Kaufman Assessment Battery For Children

Most standardized test do not measure emotional or mechanical intelligence, actually a lot of educators argue that standardized test do not measure comprehension or actual intelligence but rather memorization. While others may believe that standardized testing just needs a few improvements, others believe that it is impossible to have a test that measures accurately the capability of a diverse student population. Today’s schooling depends heavily on the test scores from standardized test. Standardized testing should not have so much weight put on them because they have a negative impact on effective education, students’ self-concept, and learning styles.

The Battelle Developmental Inventory – 2nd Edition (BDI-2) is psychoeducational testing instrument used in special education to assess developmental disorders in infants and young children. This paper looks into how the validity, reliability and norms for the BDI-2 were originally developed.

The film Precious is an emotional movie that deals with the unfortunate realities of everyday life for some individuals. The film that stares Gabourey Sidibe who plays the main character Clarice “Precious” Jones is based out of Harlem in the year of 1987. Precious is a sixteen year-old obese and uneducated teenager whom has had to grow up in a severely dysfunctional family environment. Her mother verbally and physically abuses her, often times using her as a personal servant. Her father has been sexually abusing her since childhood, and has impregnated her twice. Precious has lived with the ugly truth that because of her weight, skin color, and sexual abuse, she does not fit in

Kayden is a four (4) year old Caucasian male currently residing in Modesto, California. Kayden was born on November 28, 2011 in Modesto, California. Kayden has not experienced any major illnesses or surgeries in lifetime, has no allergies to medication, but has seasonal pollen allergies. Kayden is on target with physical development (scoring in the ninety-five percentile for his age group per his father). Kayden’s mother and father are both very healthy, though high blood pressure and cholesterol run in his father’s family. Kayden’s mother and father both have vision issues and wear glasses so there is a possibility for vision issues, though he does not show any signs of problems currently. A strength in this area would be his family history being void of any major disease of illness, and a barrier of this could be his vision issues. These factors did not influence the developmental assessment.

This article will be giving reasons why the kids will be evaluated using standardized tests for a specific grade in kindergarten through 12th grade. This will help them to evaluate themselves about the kind of tests they use for their kids at their kindergarten they run and analyses if they meet standards for the standardized tests and if not. The parents who take their kids to the kindergarten will be appropriate audience for my article for this information affects them indirectly through their children. This will help parents to know the kind of test their children are given by their teachers to take and help them know whether they are regular or

identifying the relationships between the unique characteristics of the individual and the contextual variables that trigger and reinforce behavior can we begin to truly understand human behavior and work in concert with the person and those in his or her environment to develop interventions that lead to socially significant and meaningful behavior change. Identifying these relationships is the core of FBA. (Steege) Steege, Mark W. Conducting School-Based Functional Behavioral Assessments, Second Edition, 2nd Edition. The Guilford Press, 20090123. VitalBook file. The citation provided is a guideline. Please check each citation for accuracy before

Formal assessments such as standardized tests are not ideal to use to assess young children. Young children are constantly developing and changing, and because of these rapid changes, it is important to adjust assessments accordingly. Young children typically demonstrate their knowledge through doing as opposed to writing and talking. Therefore, conducting a standardized test on youngsters would be extremely hard, making the results difficult to measure and highly inaccurate (Shepard, Kagan & Wurtz, 1998, p. 3-5).

The test takers characteristics will involve what the child’s age, grade level, language, and culture. These characteristics will correspond with an appropriate test. The accuracy of scoring procedures is a critical step in the test selection. Once the child completes the test, the tester will provide an accurate score. Norming procedures will determine if the norm children are appropriate for the children test takers. Modifications of test will be made if the child needs accommodations. The last part of the test section is fairness of the test. The test should be fair for all test takers (RUST,

In the past standardized test were an important tool first used in ancient China to find people jobs in the government, they then came to the U.S during world war one to find recruits places in the military. Now they can still be a very useful tool used mainly by school districts across the U.S to judge the effectiveness of the schools and teachers. However, more often than not these test are overused and give inaccurate measures of intelligence. Standardized test can be very useful tools used to evaluate many things, but they are only able to test simple ideas and often don’t have appropriate accommodations to level the playing field for students with disabilities.

