Willmore Test Review - Process Assessment of the Learner II

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School

Liberty University *

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Course

621

Subject

Mathematics

Date

Feb 20, 2024

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docx

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EDUC 621 T EST R EVIEW T EMPLATE Your name: Brandon Willmore Name of instrument: Process Assessment of the Learner – Second Edition: Diagnostic Assessment for Math Author(s) of instrument: Virginia Wise Berninger Date of current publication: 2007 Publisher: Pearson Base all answers on information provided in MMY (available through Liberty University Online Library), course textbook, and, if necessary, recent scholarly sources. 1. List all “ global ” areas and their corresponding subtests that comprise each global area (add more or less space as needed): A. List all Global Areas (aka Domains, Clusters) : The PAL-II Math battery consists of 14 subtests covering math-related processes shown to be the best predictors of math achievement. There is a total of 48 scores that predict the range of achievement in various subtests. List all Subtests: Numeral Writing, Oral Counting, Fact Retrieval: Look and Write, Fact Retrieval: Listen and Say, Computation Operations, Place Value, Part-Whole Relationships, Finding the Bug, Multistep Problem Solving, Quantitative Working Memory, Spatial Working Memory, RAN: Digits, RAN: Double Digits, RAN: Digits and Double Digits Total Scores, RAS: Words and Digits, Fingertip Writing 2. State the age range this test can be administered to: kindergarten through sixth grade (ages 5 through 13 years) 3. State the purpose of the test: The user's guide describes several purposes: screening to identify students who may be at risk for low achievement, progress monitoring for struggling students, and diagnosis regarding processing problems. 4. Describe the qualifications required for an examiner to administer this test: It should be administered by a skilled professional, such as a school psychologist or math teacher who has been trained appropriately. This professional will determine which subtests are to be administered based on their knowledge of the assessment and the concerns of the students. While most subtests can be scored after, the administrator will need to be trained & prepared for the given subtests that are designed to be scored during the assessment. 5. List the types of scores (e.g., standard scores, percentile rank, scaled scores, age equivalent, grade equivalent, etc.) this test uses to report results. According to the manual, the test gives a raw score and a derived score in each of the respective subtest areas. The administration and scoring manual provides several tables of norms by grade level, including scale score equivalents of raw scores for each subtest 6. List the instrument’s technical data (including actual numbers) regarding validity, reliability, and Page 1 of 4

EDUC 621 standardization / normative process. Validity: The user guide provides evidence of validity for the subtests through intercorrelations and are higher within domains rather than across domains. There are several instances of near-zero correlations that appear to remain consistent. In the areas of low correlations, it does not mean it is a lack of validity, but are with the NEPSY-II, which measures neuropsychological functioning. Reliability: There is some difficulty with estimating the score reliabilities for the subtests in which floor or ceiling effects are present. The application of specific approaches for estimating reliability varies from subtest to subtest, as some are more appropriate. There is extensive information on the reliability of each subtest included in the assessments. Standardization/Normative Process: The standardization was conducted using 225 examiners from across the U.S. who were selected based on experience and access to students in the relevant grade levels. The standardization sample included 700 students, with 100 drawn from each relevant grade level. A stratified random sampling procedure was used, with stratification variables including race/ethnicity, sex, age, region, and parent/guardian education level. 7. State the approximate time needed to administer the test: The test takes between 60 to 120 minutes to complete all subtests. 8. Did this test’s norming population include individuals with special needs and/or limited English proficiency? According to the review, the standardization sample excluded students with certain special needs, but did not specify which special needs. No information about whether LEP students were included. 9. Describe the strengths of the instrument. If not explicitly stated in the MMY, support your answer based on the information given. According to the reviewer, the test is “a well-researched measure that can provide educators with information that cannot be easily obtained through other sources. The administration and scoring procedures used in the PAL-II M are designed to uncover the processes in which students engage as they attempt each item rather than focusing exclusively on the end result.” Examples of these differences can be found in the fact that students have to use pencils without erasers so that if they make a mistake that they want to correct, they must cross it out rather than erasing it, thereby providing a written record of errors and corrections that can be scored. Overall, this assessment provides extensive diagnostic information that is provided through the subtests of basic math-related processes. It provides details on the student’s abilities and what hinders their progress, and this provides details that will allow teachers to apply targeted interventions to address these individual difficulties. It is also noted by the reviewer that “the user's guide provides clear, detailed information on all aspects of administration and interpretation and offers guidance for working with teachers and others to address students' needs. It also provides various record-keeping forms that can be useful for documenting performance and communicating with teachers, parents, and others who are involved in a child's educational planning, as well as interview guides, questionnaires, and structured observation forms that can be used to collect supplemental information about student performance.” Page 2 of 4

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