Measuring Psychosocial Outcomes in the Step by
Step Program: A Longitudinal Study in the Czech
Republic
by Miluse Havlinova, PhD, CSc, Researcher,
National Institute of Public Health, Prague, and
E. Hejduk, N. Kozova, E. Sulcova, L. Tomasek and
E. Weinholdova
Published in Educating Children for Democracy,
Issue Number 6, Winter/Spring 2004 Chart 1
| Selection of Step
by Step Program Evaluation Instruments |
| Intellectual level |
Human Figure Drawing (HFD)
by Goodenough [a Czech standardization:
Sturma & Vagnerova, 1982] |
HFD: Stages of children’s
spontaneous pencil drawing of a man serve
as a natural developmental indicator
of general mental level (mental age)
of a performing child. Drawings are evaluated
and scored from two points of view: content
and form. The total sum of both raw scores
represents the third value used. Raw
scores are standardized in stens on the
Czech population for half-year intervals
of
chronological age 2-11 years (1985), separately for girls and boys. |
| |
Raven Progressive Matrices (RAVEN),
colored form for children [a Czech standardization,1995,
2003] |
RAVEN: designed to measure a person’s
ability to form perceptual relations
and to reason by analogy, independent
of language and formal schooling. Each
item contains a figure with a missing
piece and offers the choice of alternative
pieces to complete the figure. RAVEN,
form for children, is composed of 3 subtests,
giving 3 subtest raw scores and one total
raw score. Raw scores are standardized
for age group and gender. It is also
possible to use I.Q. ranges as a transformed
value obtained from the total raw score. |
| Problem-solving abilities (creativity) |
Drawing Test of Creativity (DTC), [an
original test: Havlinova & McLeod,1982] |
Children solve simple practical problems
(for example, How to weigh an elephant?).
The DTC is composed of 3 parallel sets A, B, and C, each with 4 tasks taken from
different fields of human activity and life. The child has to express and explain
his/her solution of each task by a pencil drawing. Evaluated are: meeting the
task (yes or no) and the quality of 7 dimensions of a creative performance (level
of solution, originality of solution, fluency of ideas, number of alternative
solutions, courage to take a risk, elaboration, verbal complement). Each task
is evaluated separately by a task-raw score. The sum of all 4 task-scores represents
a complex value of the child’s creativity performance. |
| Social maturity |
Scale of situational adjustment [a
tool adopted for this study: Kozova & Hejduk,
1997] |
The examiner assesses the child’s behavior
and emotional expression of adaptation
to the examiner and to the assigned tasks.
10 items are rated by bipolar scales.
Shows good validity in cases when children
are meeting new people and new situations. |
| Personality dynamics and structure |
Rorschach Tables [approach used for
interpretation in: Rican, Krejcorpva,
et al., 1995] |
Assessment of the child’s verbal responses
to a set of 10 mirror-stains, using special
evaluation criteria for children, which
differ from those for adults. Requires
special training in evaluation and qualitative
interpretation. |
| School
readiness |
Kern’s Drawing Test. [a Czech adaptation:
Jirasek,1968, 1976, 1980] |
A test used for orientation of the
child’s readiness for school attendance
at the age of 6 years. Consists of 5
tasks: draw a human figure, make a copy
of prescribed hand-written senseless
words, make a copy of a predrawn set
of basic geometric figures, draw a car,
draw a flower. By standard norms it is
possible to recognize
a preschool child’s readiness to acquire basic skills needed at school. |
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