Evaluation Of Norm Sample

The administrator must be an individual who has had proper training in administering and interpreting norm-referenced educational and psychological tests; however, it is not required the individuals has a Doctoral degree (Pearson, 2009b). Materials needed to administer, score, and interpret the test include: the stimulus book, record form, response booklet, word card, pseudoword card, audio CD, Oral Reading Fluency, CD player with speakers, stopwatch, blank scratch paper, pencils without erasers, and an optional audio recorder (Pearson, 2009a). The administration instructions are conveniently written in the Record Form, which increase the ease of administration. The instructions were thoroughly analyzed to minimize misinterpretations and misunderstandings that could lead to a lower score (Pearson,

|Data Sources: X( Observation | X( Student Interview | X( Teacher Interview | X( Parent Interview | ( Rating Scales | ( Normative Testing |

He states “that most young children have a restricted ability to comprehend formal, spoken instructions required for most standardized tests.” Brain development studies by the American Psychological Association about brain function and learning state that “Just because you have a classroom full of students who are about the same age doesn't mean they are equally ready to learn a particular topic, concept, skill, or idea. It is important for teachers and parents to understand that maturation of the brain influences learning readiness. For teachers, this is especially important when designing lessons and selecting which strategies to

According to Table 1.2, the following categories fell within close range to the mean: number sense, attends to print, basic reading, articulation, communication (receptive), matching, pre-writing, colors, and shapes. It is evident through this data analysis that most students are at the emerging stage of ability levels, implicating that they require some level of prompting to ensure they produce a correct response. It is concluded that students require continued instruction with addition, reading, and working independently are skills that require continued instruction. Division, multiplication, graphing, and telling time were areas that all students found to be the most challenging, thus these findings confirmed my original assumptions,

The purpose of this study was to analyze the effectiveness of the Classroom Diagnostic Tool (CDT) as a predictor of student performance on the Keystone exam in algebra. There were two guiding questions that lead this research. The first was: To what extent, if any, does the CDT predict student performance on the Algebra Keystone exam of those who are enrolled in a Keystone algebra course? The second question was: To what extent, if any, does the CDT predict student performance in eligible content categories (i.e. numbers and operations, geometry, algebra etc.) when considered independently of the overall scaled score?

5. Grade or age levels covered: This measure can be administered to individuals ages 13 years and older (Beck, Steer, & Brown, 1996).

Chapter 4 describes Tom’s school experience in Pennsylvania and Poland, and discussed the relationship between math and many American students. Tom did not like math and thought he was not good at it. When he was asked to solve a problem in his class in Poland, he tried to make an excuse to avoid going to the board to solve it, which the book hinted typically worked in his American classes. However, he was still asked to solve the problem, which he could not do. The book explained that math is a difficult subject for many American students, and that on the PISA assessment American students score pretty low. Despite the bad reputation of American students being bad at math, the state of Minnesota ranked proficient in math. Overall, the chapter explained why students struggle in math and what Minnesota did to produce high test scores (Ripley, 2013).

32 A standardization sample is representative if the sample a has been subjected to rigorous experimental control b consists of individuals that are similar to the group to be tested c consists a great many individuals d is administered in the same way as the actual test group will be 33 When a test is administered to the general population, norms should be established using a representative sample that a has been administered the test under standard conditions b has been chosen in a completely random fashion c represents all segments of the population in proportion to their numbers d is comprised of a great many individuals 34 Administering a test with precisely the same instructions and format is called a normative conditions b standard conditions c facilitative conditions d group administration 35 Dr Johnson is trying to establish norms for his new test He determined that 50% of the people in the standardization sample should be Hispanic, 20% Caucasian, 15% Asian, and 15% African American He is creating a a normalization group b representative sample c random sample d population statistics 36 The Stanford-Binet intelligence scale was developed by a A Binet b T Simon c A Binet and T Simon d L M Terman 37 The concept of mental age was introduced in A 1900 b 1908 c 1911 d 1916

Each year many high school students are encouraged to take standardized tests. They are told how essential the tests are and to spend vast amounts of time preparing for them. Although many people think that standardized tests are a useful tool for the measurement of students’ aptitude and intelligence, they are ineffective to represent the true proficiency of their understanding.

For example, a level 2 geometry class may have students in grades 9, 10, 11, and 12 but the 12th graders do not test. I also compiled the STAR results and created graphs to show cohort results for the past three years as well as year-to-year results. I was pleasantly surprised that our students show consistent improvement.

There are a variety of topics that are interesting in life. This interest may then become a point of inquisition, where an individual may formulate a relationship between two variables, which may or may not influence each other. Next, a hypothesis is formed and tested. In this same manner, a school educator was interested in determining the potential relationship between grade point average (GPA) and IQ scores among ninth graders. The educator random sampled 30 ninth graders, ages 14 years old and administered the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). This writer will be expanding further on this topic and will formulate the null and alternative hypothesis, describe the four scales of measurement, describe whether if there is a correlation significant (positive, negative, or no correlation) enough between both variables, describe the strength of the relationship, describe what the results reveals about the hypothesis, and what conclusions can be drawn from the results.

A norm-based instrument is used to compare children of the same age, grade level, or a similar characteristic. A norm-based instrument scores the students on a bell curve. This type of test will allow the teacher to use the results to plan the program and to monitor the student’s progress. However, this type of test gives little information on why a student can do something. The test questions on this have to be answered in a certain way which can make it difficult for some students. These tests usually do not last long (an hour or 2) but can be done over several days.

Another limitation was the short time frame in which this study was conducted. The study was conducted over the course of four weeks and within one math unit. Four weeks of data collection

The planning processes for this unit started with our Math schedule created by the cooperating teacher, Ms. Ross. The schedule indicated that the focus for the following week or two, depending on student’s performance, would be on the number six. Every Math lesson includes a SmartBoard presentation as the “I do” and “we do” portion of lesson. This presentation is used and reviewed every day as this group of student benefits from repetition based on their age group and disabilities. The SmartBoard presentation includes twenty four slides, with the first ten slides always being a part of our lesson. During this portion of the lesson, one slide is dedicated to one video that highlights the number six, allowing the students to feel as they were taking a break from learning. This group of students benefit from short periods of instruction, short activities, and frequent breaks. As the pre and post assessments were created to focus on number recognition, quantity discrimination, one-to-one correspondence and writing of the numbers, this unit follows address the same categories. During our pre-assessment, out of the fifteen students in the classroom, eight students recognized the number six when shown the number. Only one student was able to identify that the number six was the largest number when comparing the number six to a smaller number. During the one-to-one correspondence activity eight students were able to make the connection between the number six and a visual

| |with each of the assessment tools, is also available in PDF format at the authors’ Web site at |