KTEA Assessment Paper

222 Words1 Page
bulb-icon

Recommended: Importance of early literacy assessment

The two assessments that I chose to measure early literacy skills in young children in K-2, is the KTEA, and a spelling test. The Kaufman Test of Education Achievement (KTEA), is an assessments that measure early literacy for young children, The Kaufman Test of Educational Achievement (K-TEA) was designed to measure school achievement of children enrolled in Grades K-2. The K-TEA comes in two different forms: The Comprehensive form requires from 20 to 75 minutes to administer and the brief requires 10 to 25 minutes to administer, depending on the child’s grade. The test is individually administered, norm – referenced, by the teacher or a staff support member. The assessments are intended for use in programing planning, placement, and measurement

Show More
Related

  • Analysis Of NAPLAN

    1183 Words  | 3 Pages

    Lines, S. (2014). Effectiveness of the National Assessment Program - Literacy and Numeracy: final report. Canberra: Senate Printing Unit, Parliament House.

    Read More

  • 12 Core Concept Paper

    1476 Words  | 3 Pages

    Reviewing the 12 Core Concepts of the National Child Trauma Stress Network, James is suffering from three of the 12 concepts. Number 1 core concept, Traumatic experience are inherently complex. Traumatic experiences are inherently complex no experience are the same varying degrees of objective life threat, physical violation, witnessing of an injury or death. The victim perceives their surroundings and decides what is best for them now safety and self-protection. Number 4 core concept, A child or adolescent can exhibit an extensive range of reactions to suffering and loss. Number 9 core concept, the developmental neurobiology triggers a youth’s reactions to traumatic experience. In this paper, we will be covering another trauma that affects the social worker or case worker who works on these cases of

    Read More

  • KLST-2 Test Paper

    548 Words  | 2 Pages

    Purpose: The purpose of the Kindergarten Language Screening Test, Second Edition, therefore after referred to as KLST-2, is to aide in the identification of students whom need further evaluation to conclusively determine if the student in question does or does not have deficits in regards to language, which conversely could affect their academic performance.

    Read More

  • Nt1330 Unit 6 Study Team

    562 Words  | 2 Pages

    Cecila, all great questions! Typically advisors may desire to add more notes when initially scheduling a call back to close the business. The protocol for SOM has the advisor add those notes to their Outlook as an appointment/task. Unfortunately, if the call was redirected to another advisor, the other advisor will not have access to the appointment created in the previous advisor’s Outlook.

    Read More

  • KTEA-3 Summary

    1229 Words  | 3 Pages

    The Kaufman Test of Educational Achievement, Third Edition (KTEA-3) is a revised and updated comprehensive test of academic achievement (Kaufman & Kaufman, 2014). Authored by Drs. Alan and Nadeen Kaufman and published by Pearson, the KTEA-3 remains an individually administered test of achievement intended for use with examinees ages 4 through 25 years, or those in grades Pre-Kindergarten (PK) through 12 and above. The KTEA-3 is based on a clinical model of academic skills assessment in the broad areas of reading, mathematics, and written and oral language. It was designed to support clinicians utilizing a Cattell-Horn-Carroll (CHC) or Information Processing theoretical approach to assessment and detailed information regarding the structure

    Read More

  • Response to Intervention in the Class Room

    902 Words  | 2 Pages

    RtI was designed to provide early intervention to students that are experiencing difficulties in developing literacy skills. Throughout RtI, assessment data is collected to monitor student progress, and is used to determine if the intervention should be continued or modified (Smetana 2010). A common consensus is that the RtI framework consists of three tiers: Tier I, Tier II, and Tier III. In Tier I, primary interventions are used that differentiate instruction, routines, and accommodations to the students that need little to no interventions. The students in this tier are often times classified with the color green.

    Read More

  • Awareness Skills Assessment: The Raus And The Woodcock Johnson Tests

    775 Words  | 2 Pages

    This is assessment is supposed to be given verbally by hearing what is being asked by the assessor. In and through this test, the students are not expected to be literate and know how to write or read exactly. In this assessment, they have provided up to four different tests to help in assessing the student 's progress for the end of each term to help see where the students are academically. Now, when giving this test, as the assessor we will ask the students to respond to certain sounds that letters make. It works on the sounds of the letters and not the letter itself. The assessment can take however long the student needs (PASA:Kindergarten, 2014, pp. 1-16). I find that these four different assessments would be very helpful to find out what the student is grasping when at school and how they are

    Read More

  • Running Record Assessment Essay

    557 Words  | 2 Pages

    For starters, I would like to have more information on the student prior to assessing. I would like to know about the student classroom experience with reading. As a future Special Education Teacher, I have a passion for helping students who face more challenges. This student did not demonstrate that he faced reading challenges. In hindsight, I would like to have worked with a student with reading challenges in order to start developing a plan to close the achievement gap. Although, all students have room to grow, so I am glad to have worked with

    Read More

  • Edmu 520 Assignment 1

    1151 Words  | 3 Pages

    The chosen signature assessment, Tutoring Project, is an assignment from EDMU 520, Literacy and Language in K-8 Classrooms I. This signature assessment expresses the Program Learning Outcome (PLO) number 2, PLO number 3, and PLO number 4. PLO number 2 is Culture, which is describing differences in the cultures of individuals served. PLO number 3 is Instruction, which is being able to implement evidence based and multifaceted methodologies and strategies for teaching and engaging students with exceptionalities. PLO number 4 is Assessment, this is how to utilize achievement tests to assess students in a comprehensive manner.

