Deanna was administered the Woodcock Johnson Test of Achievement (WJ-IV ACH). The WJ-IV ACH measured Deanna’s academic achievement skills in reading, math and written language. This is measured based on Deanna’s scores on the Broad Achievement cluster, which is a combination of her scores in Broad Reading, Broad Math and Broad Written Language. Deanna’s scores were fairly consistent ranging in the average to high average range. On the overall Broad Achievement cluster, Deanna scored in the average range with a Standard Score of 102 (Percentile Rank=56, Confidence Interval=100-104). On the Broad Reading cluster, Deanna scored in the average range with a Standard Score of 97 (PR=42, CI=94-100). On the Broad Mathematics cluster, Deanna scored in the average range with a Standard Score of 101 (PR=52, CI=98-104). On the Broad …show more content…
Written Language cluster, Deanna scored in the high average range with a Standard Score of 111 (PR=77, CI=108-114). Broad Reading- Average Range Deanna scored in the average range on the Broad Reading Cluster with a standard score of 97. The Broad Reading Cluster measures Deanna’s reading skills in decoding, comprehension and reading speed. Deanna’s responses across each reading area revealed strengths and weaknesses in terms of basic reading skills, reading comprehension and reading fluency. Deanna’s scores consistently fell within the average range. On tasks measuring reading and decoding skills, Deanna was asked to read words that gradually increased in difficulty. Deanna scored in the average range, as she was able to read a variety of challenging words using her decoding skills such as, “diacritical, trajectory, and prestige”. Deanna began to struggle when asked to read words that she had no previous exposure to such as “bourgeois, chimerical and rhetorician”. Deanna used the same decoding strategies that she had used on prior words however, still was unsuccessful with decoding these unfamiliar words. On tasks measuring comprehension, Deanna was asked to read short passages and answer questions by filling in the blank. Deanna scored in the average range, as she was able to answer the initial passages with ease; however, as the difficulty of the passages’ vocabulary increased, she often answered incorrectly due to content. In addition to vocabulary, exposure played a major part as Deanna answered questions regarding to contents that she had previous knowledge of correctly; however, she struggled with more challenging contents regarding marriage, finances and work. On tasks measuring reading fluency Deanna was tasked to read short sentences while simultaneously displaying comprehension by correctly circling “yes” or “no” in response to the sentence. Deanna scored in the average range, as she was able to respond to questions in a timely fashion. In a three minute span, Deanna responded to seventy out of the seventy-six attempted correctly. Deanna’s mistakes were minimal in nature as the questions may have been unclear to her. Broad Mathematics- Average Range Deanna scored in the average range on the Broad Mathematics cluster with a standard score of 101.
The Broad Mathematics cluster was used to measure Deanna’s number facility, problem solving, automaticity and reasoning in a fluent manner. Deanna’s responses across each area in this cluster revealed strengths and weaknesses in terms of calculations, applied problem solving and math facts fluency. Deanna’s scores consistently fell within the average range.
On tasks measuring math computation skills, Deanna was asked to solve problems using addition, subtraction, multiplication, division, fractions and algebraic equations. Deanna scored in the average range, as she was able to correctly respond to questions involving addition, subtraction, multiplication and division. Deanna noticeably struggled when solving equations involving fractions. Whether adding, subtracting, multiplying or dividing fractions, Deanna constantly got these questions wrong. In addition to this, Deanna’s lack of exposure to algebraic equations involving logarithm and exponents were noticeable as those questions were often left
unanswered. On tasks measuring problem-solving skills, Deanna was tasked to apply math to real life situations. Deanna scored in the average range, as she was able to apply math to problems involving basic mathematics, money and measurement; however, Deanna continued to struggle with questions involving fractions. In addition to this Deanna struggled with questions involving percentiles and geometric measurements. On tasks measuring mathematic automaticity and fluency, Deanna was asked to solve as many simple mathematics equations as she could in three minutes. Deanna scored in the average range, as she was able to correctly respond to basic addition, subtraction, and multiplication problems. Deanna excelled at this task as she correctly responded to one hundred and twenty questions without making any mistakes. Deanna seemed to work in a very fluid manner as there seemed to be no hesitation from one problem to the next.
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
Gelernter disagrees with the comment made by a school principal, “Drilling addition and subtraction in an age of calculators is a waste of time” (279). He reveals the bitter truth that American students are not fully prepared for college because they have poorly developed basic skills. In contrast, he comments, “No wonder Japanese kids blow the pants off American kids in math” (280). He provides information from a Japanese educator that in Japan, kids are not allowed to use calculators until high school. Due to this, Japanese kids build a strong foundation of basic math skills, which makes them perform well in mathematics.
Van de Walle, J., , F., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics, teaching developmentally. (Seventh ed.). New York, NY: Allyn & Bacon.
