaptive Behavior Scales, Second Edition (Vineland™ II) (Sparrow, Cicchetti, & Balla, 2005) are administeredthrough parent and primary caregiver reports to determine communication, social, and daily living skills.
Achievement is the extent to which a person has acquired certain information or has mastered identified skills. An achievement test measuresability in that it evaluates the child’s achievement related to specific prior instruction. The Peabody Individual Achievement Test—Revised-Normative Update (PIAT-R/NU) (Markwardt, 1997) is a measure of achievement in mathematics, reading recognition, reading comprehension,spelling, and general information.
Aptitude is the potential to learn or develop proficiency in some area, provided that certain conditions exist or training ...
Wechsler Intelligence Scale For Children
The most common assessment instrument used by psychologists is the Wechsler Intelligence Scale for Children
How to Develop and Manage an Individualized Program.pptx
The document provides guidance on developing Individualized Education Programs (IEPs) for students with disabilities. An IEP is a legal document that describes a student's academic achievement, identifies goals and objectives, and lists the educational services needed to meet those goals. It outlines the student's present level of performance, annual goals, short-term objectives, and how progress will be evaluated. When writing goals and objectives, they should be specific, measurable, achievable, relevant and time-bound. The IEP is developed through a collaborative process to support students' access to and progress in the general education curriculum.
Geoff Lindsay: University of Warwick Seminar
Seminar Presentation from the Evidence Based Parenting Programmes and Social Inclusion conference held at Middlesex University, 20th September 2012
Assessment - website version
The document discusses the curriculum and assessment approaches at Mayfield Primary School. It provides details about the curriculum topics covered in each year, as well as how teachers assess student progress through methods such as questioning, observations, marking, and tracking progress towards end-of-year expectations using online tools. It also discusses baseline assessments in early years, phonics screening checks in Year 1, and end-of-year assessments for Years 2 and 6.
Salient eduhttp://www.gov.ph/k-12/
Salient Education provides technology that allows non-technical users to analyze education data to improve decision making. It integrates student performance, financial, and other data to measure the impact of investments and identify best practices. Users can analyze metrics down to individual student levels to see what is working and make timely adjustments. The full picture of factors influencing outcomes enables more precise control over resource allocation to improve both academic and financial performance.
6Performance-Based Assessment Michelle Del GuericoScienc.docx
6Performance-Based Assessment
Michelle Del Guerico/Science Source/Getty Images
Pretest
1. Worksheets, exams, and screening tests are examples of performance-based assessments. T/F
2. Performance-based assessments provide an authentic evaluation of student learning. T/F
3. Performance-based assessment is particularly vulnerable to error based on bias. T/F
4. Portfolios are best used to collaborate with children. T/F
5. Rubrics are easy to design and use. T/F
Answers can be found at the end of the chapter.
© 2015 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
Introduction
Learning Objectives
By the end of this chapter, you should be able to:
ሁ Define and give examples of performance-based assessment.
ሁ Identify the advantages and understand the limitations of performance-based assessment.
ሁ Identify multiple approaches used to assess performance in early childhood.
ሁ Explain the purposes and development of portfolios.
ሁ Design and implement rubrics to evaluate performance-based outcomes.
Gretchen is a Head Start teacher in a predominantly migrant community in south Florida. Her
17 students range in age from 2 to 4 and are developmentally diverse. This Head Start curricu-
lum is aligned with Florida’s Early Learning and Developmental Standards, which are devel-
opmentally based. These standards encourage a play-based curriculum, so Gretchen arranges
authentic and culturally relevant activities. Children will be guided in free play, art, sensory
experiences, science projects, embedded early mathematics, stories and dramatic play, and gross
and fine motor activities.
Gretchen spends the first few weeks of school establishing routines, such as transitions, meals,
and independent and group play. Additionally, Gretchen talks with, reads stories to, and is a play
partner to all the children as she carefully observes her students’ social development, problem-
solving skills, early academic competencies, movement, and communication strengths. She rec-
ognizes that 4-year-old Kristen is well liked by the other children, is eager to learn, has already
learned to count to 20, and can reliably retell the main parts of a story after a single reading. At
the same time, 3-year-old Stetson prefers playing alone, is easily provoked to aggression, and has
a difficult time sitting through the reading of a short book, either alone or with other children.
It could be said that Gretchen conducted performance-based assessment of her students. That is,
she observed Kristen, Stetson, and the rest of her children performing curriculum-based activi-
ties. Through the remainder of the year, Gretchen will continue to make performance-based
assessments to be used to plan activities to challenge Kristen and scaffold Stetson, as well as the
other 15 children in the class. Outcomes for these activities will also be continuously monitored
to ensure that all children make adequate progress.
Introd.
Emotional Intelligence
This document discusses a study that assessed emotional intelligence in engineering students. The study examined the relationship between emotional intelligence and academic performance, and differences in emotional intelligence based on biographic data. 82 engineering students and 10 construction superintendents participated in the study by completing a self-assessment of their emotional intelligence. The results showed that students with higher emotional intelligence tended to have higher GPAs, and that superintendents had higher emotional intelligence than students, especially in relationship management. The study recommends future emotional intelligence training and tracking students' development as they enter the job market.
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FASP - CEFI
- 1. Comprehensive Executive Function Inventory (CEFI) Jack A. Naglieri Sam Goldstein A rating scale designed to measure behaviors association with Executive Function for ages 5-18 years rated by a parent, teacher, or the child/youth. 1
- 2. CEFI The Comprehensive Executive Function Inventory (CEFI) is a rating scale designed to measure behaviors that are associated with Executive Function (EF) for children and youth aged 5 through 18 years. The rating scale can be completed by a parent, teacher, or the child/youth. The CEFI is composed of items evaluating behaviors associated with to attention, emotion regulation, flexibility, inhibitory control, initiation, organization, planning, self-monitoring, and working memory. The rating scale has been developed to demonstrate the highest psychometric qualities. 2
- 3. CEFI (Naglieri & Goldstein, 2012) 3
- 4. Three CEFI Rating Forms 4
- 5. CEFI Forms Each 100-item form yields scales set at a mean of 100 and SD of 15 5 English Parent Form (5-18 years) English Teacher Form (5-18 years) English Self-Report Form (12-18 years) Spanish Parent Form (5-18 years) Spanish Teacher Form (5-18 years) Spanish Self-Report Form (12-18 years)
- 6. CEFI Scales Each form yields a Full Scale score and 9 separate content scales which contain items as follows… 6
- 7. Learn more about the CEFI: MHS.com/CEFI 7