What do the numerical ratings within each construct mean?

Overview

This article will answer the frequently asked question: What do the numerical ratings within each construct mean?

We conducted a thorough analysis of the individual ratings for 2,500 students. Our evaluation involved examining each score with great attention to detail, in order to determine the areas where each child needs improvement, their typical performance, and their strengths. We found that the majority of students received average scores, falling within the 2-3 range. However, a smaller number of children received either high or low scores. It's important to note that the frequency of certain behaviors in children may slightly affect their score for a particular item. For instance, while most children follow rules consistently (#35), they may only occasionally perform chores without reminders (#23). Using an empirical approach, we were able to confidently classify the lowest 16% of scores as the instruction range, the middle 68% as typical, and the top 16% as the strength range.

 When assisting a child, it's crucial to plan effectively. By analyzing individual items, you can identify specific areas where the child is struggling and excelling. Our planning framework, known as "Strengths-Needs-Strategies," involves inquiring about the child's most concerning areas of need, then pinpointing relevant strengths that the child can leverage to address those needs, and finally devising a strategy. In one of our case studies, we encountered a child who had difficulty with item 69 - "utilizing available resources (people or things) to solve a problem," but demonstrated strengths in items 11 - "interacting with different types of people," 16 - "speaking positively about classmates," and 22 - "contributing to group efforts." Our strategy was to remind the child of their exceptional abilities to work well in groups and get along with others, and to suggest that they seek assistance from a friend the next time they're faced with a problem. It's important to note that we always begin with the child's strengths when presenting a strategy. For instance, we might state something like, "Charles, you're fantastic at getting along with others and continuously say kind things about your friends. I'm sure they'd be thrilled to help you the next time you encounter a problem."

The importance of individual item analysis cannot be overstated as it is critical in the shift from a simple assessment score to a customized strategy based on the child's strengths, supported by empirical data, and highly meaningful. The National Association for the Education of Young Children correctly emphasizes that assessment only holds value if it leads to better outcomes for the child.