eprintid: 10019953
rev_number: 9
eprint_status: archive
userid: 587
dir: disk0/00/01/99/53
datestamp: 2014-10-29 10:56:06
lastmod: 2017-12-07 21:35:48
status_changed: 2014-10-29 10:56:06
type: thesis
metadata_visibility: show
creators_name: Connor, Tom
title: Target monitoring and evaluation: measuring the impact of educational psychology interventions
ispublished: unpub
divisions: B14
note: Thesis: (D.Ed.Psy) University of London Institute of Education, 2010.
abstract: The aim of this research is to evaluate the effectiveness of a recently developed tool for
measuring perceptions of the effectiveness of Educational Psychology (EP) interventions.
The research project was derived following an adaptation of Goal Attainment Scaling into a
revised format known as Target Monitoring and Evaluation (TME). Evidence was sought
as to its utility within an EP service by investigating the reliability and validity of TME and
whether or not this system could be used as a means to evaluate the efficacy of EP-led
interventions in schools. Effective service delivery issues were considered by investigating
the usability of TME, and evidence was sought from EP and school based colleagues with
experience of using TME in order to investigate the practical, operational and commitment
issues.
Within a mixed methods design the research aim was to compare the quantitative
objective utility of TME (in which outcomes for children derived from TME were set against
measurements of change from more "conventional" assessment tools) with the qualitative
perceived utility of TME (including EP and teacher opinions of the efficacy of TME). The
intention was to investigate the reliability and validity — and therefore credibility — of the
TME approach by using an external point of reference and comparing perceptions of
change measured by TME, compared to a more conventional quantitative measure of
change.
The research focused specifically on clearly defined and related interventions, in order that
TME measures of change could be compared with existing conventional measurement
tools. These focused on a total of 24 TME cases completed for children within Key Stage 2
in mainstream primary schools. Quantitative "objective" data relating to both baseline and outcome measures were collected using either a standardised literacy assessment or
observation schedule. These were contrasted with teacher-based perceptions of baseline
and change at outcome as measured by the TME process. The quantitative outcomes
were investigated against the qualitative perceptions of the utility of TME via individual
interviews with 10 EPs and 8 Special Educational Needs Coordinators (SENCOs) from
schools who had experience of using TME. Each interview was transcribed and analysed
using thematic analysis.
In the analysis, where positive progress was noted using TME, this was also usually
observed using the more conventional forms of evaluation. However, there were
inconsistencies in relation to the level of change in each case. The outcomes suggest TME
was well regarded as a tool for assisting the process of setting up interventions and as a
framework for the discussion at review. TME appeared less well regarded as an evaluative
tool to measure outcomes for the EP service, and there were implications for increased
support and training. From an evidence-based perspective, it may seem logical that the
key element of EP evaluation ought to be based upon successful outcomes for children.
However, according to the qualitative analysis, there were many bigger questions about
such evaluations, for example, defining the nature of the EP's role, the difficulty in
separating elements of influence, and the delivery of services through others.
date: 2010
date_type: completed
official_url: http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.538049
oa_status: green
thesis_class: doctoral_open
language: eng
primo: open
primo_central: open_green
full_text_status: public
pages: 195
institution: Institute of Education, University of London
thesis_type: Doctoral
citation:        Connor, Tom;      (2010)    Target monitoring and evaluation: measuring the impact of educational psychology interventions.                   Doctoral thesis , Institute of Education, University of London.     Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10019953/1/__d6_Shared%24_SUPP_Library_User%20Services_Circulation_Inter-Library%20Loans_IOE%20ETHOS_ETHOS%20digitised%20by%20ILL_CONNOR%2C%20T.pdf