Assessment Tools Paper

The Northwest Evaluation Association (NWEA) is a nonprofit organization committed to helping school districts improve instruction and learning for all students. Their aim is to give teachers data they can use to inform classroom instruction, and their ambition is to transform education. NWEA’s mission: “As a not-for-profit organization, we continue to honor our founders’ spirit and their collaborative approach to improving teaching and learning. Our mission, Partnering to help all kids learn®, informs all aspects of our work.” (NWEA, 2014)

The reliability of an assessment in a perfect situation should produce the same results if marked by another tutor or if that examiner unknowingly receives the same paper again. If different marks are given the assessment is consequently unreliable and proves that this assessment is subjective.

The National Assessment of Education progress (NAEP), which is the largest nationally representative and continuing assessment of what America’s students know and can do in various subject areas. (NAEP, n. d.)

The service user has various assessments of need undertaken, this allows practioners to create plans and to regularly review the plans put in place for children and young people. Watson and West (2006), argue that good social work practice is good quality assessment, assessments inform evaluations and judgements. Assessment is about critically analysing information from a range of sources to determine need, eligibility and risk. Assessments involve a collaborative process; ensuring people participate and take as much control as possible in identifying their own needs. From the social work point of view, all professional judgments should be balanced and substantiated. Moreover, a perspective that sees the 'whole system' and the interconnected

The 1980s brought a new reform movement in education, accompanied by a new emphasis on testing. The effort to improve education at all levels included the use of standardized tests to provide accountability for what students are learning. Minimum competency tests, achievement tests, and screening instruments were used to ensure that students from preschool through college reached the desired educational goals and achieved the minimum standards of education that were established locally or by the state education agency. As we continue in a new century, these concerns have increased.

What do you believe are the primary purposes of community organizations, social service agencies or other government agencies?

Pupils learning and progress needs to be measured against objectives using ongoing assessment methods. Formative assessment methods are ongoing, they are used to check progress continually during learning . These techniques include using open ended questions which encourage pupils to think for themselves and use their own ideas rather than being influenced too much or led by the adult. Observing pupils is a formative assessment method which allows us to gather lots of knowledge about how pupils are progressing. It reveals how they work, interact with others, preferences, strengths, weaknesses etc over a period of time. Observations can be informal and take place on an ongoing regular basis or can be formal direct observations. Listening to pupils describe their work and reasoning, to hear about pupils understanding

Brown and Conley found that looking at state standardized tests ability to meet theses KSUS standards, they fall short. They looked at 60 math and english assessments from 20 different states and set out to find the degree of alignment of these tests in conjunction with these college ready standards. When looking at the alignment of the English assessments with the KSUS standards, they assessed them on the basis of fulfilling 6 or more standards. Research showed that only 42 percent of the tests aligned with this benchmark, meaning most of the standardized tests were not adequately aligned with actually fulfilling standards needed for college readiness. Research also showed that the alignment of the Math assessments with the KSUS standards on the same assessment of fulfilling 6 or more standards, the tests aligned more frequently in certain areas but had a greater volatility in alignment. Areas such as computation and mathematical reasoning aligned 90 percent and 93 percent respectively; However, other important areas such as the algebra standard, geometry standard, and trigonometry standard were met 63 percent, 60 percent, and 3 percent respectively(Brown Conley). This research calls into question whether standardized tests become valid in their purpose of actually assessing students. With high rates

Available research points out the fact that evidence based assessment methods are as important and evidence based treatment methods (Therrien & Hunsley 2012, p. 1). The research that I reviewed identified a variety of evidence based anxiety assessment tools. The two most commonly identified throughout the literature were the Beck Anxiety Inventory (BAI), (Brandeis, 2016) (see Appendix B) and the Penn State Worry Questionnaire (PSWQ), (Davis et al., 2016, p. 20). The BAI consists of twenty-one items describing anxiety symptoms and is utilized by the respondent’s self-reported responses to how much they were bothered by the symptoms in the previous week (Gillis et al., 1995: Palmer et al., 2016). The PSWQ is a sixteen item tool that measures concerns associated with anxiety (Fergus 2013; Gillis et al., 1995). Both tools have been

For many decades, standardized tests have played a vital role in measuring the effectiveness of a student. It is mandatory for students to take this exam at their final school year. A candidate can choose any subject to answer in which the triple sciences, mathematics, and English are assessed most importantly. Multiple choice questions and structured questions are most commonly asked in standardized testing and they are often very hard obstacles to overcome. After a candidate finishes the exam, they have a long agonizing wait for the results.

All states are now required to set high standards in math and reading and to develop assessments that will measure progress by annually testing of all students in grades 3 through 8 in both math and reading. The National Assessment of Education Progress (NAEP), also known as "the Nation's Report Card," will be used to test a sample of students in each state as a validation of the of the state test results.

Professionals must develop plans for gathering and using assessment data. Select three of the strategies presented on pages 139–142 of Assessing and Guiding Young Children's Development and Learning, and explain how each strategy that you selected can be used to provide ongoing support for children's development and learning.

Non-standardized assessment tools: Since an abundance of Howard’s identity consists of being an engineer, it would be beneficial to administer the WorkHab Functional Capacity Evaluation (FCE). The FCE will assess his work capacity for physical demands in the workplace. Additionally, the FCE would assist in formulating plans of returning to work and modifying the workplace to meet the client’s demands. The Unified Parkinson Disease Rating Scale (UPDRS) would be valuable to administer since it assesses all domains that are generally exhibited by an individual that has this disease. The UPDRS is a non-standardized assessment that is conducted through interview and observation. It’s an assessment tool that can follow the course of the disease which

“The Achenbach System of Empirically Based Assessment (ASEBA) is available in two versions for children (ages 1.5-5 and 6-18), is a multiple-rater system used to assess the behavior and personality of youth” (Achenbach, 2003).The Child Behavior Checklist (CBCL/1 1/2-5, CBCL/6-18) is completed by the parents. The Teacher Report Form (TRF/6-18) or the Caregiver-Teacher Report (C-TRF) is filled out by the student’s teacher or whomever is providing their formal education. Students aged 11-18 complete the Youth Self-Report (YSR).

Current nationwide examination outcomes offer continuing paperwork of the should enhance the concentrate on enhancing student accomplishment in mathematics. The National Evaluation of Educational Development (NAEP) just recently launched the 2005 mathematics ratings which mirrored student accomplishment in the locations of dimension, geometry, information analysis, likelihood and algebra. Country wide, just 30 % of 8th graders were considered competent. Although mirroring a boost from previous evaluations, just 69 % of the 8th graders country wide showed a standard abilities level on the NAEP evaluation (Olson, 2005).