Family AssessmentsIn addition to understanding the systemic nature of family life, the second major emphasis of this section is on the benefits and process of conducting family based assessments with clients. Assessment is a process of studying a person or group of people in order to come to conclusions about what he, she, or they are like. Often the result of assessment includes a decision as to whether the person or persons is/are “normal.” As such, it is important for therapists to grapple with the question of what “normal” is and of how much variation can be allowed within that definition. Specifically, for this week, you will review three commonly used family assessments (FACES, SFI, and FAD). To start this week, examine each of the instrument samples provided and read each of the assigned articles and chapters related to these models/assessments.Family Adaptability and Cohesion Evaluation Scales (FACES; based on Olson’s Circumplex model)The Family Adaptability and Cohesion Evaluation Scales (FACES)Olson, D. E., & Gorall, D. M. (2003). Circumplex model of marital and family systems.Self-report Family Inventory (SFI; based on the Beavers model)The Dallas Self-report Family Inventory (SFI)Hampson, R., Hulgus, Y., & Beavers, W. (1991). Comparisons of self-report measures of the Beavers Systems Model and Olson's Circumplex Model.Family Assessment Device (FAD; based on the McMaster model)The Family Assessment Device (FAD)Epstein, N.B., Bishop, D. S., & Levin, S. (1978). The McMaster Model of Family Functioning.Epstein, N. B., Baldwin, L. M., & Bishop, D. S. (1983). The McMaster Family Assessment Device.Miller, I. W., Epstein, N. B., Bishop, D. S., & Keitner, G. I. (1985). The McMaster Family Assessment Device: Reliability and Validity.Be sure to carefully review this week’s resources. You will be expected to apply the information from these resources when you prepare your assignments. Books and Resources for this Week: BooksReferenceInstructionWilliams, L., Edwards, T. M., Patterson, J., & Chamow, L. (2011) Essential assessment skills for couple and family therapistRead Chapter 9Sperry, L. (2012) Family assessment: Contemporary and cutting-edge strategiesRead Chapter 8ArticlesReferenceInstructionEpstein, N. B., Baldwin, L. M., & Bishop, D. S. (1983). The McMaster Family Assessment Device. McMaster Family Assessment Device - FAD.pdf.pdfRead ArticleEpstein, N.B., Bishop, D. S., & Levin, S. (1978) The McMaster Model of Family Functioning. McMaster Model of Family Functioning.pdf.pdfRead ArticleHampson, R., Hulgus, Y., & Beavers, W. (1991). Comparisons of self-report measures of the Beavers Systems Model and Olson's Circumplex Model.http://proxy1.ncu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1991-20204-001&site=ehost-liveRead ArticleMiller, I. W., Epstein, N. B., Bishop, D. S., & Keitner, G. I. (1985). The McMaster Family Assessment DeviceMcMaster Family Assessment Device- Reliability and Validity.pdf.pdfRead ArticleOlson, D.H., & Gorall, D.M. (2003). Circumplex model of marital and family systemscircumplex_article.pdf.pdfRead Article Document/OtherReferenceInstructionFACES Assessment FACES III and scoring instructions.pdf.pdfReview DocumentFAD AssessmentFAD Assessment and Scoring Instructions.pdf.pdfReview DocumentSFI AssessmentSFI- Assessment and Scoring Instructions.pdf.pdfReview Document Week 6 Assignment: Family Assessments Comparison Activity Description To complete the assignment, you will need to use the Family Assessment Device (FAD), the Family Adaptability and Cohesion Evaluation Scales (FACES), and the Self-Report Family Inventory (SFI). You will complete each of the three measures with respect to your own family of origin. You may use your nuclear family (e.g., partner, children) or your family of origin (you and your parents). If using your family of origin, respond to each item as if you were at the age when you were still living with your family of origin. Alternatively, when possible, you might consider asking one of your siblings to complete at least one of the measures.Once you have completed each of the assessments use the scoring instructions to score the responses. Then, for each measure, write a Clinical Assessment Report (CAR) using the template in the “Resources” section of the course page. Copy and paste the CARs into one document. Write a brief 1 to 2 page synopsis of your experience of using each of the measures and compare and contrast the usefulness of each with the others. In addition briefly (1 to 2 pages) address the following questions. The Circumplex, Beavers, and McMaster models all include specific principles that the authors of each suggest are indicative of what is normal in marriage and family life. What are your responses to these chapters and articles and the ideas that are presented about what is "normal"?Finally, what are the pros and cons of defining "normal" at all? Submit this document (do not submit the actual results (item by item) of the measures or the actual assessments).Your final document should be 5 to 10 pages in length: CAR's for FACES - 1 to 2 pages.CAR's for SFI - 1 to 2 pages.CAR's for FAD - 1 to 2 pages.Synopsis of using the instruments and compare and contrast instruments - 1 to 2 pages.Addressing the 2 activity specific questions above - 1 to 2 pages. Upload your assignment using the Upload Assignment button. Learning Outcomes 1.0 Distinguish the nature and uses of psychological tests, addressing the unique features of the systems-based assessment.3.0 Critique the usefulness of specific individual, couple, and family assessments.4.0 Implement systems theory and systemic thinking into the process of family assessment.5.0 Appraise the validity of the definitions of what is “normal” in family life that are given in established theories of family functioning that underlie common family assessments.

