Diagnostic Assessment Process Analysis

In order to improve my instructional practices, I analyzed instructional data from district math diagnostic and proficiency assessments. The most recent assessment assessed student’s abilities to count, add and subtract, and their understanding of place value. My students scored below not only the other first grade students at the school, but also all first grade students in the district. 81.6% of my students could count, read, and write numbers to 120. This was an improvement from their diagnostic assessment. However, only 66.7% could relate counting to addition and subtraction, and only 45% demonstrated understanding of place value in two digit numbers.

Before any actual classroom teaching can take place, initial and diagnostic assessments must be carried out. These are paramount in agreeing individual learning goals, and planning the progression of the learner with the teacher.

The ability to conduct an efficient and effective clinical and diagnostic interview is arguably one of the most valued therapeutic skills. It is during the interview that the therapist learns about the difficulties and challenges experienced by the couple and begins to form the foundations for a healing professional relationship. There are three basic assessment elements that should guide every interviewing session.

In supporting the various ways students learn, educators need to introduce and share ideas that are relevant and understandable. Problem solving is generally the most challenging for students who experience difficulties in Math. Garguilo and Metcalf (2013) discuss the need for considerable scaffolding and direct instruction when it comes to real-life problem in mathematics. The student may be able to add and subtract to a satisfactory standard, but cannot apply skills in problem solving methods. These types of difficulties are usually seen in students with ADHD. (Garguilo & Metcalf, 2013, p. 360) Studies suggest using a combination of formal and informal assessment in identifying both group and individual strengths and learning by means of representing the problem in different modes; see and hear, touch,

The pre-assessment used to establish students’ baseline knowledge and skills for this lesson is first to watch the video https://www.youtube.com/watch?v=9Z2gpbYiEXo. After the video engages the students to bring back prior knowledge, they will be given a white board. The students will work out a subtraction problem on the board for me to see what they already understand about solving subtraction word problems. I will use the data to know what parts of the instruction on how to solve subtraction word problems need to be more emphasized to the students.

1) When adding to the two numbers, this child started at hundreds place, the added the digits together without taking into account their value given by the place. The child then added the digits together for all numbers, but was able to understanding that the sum of each value should be “stacked” and added together. Although the child didn’t understand that a 700 was embedded within the number, the child had the number sense to know that answer wasn’t correct; the child said the answer should be 1000-something since the numbers being added were large. Once prompted by the interviewer, the child was able to apply place value understanding, but only with strong scaffolding. The child wasn’t able to independently identify the mistake and fix the tens and the ones without further prompting. The child was ale to correctly identify place value when asked, and could multiple the value times the digit to find the number (7 in the hundreds place = 700). When adding the 100s place, the child knew the answer was one thousand, but when adding the tens, the child said the answer was ten-hundred. However, at the end, the child was able to add the three

As a student, I always enjoyed math. In high school I took all of the offered math classes, including Calculus. The first math class I took in college was a breeze, and I thought that this one would be no different. What could I learn about elementary school math that I did not already know? Contrary to my expectation, the first day of class, I learned things about math that had never been brought to my attention. This paper will discuss what I have learned about subtraction, about students, about the Common Core State Standards, and how my concept map has changed since my first draft.

Educating the family about the disease process is vital for the safety of Mr. Johnson within the home and outside of it. After reviewing the different types of assessment taking by Mr. and Mrs. Johnson, it appears that Mr. Johnson is showing signs of depression with losing interest activities and losing touch with family. Calendars, sticky notes, wrist watches, memory book and a schedule are all tools that may benefit the Johnsons. A calendar that is big enough to write in events can help orientate Mr. Johnson allowing a visual cue to help trigger memory. There is no evidence of suggesting he has issues with reading so using sticky notes and applying them on appliances will help in several ways. He can read out steps to complete kitchen tasks

To begin the planning, teaching and assessment process, it must start with discovering what children know and understand, this can be done through assessment and, therefore, is where to initiate the cycle according to Webster (2009). However, some practitioners start the cycle by planning for lessons based on the curriculum content of the previous year (Fisher, 2013). The practitioner may then start teaching according to the predicted lack or extended knowledge, and, therefore, confuse and fail to progress their learning stated by Fisher (2013). An example of this would be presuming that the children had completed and felt confident in using halves and quarters, and, therefore, starting an activity on writing fractions or using bigger fractions. Completing an activity like the example would only cause more confusion and could end up being a more difficult task than it had originally begun. Therefore teachers should start with assessment, and plans should remain flexible until the information of all the learners is collected (Fisher, 2013). One way of assessing children is through formative assessment, this is by obtaining information within a teaching unit that is then adjusted for future educational scenarios (Antoniou and James, 2014). Formative assessment can help to identify both weaknesses, strengths and help enhance the student’s motivation (Yan and Cheng, 2015).

It has been identified by the Royal Commission (2017) and by Michael Vita (2015), that staff training for both NT Detention Centres must be a priority. In both reports there was a large amount of data collected regarding the incident levels, behavioural management and staff training. As a result, data collection for the NT Youth Detention Centre Staff Training change management plan is required to be focused on detention centre staff’s current level of recorded formal training and to identify the needs of the centres to ensure an appropriate analysis for the development of a successful plan. It is therefore assessed that data collection well be composed though

One of the programs’s requirement is to administer the diagnostic Observation Survey assessments to all students at the beginning and at the end of their program. Currently, the fall Reading Recovery students have reached their end of their 20 weeks of literacy services. OCM, Jefferson-Lewis, and Wayne-Finger Lakes Reading Recovery Teachers are transitioning to service new Reading Recovery students.  The process is overlapping. While the RR teachers are busy collecting data using the diagnostic Observation Survey assessment tool with possible incoming students, their current Reading Recovery students are being assessed by another Reading Recovery Teacher.  Thus, you might be seeing other RR colleagues in your school buildings assessing students

The purpose of the principal diagnosis is to establish what condition is causing the symptoms that the patient experiences. In some cases, the patient has more than one principal diagnosis, meaning that a medical condition connections with another condition. This also occurs when more than one separate principal diagnosis is equally responsible for a hospital stay. For example, a patient who has a chronic disease might have multiple recent manifestations that result in an inpatient stay. In this case, the principal diagnoses that caused the most recent hospital visit. The purpose of the primary diagnosis is to establish where doctors focus the majority of resources to treat a condition. The primary diagnosis is not always the principal diagnosis

It is important that the nurse conduct a thorough assessments when a patient presents with suspected MI. Assessments include focused physical examination to detect complications and any changes from the patient’s baseline, patient history that includes the presenting symptoms, any medical history, and the family history of heart disease. Mr. X is a 51 years old black man presented to the emergency department with severe substernal chest pain radiating to the back and neck and down the left arm. Mr. X’s risk factors for MI includes family history of CAD (mother dying of a stroke at 62 and father dying of heart attack at 58), increasing age, male gender, and race (African American native). These risk factors are non-modifiable or circumstances

Nurses and physicians indicated that having eye contact with their colleagues and visual connectivity with different locations of ED enhances patient assessment process. This was more highlighted in the communication between the triage nurses and physicians. Also, doing visual assessment by nurses and physicians during busy hours was mentioned to promote care

The lack of adopted curriculum also means that most, if not all, teachers are supplementing both materials and instructional routines. These students need to pass the state-mandated Smarter Balanced Assessment (SBA) which requires completion of a problem-solving performance task. Students need to know which operation(s) to use (addition, subtraction, multiplication, and/or division) and how to apply them appropriately. This problem has