Whenever learning about this project for SMED 310, I wanted to pick out a learner who I knew had a low self-concept and low self-efficacy in their mathematics ability. After thinking back over the years, I remembered a friend I had in high school who had struggled with their math courses. Matthew Embry, a freshman at Western Kentucky University, is looking to major in Sports Management. Whenever I was a senior in high school, we played on the same sports team. Throughout my senior year, I helped him with his Algebra 1 class. When I would help him after a practice, I could tell he struggled with the material. As a mathematics major, I have taken numerous math courses. By teaching him a lesson dealing with football, Matthew was able
Helps to establish that a student’s low academic achievement is not due to inappropriate instruction, poor developmental activities and expectations deficit
Since the 19th century, standardized tests have been implemented to gauge and measure student learning and help make scholastic institutions accountable for teaching. The tests have also played a crucial role in the field of psychology. Not to be confused with aptitude testing, which measures an individual’s learning ability, achievement tests aim to find out on how much the individual knows about a specific subject. In accomplishing this, the tests assists in evaluating eligibility for special education services, examining progress in achievement over a period of time, and to screen groups of individuals to identify those who need to be evaluated more thoroughly for academic problems. The Wide Range Achievement Test-4 (WRAT-4) is such a test, and has proven to be easy to administer and provide a great deal of information.
Construct validity is the degree to which scores measure an intended construct. Construct validity is demonstrated by the correlation with other established intelligence and school achievement tests, and item performance. Developers computed correlation coefficients between scores on the TONI-4 and scores on two nonverbal intelligence tests, the Comprehensive Test of Nonverbal Intelligence–Second Edition (CTONI-2; Hammill, Pearson, & Wiederholt, 2009) and the TONI-3 (Brown, Sherbenou, & Johnsen, 1997). For the CTONI-2 study, there were 72 participants 6 to 17 years old. Form A scores were correlated with scores on the CTONI-2 Pictorial Scale, CTONI-2 Geometric Scale, and CTONI-2 Full Scale. The corresponding corrected coefficients between the TONI-4 and these scales were .74, .73, and .79, respectively. In the TONI-3 study, 56 participants were randomly sampled from the standardization sample. Participants’ item-level data were rescored to obtain TONI-3 scores. The corrected correlation coefficient between the TONI-4 and TONI-3 was .74. Developers also calculated average correlation coefficients between TONI-4 scores and scores on three school achievement tests ranging from .55 to .78. The resulting correlations confirm construct validity. These results show the TONI-4 scores are generally more correlated with other intelligence test scores than with achievement test scores. Item
Barr, C., Doyle, M., Clifford, J., De Leo,T., Dubeau, C. (2003). "There is More to Math: A Framework for Learning and Math Instruction” Waterloo Catholic District School Board
Popham, W. James. “Standardized Achievement Tests: Misnamed and Misleading.” Education Week. September 2001. Web. 28 June 2015.
Children can enhance their understanding of difficult addition and subtraction problems, when they learn to recognize how the combination of two or more numbers demonstrate a total (Fuson, Clements, & Beckmann, 2011). As students advance from Kindergarten through second grade they learn various strategies to solve addition and subtraction problems. The methods can be summarize into three distinctive categories called count all, count on, and recompose (Fuson, Clements, & Beckmann, 2011). The strategies vary faintly in simplicity and application. I will demonstrate how students can apply the count all, count on, and recompose strategies to solve addition and subtraction problems involving many levels of difficulty.
My observation was conducted at Central Mass Collaborative in Worcester, Ma with Mrs. Carol DeAngelis. She stated that she will be testing a fourteen year old male student on applied problems and spelling through the 4th edition of the Woodcock Johnson Academic Achievement Test. The student appeared to be comfortable and relaxed with Mrs. DeAngelis. She prompted the student to take his time also indicated to him that she’ll be more than happy to rereading the questions if needed. During the testing the student was very attentive and stayed focus on the questions answering most of the applied problems correctly. His posture was a little sluggish, but maintain awareness with asking for Mrs. DeAngelis repeat a question when needed. The first
In this diagnosis, I have to consider a number psychological and sociological factors that may contribute to John Doe’s low academic achievement. This Diagnosis will consider personal, family and school related factors, which will inform the school of the reasons why John Doe fails to meet his academic potential and help to develop an appropriate intervention plan, that will reverse the students underachieving pattern.
The early acquisition of mathematical concepts in children is essential for their overall cognitive development. It is imperative that educators focus on theoretical views to guide and plan the development of mathematical concepts in the early years. Early math concepts involve learning skills such as matching, ordering, sorting, classifying, sequencing and patterning. The early environment offers the foundation for children to develop an interest in numbers and their concepts. Children develop and construct their own meaning of numbers through active learning rather than teacher directed instruction.
A mathematical learning disability can be described as students who struggle with remembering mathematics facts, concepts, rules, formulas, sequences, and procedures (Mishra 2012). Similarly a MLD has been described as difficulties applying basic operations in one or more of the domains within mathematics. This indicates interference with “the sense of quantity, symbols decodin...
Many parents don’t realise how they can help their children at home. Things as simple as baking a cake with their children can help them with their education. Measuring out ingredients for a cake is a simple form of maths. Another example of helping young children with their maths is simply planning a birthday party. They have to decide how many people to invite, how many invitations they will need, how much the stamps will cost, how many prizes, lolly bags, cups, plates, and balloons need to be bought, and so on. Children often find that real life experiences help them to do their maths more easily.