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Recommended: Role of teacher
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
Grade-based normative information was obtained for Fall and Spring administrations, with interpolated performance for Winter norms, allowing for more precise measurement. Each score is a standard score with a mean of 100 and standard deviation of 15. Qualitative descriptors for examinee performance may be based on a 10-point or a 15-point classification system, allowing the user to match descriptors across cognitive and other achievement measures. Additional age and grade equivalents, percentile ranks, normal curve equivalents, growth scale values, and stanines may also be
The Gravimetric Stoichiometry lab was a two-week lab in which we tested one of the fundamental laws of chemistry; the Law of Conservation of Mass. The law states that in chemical reactions, when you start with a set amount of reactant, the product should theoretically have the same mass. This can be hard sometimes because in certain reactions, gases are released and it’s hard to measure the mass of a gas. Some common gases released in chemical reactions include hydrogen, carbon dioxide, oxygen and water vapor.
Helps to establish that a student’s low academic achievement is not due to inappropriate instruction, poor developmental activities and expectations deficit
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
Purpose of the Test: The Woodcock-Johnson III test is generally used to examine and explore the “strengths and weaknesses through cognitive abilities and academic achievements”, state Benson & Taub (2013). The WJ III is intended for all ages from 2-90+ years of age. WJ III is useful to determine the inconsistencies between a person’s ability and their achievement level. Results of the WJ III help examiners and clinical physicians diagnose learning disabilities and assess programs that fit one’s needs.
At sixteen, she has entered the adolescence stage and entered puberty. She demonstrated normal physical movement and had no signs of any disability that pertained her from adequate physical activity. Both her gross and motor skills were visible in the observation. Her cognitive development is visible, when she is able to think and make fast decisions to problems as they arise. Her cognitive development has reached a point where she no longer views problems in a concrete way but rather think abstractly about them in solutions. The ability to solve problems the last minute and look for solutions make her cognitive development ready for early adulthood. While she was not given a grade right away for her presentation, it was clear in the observation that her overall school performance is at or above normal level. It is inferred though this observation that the child has good communication skills which is something most peers her age can be lacking
Troyb, E. O., Tyson, K., Helt, M., Eigisti, I.-M., Stevens, M., & Fein, D. (2014). Academic abilities in children and adolescents with a history of autism spectrum disorders who have achieved optimal outcomes. Autism, 35(4), 233-243.
The purposes of assessing special education students are to determine their progress in achieving annual goals and short-term objectives. Assessment also provides diagnostic information for instructional decision making decisions. In recent years, formal and standardized tests have been criticized for their inability to integrate assessment and teaching. Teachers know that the students are learning; however, they do not know the extent of learning. Standardized tests typically measure a small amount of grade-level skills. Also, standardized tests stress factual information; thereby, forcing teachers to teach to the test. For example, they evaluate writing skills by asking grammar questions rather than having the students write a story. Since standardized tests, do not measure an individual student’s knowledge, the impact on students with exceptional needs can be harmful. This dissatisfaction has forced educators to look at different forms of assessment in order to provide information about student learning and achievement.
Fourteenth century England drew witness to many disruptions in time. The 100 Years War, Peasants Revolt, and Black Death are among the many tumultuous events that provide the context for some of the greatest literary masterpieces ever composed. Geoffrey Chaucer and the Pearl Poet are amid the most venerated poets on record. Is it purely chance, or did this era cultivate finely tuned writing ability through its refined culture? Just as we will never know the name of the Pearl Poet, we can only infer the social and educational mores of the fourteenth century through the caliber of writers it produced. The era uniformly affects the poem content of Chaucer and the Pearl Poet, but the values can be argued by one simple, differing factor. While Chaucer seemed to write to the popularity of his work, the Pearl Poet chose to not inscribe his name on his manuscripts. As Geoffrey Chaucer indefinitely marks his pages in history, the Pearl Poet, mysteriously, saves his literary breath for after he's literally taken his last. With no name and little evidence of its origination, the producer of the poems, Pearl, Purity, Patience, and Sir Gawain and the Green Knight will most likely remain anonymous, or commonly known as the "Pearl Poet," for the remainder of history. Whether his work was an offering to God, or whether he chose to leave the poems nameless because of the ill repute of English-written manuscripts, the Pearl Poet's work still ranks him with Chaucer and other literary geniuses. Akin to they're repute, their literary practices are very much alike. Chaucer and the Pearl Poet share in the same literary practices through their incorporation of the dream narrative, satire of nobility, Boethius, and the Golden Section.
One solution offered by Alfie Kohn, a well-renowned speaker on human behavior, education, and parenting, suggests that teachers would give parents written evaluations of how their child is performing and having frequent conferences available to talk about their child’s performance. Kohn believes that the most effective teachers do not rely solely on standardized tests. Great teachers are able to observe their students and are able to see without the use of exams how well their students understand the concepts being taught. In 1999, Phi Delta Kappa and Gallup poll surveyed the community. Individuals were asked to choose which of four approaches they felt would be the most precise evaluation of a student’s educational development. Using exam scores from standardized testing received the lowest percentage of 27%. Evaluating work that the students have done over a period of time received the highest number of votes at 33%, while the remainder of the votes were divided between letter grades and written evaluations from teachers after observing each student (Pollard, J, 1999).
Puckett, M., & Black, J. (2008). Meaningful assessments of the young child. (3th ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.
The topic of assessment alone raises many debated discussions, among teachers, and to add Special Education students into the polemical dialogue intensifies the debate. As a result, there are several alternative methods in assessing Special Education students within the learning environment. Professionals have created specifically designated techniques in helping these and all students achieve academic success.
I wonder if there is a true solution to this situation. At a young age my brother demonstrated great skill and adeptness for understanding. Enrolled in a Montesorri preparatory school where students were encouraged to learn at their own pace, Ian was reading and doing long division in kindergarten. Later that year, when my family moved, my brother and I were transferred to another school system. Ian was placed in a kindergarten class filled with five-year-olds and it was clear he did not fit in. Finishing the assigned work within 15 minutes, he sat around fidgeting and causing trouble. The teacher, already overwhelmed with too many students, did not know how to handle the situation and sent him to the principal’s office. Faced with this dilemma, the principal offered my parents the option for Ian to test out of successive grades until we determined which academic level was appropriate for him. My brother took the exams and tested out of kindergarten, 1st, and 2nd grade.
This is vital information to consider as this can affect their performance on the test and may not be attributed to their condition. Some of the most evaluated categories of assessment include: intelligence, achievement, memory, language, attention, and motor skills. (Silver, 2006). The selection of certain categories or tests within a category that should be assessed is determined based on the evident problems that the examinee displays or on their condition (Silver, 2006). Once the assessments are complete, a repot of the patient’s abilities must be documented along with the behavioral observations that the professional noted throughout the entire
The teacher will also make norm-referenced and criterion referenced interpretations of assessment through this website. They have graph and color-coded bands that show widely held expectations for children’s development and learning. The teacher will use this website and graph to communicate twice a year with the parents about the child’s strength, weakness or any area of