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System of Pluralistic Assessment

j v

on 4 May 2010

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Transcript of SOMPA

SOMPA What it tests? Origins System of Multicultural Pluralistic Assessment improve child’s assessments child’s whole self Statistics 1963 to 1965 in Riverside, California Public schools were the primary labelers of MR Public schools relied mainly on IQ test Children labeled as MR by schools were less abnormal than persons labeled by other agencies Black and Spanish-surname (Hispanic) children who were tested by school psychologist were more likely to score 79 or below the IQ test than Anglo children Among these children, Spanish-surname (Hispanic) children were of low socioeconomic levels Parents were concerned with stigmatization of MR Children were “overlabeled” as MR Children from low socioeconomic levels were more likely to be labeled MR Catholic parochial schools labeled only 2 out of 2,800 children with MR (when 1.1% tested for MR) Objective Designed to assess the educational needs of children in a culturally non-discriminatory manner Ages 5 to 11 Jane R. Mercer and June F. Lewis Reliability and Validity cognitive abilities, sensorimotor skills, and adaptive behavior of children from diverse cultural backgrounds cultural, linguistic, and health factors must be taken into account when assessing a child's performance Part#1 Part#2 Student Assessment Parent Interview Triangulation Process Medical Model “Is the child an intact organism?” biological anomalies, disease processes, sensory or motor impairments, or other pathological conditions Social System Model “Does the behavior of this child meet the social norms of the groups in which the child is participating?” child’s behavior Pluralistic Model “How intelligent is the child?”
“What is the child’s learning potential?” Medical Model Measures The Physical Dexterity Tasks Reliability: from .61 to .94 The Bender Visual Motor Gestalt Test Reliability by Ethnic Group: from .54 to .77
Reliability by Age Group: from .64 to .74
Weight by Height Visual Acuity Auditory Acuity Health History Inventories prenatal/postnatal, trauma, disease and illness, vision, hearing Social System Model Measures (ABIC) Adaptive Behavior Inventory for Children six social systems: family community peer group nonacademic school roles earner/consumer roles self-maintenance roles (WISC-R) Wechsler Intelligence Scale for Children-Revised used to measure the child’s adaptive fit to the student role Pluralistic Norms Blacks, Hispanics and Whites Pluralistic Model Measures 1.Sociocultural Space can affect School Functioning Level
2.Sociocultural Space can affect cognitive, linguistic, and mathematical skills. This can also affect motivational level which can come from being rewarded for performance.
3.IQ results have shown that Black, Hispanic and White children have different results due to sociocultural context.
Estimated Learning Potential (ELP) 1.Physical Dexterity Tasks (specially trained nurse) 2.Bender Visual Motor Gestalt (administered, scored and interpreted by professional) 3.Weight by Height, Visual Acuity, and Auditory Acuity (specially trained nurse) 4.School Functioning Level and Estimated Learning Potential (systematic interpretation of the WISC-R in terms of child’s sociocultural characteristics) 5.Interpreting Student’s Assessment 1.Prepare Parent Interview

3.Health History Inventories 2.Sociocultural Scale a.Family Size b.Family Structure
i.Parent –Child Relationship
ii.Marital Status c.Socioeconomic Status
i.Occupation of Head of Household
ii.Source of Income d.Urban Acculturation
i.Sense of Efficacy
ii.Community Participation
iv.Urbanization 4.Adaptive Behavior Inventory for Children (ABIC) 5.Interpreting the Parent Interview satisfactory Opinion Well rounded test.
Amazing approach to multiculturalism and against discrimination
SOMPA does not look at child’s creative abilities, such as musical, naturalistic, artistic, or spiritual.
How multicultural is it if it only considers Black, Hispanic and White children?
If it was done on 1971, how outdated is it?
by Jimena Vega Olazábal Scoring
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