Assessment Critique Essay

The WIAT-III seems to be a reliable and valid academic achievement test; however, it is important to explore the feasibility of administering the test. The price of the WIAT-III is currently listed at $675.00; this price includes the components to administer and score the test (Burns, 2010). More expensive options are available that include the computer Scoring Assistant. The WIAT-III is more expensive than another achievement test labeled The Wide Range Achievement Test-IV. However, the Wide Range Achievement test is used more as an academic screener than a comprehensive achievement assessment (Burns, 2010). According to Burns (2010), the cost of the WIAT-III is one of the assessment’s main weaknesses. However, other achievement tests such

In my point of view assessment is a testing tool by which a teacher or assessor can use to detect the outcomes of teaching, learning or assessment process with the learners by

Questioning is a method of testing knowledge by asking the learner a series of questions related to the performance criteria. It is important that the assessor plans the questions beforehand, ensuring that open questions are used, and identifies the means of recording them, whether it be written; voice recorded or videoed. Questioning can be a very useful assessment method used alongside other methods. With observation, in particular, ‘what if’ questions can be used for evidence that might be hard to obtain, for example.

The name of the test that I administered to Student A was called the Kaufman Test of Educational Achievement Second Edition. The developers of the test were Alan S. Kaufman and Nadeen

“No issue in the U.S. Education is more controversial than (standardized) testing. Some people view it as the linchpin of serious reform and improvement, others as a menace to quality teaching and learning” (Phelps). A tool that educators use to learn about students and their learning capabilities is the standardized test. Standardized tests are designed to give a common measure of a student’s performance. Popular tests include the SAT, IQ tests, Regents Exams, and the ACT. “Three kinds of standardized tests are used frequently in schools: achievement, diagnostic, and aptitude” (Woolfolk 550). Achievement tests can be used to help a teacher assess a student’s strengths and weaknesses in a

Critical appraisal guidelines contains several international guidelines that improves the quality of published research studies. They focus on what is added to the publication of studies. Critical appraisal helps to promote its relevance to the patient’s concerns. There are three main questions that can help clinicians in finding accurate results of the patient’s concerns: (1) Are the results of the study valid?, (2) What are the results?, and (3) Will the results help in caring for my patient?. For the first question, it is important to understand the patient’s concerns before finding a study that fits in the criteria. The study should have minimized bias and are appropriate. Therefore must be valid. For the second question, the results of

The use of the CDT begins with students in third grade, evaluating their performance in math and English language arts. The CDT offers assessments in grades 3 through 8 and includes tested categories in mathematics, English language arts, science, biology, composition, reading and algebra 1 along with non-state tested subjects geometry, algebra II, and chemistry. Further, the CDT adjusts the scaled scores for this exam each year, reflecting student performance on the most recent state assessment. This provides many questions when evaluating the use of the CDT in classrooms. The effectiveness of the CDT as a predictive tool should be evaluated against the PSSA for each grade given and for each subject it is given in. Similarly, the components of the CDT should be evaluated as to their effectiveness when evaluating student performance. The CDT should also be evaluated when used to predict student performance on the Keystone literature and biology exams. The corresponding subscale scores should also be measured against the overall state reported assessment sub scores. The Data Recognition Corporation provides meaningful data validating the use of the CDT as an instructional tool, but the information provided is getting progressively more out of date. Changes in the PSSA both in structure and in expectation require the continued analysis of the CDT as an

KABC is used to measure processing and cognitive ability, given as a paper test for ages 3-18 by a graduate level individual who is well trained in psychology and cognitive assessments. There are two models of testing for this particular assessment. Cattell-Horn-Carroll (CHC) and Luna. The CHC is to be used in students who are considered mainstream in language and culture and may be suffering with learning disabilities that include reading, written expression, mathematics, mental retardation, ADHD, behavioral or emotional disturbance or are considered gifted. The Luna is to be given to those individuals who are bilingual or may have different cultural norms and excludes verbal ability.

All of relevant sections of Part A and Part B MUST be completed by the student and the form submitted with the assignment on or by the required submission date. Please note that you should always keep a copy of your assignment.

The atomic bombs that were dropped on Japan in 1945 were not seen as a logical reaction to the war by everyone. Leo Szilard was a Hungarian physicist that was the first to conceive of the mechanics of the atomic bomb, and how it worked. He was fighting the use of these bombs on Japan, and trying to urge the President to reconsider the idea. Although he lost the argument over whether to use the bombs, his argument was valid based on the devastation that was caused by the atomic bombs in Japan. Given the results of the devastation in Japan, his side of the argument is unmistakably seen.

In order to determine the components of the norm sample applied in the KeyMath-3 Diagnostic Assessment (KeyMath-3 DA), an evaluation is presented. For reference, a norm sample is defined as selected sample of test-takers from various common characteristics such as gender, age, grade, race, ethnicity, socioeconomic status, or some combination thereof, for the purpose of creating test norms. The KeyMath-3 DA is a comprehensive, norm-referenced measure of essential mathematical concepts and skill which is untimed and individually administered (Connolly, p. 1, 2007). Furthermore, the test consists of 372 full color test items and 10 subtests covering three general math areas: Basic Concepts (numeration, algebra, geometry, measurement, data analysis and probability), Operations (mental computation and estimation; addition and subtraction; and multiplication and division), and Applications (foundations of problem solving and applied problem solving). Additionally, data from the U.S. Bureau of the Census (2004) reinforced the integrity of the norm sample to establish the target counts in age, grade and season, race/ethnicity, geographic region, and socioeconomic status. Ages/Grades of Students

In recent years there has been an improved development for the need of design management in construction. Effective design management is necessary for a successful project but the clear picture of design management is not understood properly (S Austin, 2002). Design is a very key aspect of construction and with the help of a good team; good sustainable projects can be produced. The need for improvement of design in construction is very necessary. Delivering the project on time, budget and providing a value to construction is needed (S Austin, 2002). However the role of a design manager is poorly noted and does not have a robust path (Newton, n.d.).

Human resource managers are busy and they cannot afford to give time for some tasks they need to do.

Cronbach’s alpha can be used in order to estimate the internal consistency reliability within Classical Test Theory. Furthermore, by calculating Cohen’s kappa if the data is in form of interval scale the inter-rater reliability can be measured.

School subjects’ performance is determined by giving an achievement test. The results of which are used to determine their achievement level, strengths and weaknesses in each subject area.