The conclusion of the evaluation report states that Jason’s General Intellectual Ability score of 90 falls within the average range. A personal strength was noted on Number Series. Number Series measures Fluid Reasoning the ability to problem solve a new task without prior knowledge. The lowest standard score was noted on Story Recall which measures long term memory. Long term memory measures a student’s ability to store information and then use it later. Standard scores were not given for General Information and Short Term Working Memory composite score due to inability to interact with the testing materials. Jason’s overall composite scores in reading, writing, and math fell in the average range with a significant weakness in reading
The purpose of this research is to help inform my fellow classmates about the Kaufman Assessment Battery for Children (K-ABC). The Kaufman Assessment Battery for Children was developed by a team of psychologist who were husband and wife and it contains subtest that measure intelligence and achievement. The K-ABC was created to evaluate different groups of children from the ages 2 ½ to 12 ½ and the groups it consisted of testing were preschoolers, minority groups, and groups with learning disabilities. I am going to be going in debt about this test starting from its description, use of the test, the population its intended for, the adaptations for individuals with disabilities, the psychometric properties of the test, examiner qualifications, standardization and norms, and finish up with the background of the test. The goal of this paper is for the student to have an overall in-depth knowledge about the test The Kaufman Assessment Battery for Children (K-ABC).
She does show weaknesses in Working Memory, Passage Comprehension and Math Fluency. These results are supported by her teacher’s since they have reported that she works more slowly than most students on math assignments and has difficulty decoding words and with fluency in reading.
In the society of today, there are various educators who believe in assessment as proper method to measure the performance of a child in school as well as the overall achievement of a specific school system. The assessment may be presented in the form of verbal, written, or multiple choice, and it usually pertains to certain academic subjects in the school curriculum. Recently, many educators began to issue standardized tests to measure the intelligence of a common student body. (Rudner, 1989) These standardized tests were initially created to reveal the success in institutional school programs, and exhibit the abilities of students today. The standardized tests can reveal the strengths and weaknesses
To protect that student’s identity, this student will be referred to as Montrel. Montrel is a 13 year-old 7th grade student that has been diagnosed with ADD/ADHD. Montrel’s disability was confirmed based off of the BASC (Behavior Assessment System for Children) being completed on him by his general education teachers and his parents. Additionally, Montrel’s was given an IQ test to measure his academic abilities as well. He showed some discrepancies in both math and english that could have classified him as having a specific learning disability in those academic areas;However, his ADD/ADHD ruling trumps these classifications and show to be the major cause of his discrepancies in the areas of math and english. Assessment team reports were additionally completed to assist in finding Montrel’s weaknesses and strengths academically. The following data sources were additionally used to determine Montrel’s current level of performance: career clusters inventory, observations, and classroom teacher reports.
Hall: I’ll be happy to explain them. The tests that Adam was administered all has an average or mean score of 100. These test have a wide average range of 85-119. Based on Adam’s sores Reading Comprehension he is in the low range because he had a Standard Scores range of 74-80. Adam’s written expression in also in the low range with a Standard Score range of 71-81. His math calculation is in the low range with a Standard Score of 30-43 and His math reasoning is in the very low range of 5-12. Don’t let these numbers scare you. This is just a form of measurement for us to understand Adam’s weakness and strengths. These numbers also help determine eligibility for special education. With your written consent we can proceed with the process. Adam will be assigned a team of experts that includes: Adam, the principle, his general education teacher, the special education resource teacher, myself and of course the pair of you. Mr. and Mrs. Gallery you will have a very active role in deciding how Adam will be taught. The professional can provide you with researched based data and evidence, and strategies. However, if you notice anything that isn’t working you are the only experts on Adam. We will develop an Individual Educational Plan or IEP and develop strategies, accommodations and modifications. We recommend that He is remains in the general education class but pulled out for resource room for the areas of weakness. We will also provide strategies that can be used at home.
Hannah is 9.5 and she a fourth grade student at Martin Elementary. She is on a third grade instructional reading level. Looking collectively at the data from assessments, Hannah has various strengths and weaknesses. She is very polite and overall has a very positive attitude when it comes to school. Hannah is able to recognize many words on a 3rd or 4th grade text, but she has difficulty comprehending the text at these levels. Hannah is capable of comprehending at the fourth grade level if certain intervention are put in place for her. She has trouble giving important story details and struggles with the theme. On the Graded Word Lists, Hannah was assessed on three different sets: second, third, and fourth. According to the results, her third grade is her instruction level. According to her performance on the Graded Word Lists, she was given various reading passages to read. Hannah read the passages out loud while teacher listens and makes note of any miscues. She struggled with expository comprehension when given a third grade passage. Additionally, she struggled with the fourth grade narrative passage. Overall, for oral reading and comprehension she is on a third grade instructional level, second grade independent level.
