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<https://discovery.ucl.ac.uk/id/eprint/10019953> <http://purl.org/dc/terms/title> "Target monitoring and evaluation: measuring the impact of educational psychology interventions"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10019953> <http://purl.org/ontology/bibo/abstract> "The aim of this research is to evaluate the effectiveness of a recently developed tool for\nmeasuring perceptions of the effectiveness of Educational Psychology (EP) interventions.\nThe research project was derived following an adaptation of Goal Attainment Scaling into a\nrevised format known as Target Monitoring and Evaluation (TME). Evidence was sought\nas to its utility within an EP service by investigating the reliability and validity of TME and\nwhether or not this system could be used as a means to evaluate the efficacy of EP-led\ninterventions in schools. Effective service delivery issues were considered by investigating\nthe usability of TME, and evidence was sought from EP and school based colleagues with\nexperience of using TME in order to investigate the practical, operational and commitment\nissues.\nWithin a mixed methods design the research aim was to compare the quantitative\nobjective utility of TME (in which outcomes for children derived from TME were set against\nmeasurements of change from more \"conventional\" assessment tools) with the qualitative\nperceived utility of TME (including EP and teacher opinions of the efficacy of TME). The\nintention was to investigate the reliability and validity — and therefore credibility — of the\nTME approach by using an external point of reference and comparing perceptions of\nchange measured by TME, compared to a more conventional quantitative measure of\nchange.\nThe research focused specifically on clearly defined and related interventions, in order that\nTME measures of change could be compared with existing conventional measurement\ntools. These focused on a total of 24 TME cases completed for children within Key Stage 2\nin mainstream primary schools. Quantitative \"objective\" data relating to both baseline and outcome measures were collected using either a standardised literacy assessment or\nobservation schedule. These were contrasted with teacher-based perceptions of baseline\nand change at outcome as measured by the TME process. The quantitative outcomes\nwere investigated against the qualitative perceptions of the utility of TME via individual\ninterviews with 10 EPs and 8 Special Educational Needs Coordinators (SENCOs) from\nschools who had experience of using TME. Each interview was transcribed and analysed\nusing thematic analysis.\nIn the analysis, where positive progress was noted using TME, this was also usually\nobserved using the more conventional forms of evaluation. However, there were\ninconsistencies in relation to the level of change in each case. The outcomes suggest TME\nwas well regarded as a tool for assisting the process of setting up interventions and as a\nframework for the discussion at review. TME appeared less well regarded as an evaluative\ntool to measure outcomes for the EP service, and there were implications for increased\nsupport and training. From an evidence-based perspective, it may seem logical that the\nkey element of EP evaluation ought to be based upon successful outcomes for children.\nHowever, according to the qualitative analysis, there were many bigger questions about\nsuch evaluations, for example, defining the nature of the EP's role, the difficulty in\nseparating elements of influence, and the delivery of services through others."^^<http://www.w3.org/2001/XMLSchema#string> .
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