Assessment Strategies and Evidence-Based Interventions

• Authors: Katona Nora
• Conference: Uwarunkowania rozwoju przedsiębiorczości
• Languages of publication: EN

Abstracts

EN

An overview of assessment strategies in an evidence-based programme aimed at promoting entrepreneurial skills of disadvantaged young people. Key-elements of evidence-based programs are reviewed and the development of a competence questionnaire to fulfil the requirements of assessments of evidence-based programme development practices and research based on Chorpita’s (2003) categorization. The strategies of selecting scales to utilize in content validation of the ten competencies identified are provided. Self-efficacy, assertive behaviour, locus of control scales, as well as the Strengths and Difficulties Questionnaire (Goodman, 1997) have corroborate the content validity of the competency questionnaire by providing strong correlation with required competency sub-scales at a p < 0,01 significance level. On the other hand, two alternative possible explanations are offered why self-esteem scale of Rosenberg (1965) did not provide any correlations.

Keywords

EN

assessment strategy; competency questionnaire; content validity; entrepreneurship; evidence-based programme; NEET; youth

• Publisher: Instytut Geografii Uniwersytetu Pedagogicznego im. Komisji Edukacji Narodowej w Krakowie
• Journal: Przedsiębiorczość - Edukacja
• Year: 2017
• Volume: 13. Uwarunkowania rozwoju przedsiębiorczości
• Pages: 304-313

Contributors

author

Katona Nora

• Eötvös Loránd University, Institute of Psychology, Faculty of Education and Psychology

References

• Bruinekool, M. (2013). Assessing Sector-Based Career Advancement: Satisfaction Surveys and Secondary Data. Journal of Rehabilitation Administration, 37(2).
• Chorpita, B.F. (2003). The frontier of evidence-based practice. In: A.E. Kazdin, J.R. Weisz, (Eds). Evidence-based psychotherapies for children and adolescents. New York, NY, US: Guilford Press, 42–59.
• Copps, J., Plimmer, D. (2013). The journey to employment. A guide to understanding and measuring what matters to young people, New Philanthropy Capital.
• Ebbole, T. (2007). Evidence-Based Programs and Practices: What Does It All Mean?. Retrieved from: http://www.evidencebasedassociates.com/reports/research_review.pdf
• European Commission (2012). EU Employment and Social Situation, Social Europe Quarterly Review, Luxembourg: EC. Retrieved from: http://ec.europa.eu/social/BlobServlet?docId=8885&langId=en
• Frey, B.B., Schmitt, V.L., Allen, J.P. (2012). Defining authentic classroom assessment. Practical Assessment, Research & Evaluation, 17(2), 2.
• Goodman, R. (1997). The Strengths and Difficulties Questionnaire: a research note. Journal of Child Psychology and Psychiatry 38, 581–586.
• Lloyd, S.R. (1995). Developing Positive Assertiveness: Practical Techniques for Personal Success. Menlo Park, CA: Crisp Publications, Inc.
• Morris, M.H., Webb, J.W., Fu, J., Singhal, S. (2013). A Competency‐Based Perspective on Entrepreneurship Education: Conceptual and Empirical Insights. Journal of Small Business Management, 51(3), 352–369.
• OECD (2012). OECD Employment Outlook 2012. Retrieved from: http://dx.doi.org/10.1787/empl_out- look-2012-en
• Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.
• Spring, B. (2007). Evidence‐based practice in clinical psychology: what it is, why it matters; what you need to know. Journal of Clinical Psychology, 63(7), 611–631.
• Springer, J.F., Philips, J.L. (1995). Individual Protective Factors Index: A Measure of Adolescent Resiliency. Folsom, CA: EMT Associates.