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Cognitive assessment methodologies
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LEARNING POTENTIAL ASSESSMENT FOR CHILDREN
Reference: J.H.M. Hamers, A.J.J.M. Ruijssenaars, K. Sijtsma
The Learning Potential Assessment Device (LPAD) is a dynamic cognitive assessment designed to evaluate the modifiability of the student. The LPAD assesses the student’s capacity to change his or her cognitive structures by means of learning.
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The LPAD does not measure individual performance by comparing it to accepted norms, but rather assesses the person’s learning potential
Learning potential device has been proposed as an approach to dynamic assessment(Feuerstein 1970)
Its a device intended for dynamic testing of children, adolescents, and adults for potential cognitive growth.
It comprises a battery of 15 instruments designed to challenge the
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numerical
OPERATION: coding,decoding,representation, transitive thinking
COMPLEXITY: medium to very high
ADMINISTRATION: test mediate test, mediation on separate test
O is to asess the capacity to elabrate given information by means of interferential processess
Task requires deductive reasonoing, prpositional reasonoing, transitive
The teaching assistant will work together with the teacher to plan, evaluate and deliver learning activities for the children, in accordance to the curriculum / EYFS. The teaching assistant will have planned learning activities to carry out with the group of children which she/he will record their level of learning and will feed this information back to the teacher, the teaching assistant will inform the teacher which children were successful with the learning activity and which were not, also about the learning activity if activity was too challenging for children to achieve /not challenging/appropriate for the child to achieve the learning objective. Therefore the activity will be reviewed with both teacher and teaching assistant, and will then plan further learning activities which will again be evaluated then reviewed on each
Creek (2009) states that a healthy person is able to perform their daily occupations effectively and is capable of responding accordingly to any changes in their activities. For adults with a learning disability it can be incredibly challenging to carry out their ADLs effectively or ev...
Even with material being taught incessantly, standardized tests can not accurately measure a student’s ability. The tests are “single-target—meaning that every student, no matter what level of achievement or ability, course selection, or cu...
works in a way that results in continuous improvement of student learning. Within this system instructional software, assessment tools… may be used to provide or determine instruction/interventions and supports for studentsEfficaciously teach all students
...nk that NLD is a type of disability that is not very well understood. Dr. Rourke was one of the first psychologists to truly study it in depth. We still don’t completely understand it, even with the work that has been done. I hope that schools will learn to understand NLD and make the accommodations necessary to help NLD students to be more successful. I know from personal experience that if the proper accommodations are not made, it can make school extremely difficult for NLD students.
Achievement tests are retrospective in their purpose. That is, they are designed to evaluate development in knowledge and skills obtained in the relatively recent past (Murphy & Davidshofer,
... made in regard to differences and similarities between LD and language acquisition. When teachers and professionals form a base of knowledge about the second language acquisition process and they develop understanding of the characteristics associated with learning disabilities, it increases the likelihood that effective interventions are employed for ELL students with or without LD.
information. This is when, when a material is manipulated and no longer matches the cognitive image that a child has made, that child believes the amount of material has been altered instead of just its shape. (Jarvis, Chandler 2001 P.
Assistive technology is often used by individuals with a learning disability. A learning disability “describes a neurobiological disorder in which a person’s brain works or is structured differently” (Lee1). A person’s abilities can be severely affected from a learning disability. They may listen differently, talk differently, write, spell, organize, and work with school subjects in a different way. Learning disabilities also affect people’s individual and personal lives to a great extent. According to the National Institutes of Health, one in seven children has a learning disability. The disability manifests itself when the child shows difficulty in reading, writing, spelling, and conversing with others. The added time they need to process information may make them seem less intelligent then others around them, but this is not the case. Individuals with learning disabilities are just as smart as anyone else; they just need to learn in a different way. The earlier a learning disability is noticed and detected, the earlier a child may be able to learn how to deal with or compensate for it (Lee 1). This is where assistive technology comes into play.
...es they want to learn. I felt that the DRDP help me a lot focusing better on the child. I know what to look for, and understand where the child is at. Even though it was time consuming, I feel much better using the DRDP. It determines the child strength and weaknesses. I really did not like this assessment tool because I do not know, if I did it right. I try my best with this assessment. Hopefully, next time I do better on it. Also, it was time consuming that I could not get all the information on it. Since, I am more familiar with the DRDP than the observation worksheet data and analysis. I would chose the DRDP better; even though, it is also time consuming, but I already know how to use it. It is very conveniently for teachers because the teacher will know what to include in their activities for the child to master the level and comprehend the material.
Gresham, F.M. (2002). Responsiveness to intervention: An Alternative Approach to the identification of learning disabilities. In R. Bradley, L. Danielson, & D. P. Hallahan (Eds). Identification of learning disabilities: Research to practice. (p. 467-519).
Educational assessment typically is recommended when a student has not met academic expectations. There are various standardized tests and methods that can be useful identifying a student’s academic strengths, weaknesses, competence with specific material, yet other factors may explain a discrepancy in ability-namely limitations resulting physical or cognitive impairments. As such, nonacademic functional tasks should be included in an assessment of a student’s educational difficulties and incorporated into the educational plan (Pearson Education, Inc., 2008).
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2009). Learners with Emotional or Behavioral
The last few decades have brought about significant advances in technology, especially in the domain of computer technology. Due to these technological advances, computer-assisted psychological assessment (CAPA) is replacing paper-and-pencil as the norm for psychological testing (Cohen, Swerdlik, & Sturman, 2013). These psychological tests can be purchased on discs that can be administered and scored online. These online tests provide relative simplicity and convenience when testing individuals, as well as provide a large range of testing activities (Cohen, Swerdlik, & Sturman, 2013).
Organizing, in which the learner mentally arranges the pieces of information in working memory into coherent verbal and pictorial representation (as indicated by the arrow within working memory)