Assignment: Developmentally Appropriate PracticesWrite a 1500-2000 word summary paper addressing each of the following points/questions for Part 1 and Part 2. Be sure to completely answer all questions in each bullet point. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Make sure to reference three (3) citations using the APA writing style for each reference. Include a cover page and a reference page, which do not count towards the minimal word amount.Part 1: Graphic OrganizerComplete the following graphic organizer using research-based information from your text and outside resources. You will use this as a guide for your essay.Intentional TeachingDevelopmentally Appropriate PracticeIntegrated Curriculum (incorporating 5 selves and Multiple Intelligences)Definition/Explanation:Definition/Explanation:Definition/Explanation:Three bulleted examples of sample activities or strategies a professional can do to support intentional teachingThree bulleted examples of sample activities or strategies a professional can do to support developmentally appropriate practiceThree bulleted examples of sample activities or strategies a professional can do to support an integrated curriculumPart 2: Essay After having learned about ‘the Whole Child’ and learning about how to teach and care for young children from infancy through Grade 3 in ways that foster healthy development, meeting the needs of all learners, and more, you will write an essay focusing on three key topics in education:Intentional TeachingIncorporate Developmentally Appropriate PracticesIntegrated Curriculum Supporting the Five Selves and the Multiple IntelligencesThis essay must be research-based and must address the bulleted items in a detailed manner using a minimum of three (3) professional references.Assignment Expectations:Length: 1500-2000 wordsStructure: Include a title page and reference page in APA style. These do not count towards the minimal word amount for this assignment.References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least three (3) scholarly sources to support your claims.

STEP Standard 6 - Analysis of Student Learning Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and analyze the post-test data to determine the effectiveness of your instruction and assessment. Number of Students Pre-Test Number of Students Post-Test Highly Proficient (90%-100%) 2 5 Proficient (80%-89%) 4 10 Partially Proficient (70%-79%) 9 12 Minimally Proficient (69% and below) 15 3 Post-Test Analysis:Whole Class Based on your analysis of the whole class post-test data, what is your interpretation of the student learning? Cite examples and provide evidence of student learning that helped you come to this conclusion. Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your instruction and assessment and effect on student learning. Cite examples and provide evidence of student learning to support this analysis. Post-Assessment Analysis: Subgroup Selection Pre-Test - Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LGComplete. Replace information with your information. Delete or add columns as needed by highlighting area, right click, “Delete ” or “Insert.” Using the information obtained in Standard 1, select one subgroup population to focus on for this analysis. Provide a brief rationale for your selection (1-3 sentences). Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.) Number of Students Pre-Test Number of Students Post-Test Highly Proficient (90%-100%) # # Proficient (80%-89%) # # Partially Proficient (70%-79%) # # Minimally Proficient (69% and below) # # Post-Assessment Analysis: Subgroup Based on your analysis of the subgroup post-test data, what is your interpretation of the student learning? Cite examples and provide evidence of student learning that helped you come to this conclusion. Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of your instruction and assessment and effect on student learning. If there is a student or group of students who have not mastered the objectives, discuss what you will do in future days to aid students' understanding with respect to the unit’s objectives. Cite examples and provide evidence of student misconceptions to support this analysis. Post-Assessment Data: Remainder of Class Number of Students Pre-Test Number of Students Post-Test Highly Proficient (90%-100%) # # Proficient (80%-89%) # # Partially Proficient (70%-79%) # # Minimally Proficient (69% and below) # # Post-Assessment Analysis: Subgroup and Remainder of Class Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph, describe the effectiveness of your instruction for this unit using the findings from your analysis. Based on your analysis of student learning, discuss the next steps for instruction, including an objective that would build upon the content taught in this unit of instruction.