Assessment is critical in determining the magnitude and evolution of the need or situation to manage. And the evaluation has a dual function:
a) Initial, to inform the starting point, narrow, show us what it is and how far covers the reason for evaluation;
b) Follow-up to inform us (at different times) on the evolution of the situation starting considering interventions that were scheduled for positive management.
Everyone is constantly evolving and, in any case, the assessment must “set time” the person evaluated. It must be a way … not an end in itself.READ MORE
Of the different types of assessment that can be described, we put the emphasis on those two modes that allow us to determine:
a) The magnitude and orientation of the problem or need to address (initial assessment) and
b) Evolution and rhythm progress from their interventions (follow-up assessment).
Follow-up evaluation informs us of the progress, deterioration, the rhythms change, the effects of the care received, etc.
From the FAC we have always promoted the evaluation of evolutionary sign, one that gives us data referenced to the developmental age of the people tested, not to confuse us with his chronological age because people do not follow a “standardized evolution” have a mismatch between both ages (chronological age greater than evolutionary in people “underfunded”, more evolutionary than chronological age in people “sobredotadas”).
Hence skills assessment tools that we propose from the FAC have that goal: directing the evolutionary age of the person being evaluated from the results.