When reading about assessment, the image of a KWL chart kept coming to mind. Before instruction, a teacher needs to find out what is known. What do the students know? What are they capable of doing? This is essential in order to plan instruction. So, before instruction, tests to evaluate readiness and discern whether or not learning outcomes have already been achieved are in order. Pen and pencil pretests or performance tasks can be utilized for this purpose. After evaluating what is known, a teacher can plan what she wants the students to learn. As the lessons are taught and students are engaged in activities, the teacher participates in the process of formative and diagnostic assessment. These types of assessment are designed to discern whether

orm-referenced tests have successfully been used to evaluate the development in children and youth and are often used for early intervention. These tests determine how a child compares developmentally with peers of similar age, gender, socioeconomic status, race, ethnicity, and geographic location (Grisham-Brown, Hallam,loca Lyons & Pretti-Frontczak,2014). Results from norm-referenced tests are helpful in identifying students who need additional academic support and identify specific learning disabilities, such as autism and dyslexia (Norm-Reference, 2015). These tests are also useful in determining goals and objectives that can be used to create an effective early intervention plan by identifying a child’s strengths and weaknesses (Andersson,

This paper defines and critiques the Wide Range Achievement Test-4 (WRAT-4). The first test edition was created by Joseph Jastak and Sidney Bijou in 1941 and was published in 1946. “The WRAT-4 was developed and published by Dr. Gary S. Wilkinson and Dr. Gary J. Robertson in 2006” The age group suitable for the test, is 5-94 years. The purpose of the test is to gauge individual or group ability in reading, word comprehension, sentence comprehension, spelling, and math computation. The entire test kit is available for $325 and consists of the following: “Professional Manual, Blue Test Forms (25), Green Test Forms (25), Blue Response Forms (25), Green Response Forms (25), Blue Sentence Comprehension Test Forms (25), Green Sentence Comprehension

There is an exorbitant amount of focus on standardized cognitive tests in K-12 education today - particularly measures of intelligence and achievement. The usefulness of these tests notwithstanding, they are limited in that they provide an incomplete picture of a student’s abilities and needs. Having worked 14 years as an English teacher at Bergen County Technical School of Paramus (Bergen Tech), a vocational-technical high school with a predominantly special needs population, I find it unfortunate that the educational psychologists with whom I work have in recent years been directed to focus on cognitive tests such as the Woodcock-Johnson Test of Achievement and the Wechsler Adult Intelligence Scale, to the exclusion of non-cognitive measures that could provide insight into student emotional health and personality. For school staff endeavoring to help students negotiate the path to adulthood and guide them toward brighter more fulfilling futures, personality assessment could be used to help clarify needs, determine the severity of problems, make predictions about future behaviors, and aid in educational recommendations.

“Black and William derived guidelines for effective formative assessment: The assessment must be conducted during a 250 Journal for the Education of the Gifted 37(3) unit of instruction, it must focus on identifying strengths and weaknesses of students in comprehension and/or in application of the subject matter, and formative assessment should be used to make adjustments in the curriculum to improve learning prior to the unit summative assessment. Formative assessments should also produce data relating to measurable attributes of learning within a unit, data on the performance level achieved by a student on that attribute, and data that allow the teacher to

Alfred Binet has developed the standardized test to identify learning disabled Parisian children in the 1900s. If it possible to identify those of special needs then, it should hold responsibility today to use this test to zoom in on the actual needs on the academic success of an individual. For example, the scores of an individual can configure the placement of a child. The scores, for example can trigger one’s learning disability or another’s gifted brain. Also, a score of one hundred and thirty indicates exceptional intelligence, and a score below seventy translates into mental retardation. The average score one will strike range from eighty five to one hundred. (“The Advantages of IQ Test.”) These scores are beneficial in finding the special needs of a child. To illustrate, a child’s low score can signal the child’s intake of different instructions. A child may also exceed in some skills-like math or English- but lack in other skills hinting the likelihood of a slow learner. Gifted children, who may score well, can receive special instructions or different placement in classes. ("Knowing Your IQ Is Important.") Scientists have also used the Intelligence Quotient test to study the human behavior of an individual. How the individual takes the test benefits the educators in “tailoring their teachings to benefit the child’s need.” (“The Advantages of IQ Tests.”) Also, many schools partake in