    Read More

  • Nt1310 Unit 1 Research Application Essay Sample

    1404 Words  | 3 Pages

    Research My first research experience took place from the Fall 2012 – Summer 2013 in a neurobiology laboratory (Dr. Daniel Plas) focused on Parkinson’s Disease. In this project an undergrad student and I were tasked with optimizing a cellular medium for neural growth of the model organism Lymnaea stagnalis. This was comprised of following established protocols and altering certain variables within the formulas (differing concentrations of ions, pH, et al.) to observe growth pattern differences in vitro.

    Read More

  • Spelling Inventories Essay

    1062 Words  | 3 Pages

    To obtain a complete understanding of the word knowledge of students who are learning English, it is important their reading abilities (WTW, 2012). There are many ways to assess the reading abilities for ELL’s. For example, spelling inventories help explore the literacy knowledge of an ELL; however, the test should be first administered in their primary or first language. According to Words their way: Word Study for Phonics, Vocabulary, and Spelling instruction, “a spelling inventory in students’ spoken language can indicate their literacy levels in the primary language, and more specifically, show which orthographic features they already understand” (WTW, 2014). Bilingual learners rely on knowledge of their primary language to spell words in a second language (WTW, 2014). Teachers can also assess ELL’s reading comprehension through sequencing activity (Ada, 1990). For example, teachers can have ELL’s write individual sentences from the text on separate sheets of drawing paper; then read or have the students read each sentence and illustrate it (Ada, 1990). Teachers can also informally test students’ ability to sequence material from a story by printing sentences from a section of the story on paper strips, mix the strips; have students put them in order (Ada, 1990). According to Spanish-Language Children’s Literature in the Classroom, teachers should “read to newcomers every day” (Ada, 1990). Appropriate reading material for beginning English Language Learners (ELL) should include numerous illustrations that help clarify the text, story plots that are action-based, little text on each page, text that contains repetitive, predictable phrases, high-frequency vocabulary and useful words, text that employs simple sentence structures (Ada, 1990). When you read to beginning ESL students, be sure to make language comprehensible to them (Ada,

    Read More

  • Teacher Interview Essay

    1261 Words  | 3 Pages

    Katie uses assessments on a regular basis to make sure her students are where they are supposed to be. During their reading lessons in second grade, they have five lessons in e...

    Read More

  • The Pros and Cons of Standardized Testing

    1063 Words  | 3 Pages

    There are pros to standardized examinations as tools for gaining information about student’s literacy strengths and weaknesses that can influence instruction. A pro to standardized examinations is that every student in the same state will take the same tests. This allows a precise comparison between schools. There are negatives to this comparing schools in this manner. These are that some schools or specific educators are obligated to teach to the test. Educators are suffering from an extreme amount of pressure to prove they are effective educators. Regrettably, the primary statistic judged is the success of their student’s performance on these standardized examinations. Some school reprimand there educator if too many students fail thus, scaring educators to teach to the test.

    Read More

  • Language Assessment

    2016 Words  | 5 Pages

    The ability to test a student’s language skills is essential to have as a teacher. Over the years, classrooms have become much more diverse with a wide variety of impairments being presented on a daily basis. Often, these disabilities contain a language impairment that appears as a side effect of the main disability. Unfortunately, assessing language is not as easy as one may think because it is not clearly defined and understood. Kuder (2008) writes that “…language is not a unitary phenomenon- it is ‘multidimensional, complex, and dynamic; it involves many interrelated processes and abilities; and it changes from situation to situation” (pg. 274). Language also develops at different times for different individuals, thus making language assessment an even harder task for test administrators to grade and evaluate. In order to further understand the language impairment that students present, teachers need to be aware of appropriate language tests that could be administered. In order to assure that the best language test is being issued to a student, several various tests exist to choose from. To test a student’s overall language capability, a comprehensive language test, such as the Comprehensive Assessment of Spoken Language (CASL) or the Oral and Written Language Scales (OWLS), could be administered. If a teacher wanted to test a specific language skill such as pragmatics, phonology, syntax, or semantics, the teacher would need to find the best test for the student’s unique situation.

    Read More

  • Vygotsky's Sociocultural Theory Of Language And Sccaffolding

    1278 Words  | 3 Pages

    They investigated the validity of dynamic assessment on reading abilities outcomes. The study was conducted over a three-year period. The participants of the study were 78 children. Some of the participants had some reading disabilities and some were without reading disabilities. Some working memory tasks were conducted under some testing conditions namely initial, gain, and maintenance. They concluded that maintenance testing conditions could significantly predict comprehension and vocabulary growth. They further claimed that gain testing conditions significantly predict non-word fluency growth. The results of the study further suggested that the dynamic assessment of working memory tasks significantly predicts later reading

    Read More

More about KTEA Assessment Paper

Open Document