Shelby was observed during the administration of her achievement and cognitive tests and during the student interview. Overall Shelby’s appearance is clean and casual. Her braids were neat and pulled back into a ponytail and her clothes were wrinkle free and clean. Pertaining to Shelby’s behavior during test administration, she demonstrates normal behavior, as compared to typically developing peers. She sat patiently waiting for the administrator to gather her required materials and after asked a question she answered the question with confidence. Throughout the test Shelby was able to answer the questions quickly and accurately. When Shelby was unsure of an answer she took a moment to pause and think through her
If so, what main areas were included in the psychoeducational evaluation?” Although, the interviewees have different backgrounds, both have received psychoeducational testing reports. However, unbeknownst to the author, Jennifer, the special education teacher, only had experience receiving the reports versus administering the tests, since Allen ISD and other ISDs require a certified diagnostician to administer the psychoeducational testing. According to Jennifer, “I am not certified to give this type of assessment” (J. Hodge, personal communication, August 28, 2015). Nonetheless, Jennifer stated, “The main areas in the report included, 1) assessment techniques, 2) sociological information and review of records, 3) classroom observation, 4) teacher observation, 5) assessment findings, 6) Summary, 7) suggested recommendations, and 8) data and graphs from assessments” (J. Hodge, personal communication, August 28, 2015). Meanwhile, for Marisol, “psychoeducational testing became the starting point of her daughter’s life early on” (M. Puterbaugh, personal communication, August 29, 2015). Through the various assessments, it allowed Marisol to understand her daughter’s strengths and weaknesses in how she learns and develops, ultimately allowing educators and parents to offer her
Landon presents with at best below average cognitive potential (Verbal=87) but there is no real evidence that he is actually underachieving. His current cognitive performance is comparable to how he previously test and it appears he is working at or above his potential at this time. Therefore based upon the data collected during this assessment, he does not meet established guidelines for possible learning disabilities.
“The Wechsler Individual Achievement Test-Second Edition (WIAT-II) has traditionally competed with other popular achievement measures such as the Woodcock-Johnson Test of Achievement-Third Edition and the Kaufman Tests of Educational Achievement-Second Edition, particularly when assessing children” (Burns, p. 234). How the test works is that a child will take the assessment that focuses on eight areas of achievement: oral language, basic reading, total reading, reading comprehension and fluency, written expression, math, math fluency and total achievement. (Burns, 2010). Now, from there the results of the child’s score would be analyzed to define the child’s strengths and weaknesses in the eight areas. The assessment can be given every year if necessary and the child’s scores will
Gustave obtained a FSIQ standard score of 89 (23rd percentile) and falls within the Low Average range. His performance across the various indexes ranged from the Low Average to Average. His intelligence is best understood by his performance on the separate indexes. Therefore, an analysis of the various subtest scores needs to be taken into consideration in assessing Gustave’s ability to function and learn successfully in the educational setting due to variability within the domains.
Mark is a fourth grader in a general education classroom. The reason for this initial evaluation was that he was displaying difficulties in reading - especially vocabulary, reading, and comprehension – and in writing mechanics. He was given a variety of tests to evaluate his academic performance. A speech-language pathologist gave Mark the Test of Language Development-Intermediate: 3 (TOLD-1:3) to test different components of his spoken language skills. Mark performed within the average range on all the subtests. A school psychologist administered the Wechsler Intelligence Scale for Children III, in which Mark performed within the average range. His standard score for Verbal IQ was 92, for Performance IQ he received a standard score of 107, and he got a standard Full Scale IQ score of 102. The special education teacher administered both the Woodcock-Johnson Psycho-Educational
Some instruments are recommended for specific academic areas or skills. Thus, an examiner may appropriately select one instrument because it contains subtests that will yield information necessary for academic planning and intervention. Research is emerging on the newly revised versions of the achievement tests. The use of traditional intelligence tests in schools has been criticized for producing different results for different groups( ). The movement toward change in special education assessment, accountability, and educational reform in schools has also had an influence on the use of traditional assessment methods. As a result of these trends, it is likely that assessment personnel along with researchers will seek alternative types of
James Flynn (1984, 1987, 2007) conducted comprehensive studies of several intelligence tests and he concluded a long-term upward tendency of performance of IQ scores, by approximately 1 IQ point per every 4 to 5 years. This tendency is termed as Flynn effect by Herrnstein and Murray (1994) and it varies in different countries over different time periods. For example the United States developed by 3 points every decade between 1932 and 1978, in Estonia by 1.65 points between 1932 and 2006, Japan gained 7.7 between 1940 and 165, Argentina 's gains was 6.91 between 164 and 1998 (Williams, 2013). However, this must be interpreted with caution as the progression of the IQ increase does not necessary mean that the general intelligence advanced (Urbina, 2014).
Julia is a 16-year-old eleventh-grade student in the Half Hollow Hills High School West. She is educated in general education classes with daily Resource Room support. Her current classification is Learning Disabled. Julia has received special education services since the 2nd grade and was classified in elementary school. Her current test accommodations include extended time (1.5), a flexible small group with limited distractions for the state test, and to start testing in class and finish in the testing room. As per IEP, Program Modification includes special seating arrangements.