RIPA-G:2 Diagnostic Test Evaluation

( Mr.Hicks I am attempting to Analyze similarities/differences between procedures or solutions, from the ANALYZE section of hess' cognitive rigor matrix under Level 3.)

Unit 1- 1.1, 1.2-This is a reflective account of the things I have done, experience and knowledge I have gained throughout the assessor 's course mainly during the process of assessment. First, I would like to describe the definition of assessment, its key concepts, stages to show the knowledge and understanding I have gained throughout the course. An assessment is a pre-agreed formal session with the learner. Assessment is judging performance against an agreed standard and is also a way of finding out if learning has taken place. It enables yo assessor to ascertain if learner has gained

It covers a range of different assessments including competence, knowledge and understanding skills.’ Pg 35.

Please note that this Assessment document has 8 pages and is made up of 3 Parts.

The numbers in the bracket after each question relate to the assessment criteria in the standards

Please note that this Assessment document has 3 pages and is made up of 3 Sections.

Assessment: I will observe student behavior during their discussion and during the creation of their self-portrait. Also, I will assess students’ ability to come up with 10 positive

All students were required to administer the WJ III COG 4 times, first to a classmate, and then 3 more times to volunteers. The first administration for each student was not considered for the study, which produced 108 testing administrations. These administrations and scores were then examined by advanced level graduate students taught by the same professor. The instrument used for scoring the administrations was a checklist first created by Schermerhorn and Alfonso, and was designed to record the frequency and types of errors made during the administration and scoring of the test (Ramos, 2009, pp. 653).

• Assessment Method: The learner has presented their outline in the form of a table. The learner’s outline includes the main

The numbers in the bracket after each question relate to the assessment criteria in the standards

Please note that this Assessment has 6 pages and is made up of 3 Sections.

The numbers in the bracket after each question relate to the assessment criteria in the standards

Please note that this Assessment has 6 pages and is made up of 3 Sections.

The questionnaires are scored by converting each answer to a numerical equivalent and comparing the totals for each area with the empirically derived cutoff points for that area. The responses yes, sometimes, and not yet are converted to points 10, 5, and 0, respectively describe in the steps below.

According to the calculations, 46.2% of the questions were basic remembering questions, 38.5% of the questions were tier 2 “understanding” questions, 7.7% of the questions were tier 3 “applying”