Predicting Supervisor and Student Competency Ratings from a Developmental Assessment Center: A Longitudinal Validation Study

The current study examined the ability of a developmental assessment center to support and predict professional competency development in a vocational education context. A longitudinal study was conducted where graduate organizational psychology students (N = 157 students and 501 placements) completed a developmental assessment center at the beginning of their degree, along with measures of Big Five personality and self-efficacy. Their performance was then assessed throughout the degree in three or four separate work placements using student and placement supervisor ratings. Both assessment center and placement ratings assessed students on seven work-relevant competencies. Competence developed linearly over placements with student-rated competency lower than supervisor-rated competency at the first placement but with these differences disappearing by the final placement. Consistent with the students undergoing a period of rapid professional development and principles of dynamic validity, the predictive validity of assessment center performance declined over time. The research also presents a rich picture of how competency ratings converge across raters and develop at different rates. The research provides novel longitudinal evidence regarding how objective competence and self-confidence are developed in a professional educational setting. It also shows how developmental assessment centers can be implemented within professional educational training to support career development.

A Motivational-Developmental Free Response Assessment Through a Bifactor Lens

The Motivational-Developmental Assessment (MDA) measures a university student’s motivational and developmental attributes by utilizing overlapping constructs measured across four writing prompts. The MDA’s format may lead to the violation of the local item independence (LII) assumption for unidimensional item response theory (IRT) scoring models, or the uncorrelated errors assumption for scoring models in classical test theory (CTT) due to the measurement of overlapping constructs within a prompt. This assumption violation is known as a testlet effect, which can be viewed as a method effect. The application of a unidimensional IRT or CTT model to score the MDA can result in imprecise parameter estimates when this effect is ignored. To control for this effect in the MDA responses, we first examined the presence of local dependence via a restricted bifactor model and Yen’s Q3 statistic. Second, we applied bifactor models to account for the testlet effect in the responses, as this effect is modeled as an additional latent variable in a factor model. Results support the presence of local dependence in two of the four MDA prompts, and the use of the restricted bifactor model to account for the testlet effect in the responses. Modeling the testlet effect through the restricted bifactor model supports a scoring inference in a validation argument framework. Implications are discussed.

A comparison of the performance of normal middle social class Egyptian infants and toddlers with the reference norms of the Bayley Scales -third edition (Bayley III): A pilot study

Background Developmental assessment is an important facility for early detection and intervention of developmental delay in children. Objective: to assess the performance of a sample of middle social class Egyptian infants and toddlers on Bayley Scales of Infant and Toddler Development-third edition (Bayley III), and to compare their cognitive, motor, and communication scores with that of the reference norms. Methods It was a cross-sectional pilot study, included 270 children aged 18–42 months. Mothers filled a questionnaire including questions about family socioeconomic background, perinatal history, and family history. Physical examination and growth assessment of children were performed. Developmental assessment of cognitive, language and motor skills was performed using the Bayley III scales and compared the American norm scores with the Egyptian mean scores. Results The mean cognitive, language and motor composite scores were 92.5+18.5, 91.76+ 15.6, and 95.67+18.9 respectively. All were lower than the American mean (100+ 15) with highly significant differences. About one-fourth of the enrolled Egyptian children had below-average composite scores according to the US cutoff point. The ranks of Egyptian children on the American versus the Egyptian percentile curves were significantly different. Conclusion Mean values of all assessed developmental domains of Egyptian children are within the norm-referenced average of Bayley III, but lower than the recorded American mean. Assessing Egyptian children according to the American norms may result in overestimating developmental delay. This pilot study raised the question about using different cutoff points suitable for the developmental trajectory of Egyptian children. Answering this question needs further studies on Bayley-III after cultural adaptation and standardization, using a larger, more diverse, and representative sample of the Egyptian population.

Building institutional capacities for students as partners in the design of COVID classrooms

The COVID-19 pandemic in 2020 posed several challenges to post-secondary institutions, including the move to online learning in a short amount of time. In June 2020, Bishop’s University hired 23 students as online learning and technology consultants (OLTCs) to help faculty prepare for Fall 2020. They underwent training about Students-as-Partners literature, empathetic design, pandemic pedagogy, high-impact practices, and authentic learning design. After their training—which included online modules, simulations, faculty mentorship, and technology training—the program launched in July 2020. In this case study, we deploy SaP literature to solve pedagogical challenges posed by the pandemic, analyze the data collected in the program’s developmental assessment, and share the program’s impact on students, faculty, and the institution more broadly. This program is a key intervention in building institutional capacities for SaP work in a post-COVID higher education context. The outcomes of this case study demonstrate that working with students as partners in the design of COVID classrooms increases students’ social and emotional intelligence, technical and digital literacy skills, critical thinking, project management skills, and other significant learning gains.

The medical evaluation of the internationally adopted child

Children who have been internationally adopted often have complex health issues and unique challenges. 1 The paediatric office provides a medical home by offering continuity of care, links to community support, and appropriate evaluation and treatment. During the pre-adoption evaluation, biographical and medical information provided by the child’s country of origin is reviewed. Additionally, soon after the child’s adoption, a complete medical history and physical examination should be completed. Although laboratory work may have been performed previously, studies should be repeated to ensure reliability. Developmental assessment and review of vaccinations should be completed as well. Anticipatory guidance should be provided regarding medical concerns, effects of institutionalisation and the possibility of attachment issues. Follow-up care ensures optimal medical, developmental and behavioural surveillance in this patient population.

Developmental assessment and early intervention for children with developmental delays: A case study in South Australia

Background: Child development monitoring and screening have been mandated as a national health service worldwide, including Indonesia; however, a recent study found that Indonesian community health nurses experienced difficulties detecting and stimulating a child suspected of a developmental delay.Objective: To explore and provide an example of how Australian community health nurses, along with other professionals, contribute to a Universal child and family health service (UCFHS), a similar programme name in Indonesia is child developmental stimulating, detecting monitoring and early intervention programme or SDIDTK.Case study: This is a case study of a young Australian boy (4 years old) whom the mother reported that her son has unclear speech and he was not speaking as much as other children at his age. The researcher, as a nurse, delivered the child developmental assessment and play skills assessment and found that the child has subtle developmental gaps and was at risk for developmental delay. Several goal setting and programming ideas have been developed to meet the child developmental milestones. These include goals in fine motor skills, communication, problem-solving and personal-social skills which have been regarded as early intervention for the child. Together with the therapy from a Speech Pathologist, these goal settings and programming ideas have been collaborated with the kindergarten teachers and the family as well as the UCFHS nurses as part of the child developmental monitoring programme.Conclusion: Developmental delays can be detected through developmental and play assessments and can be followed by developmental stimulation and early intervention programme by developing goal settings and programming ideas around the delays or gaps in play or development.Funding: This study was funded by Australian Award Scholarship and Islamic State University UIN Syarif Hidayatullah Jakarta, Indonesia.