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Educational Assessment

By Gloria Baker,2014-10-17 11:35
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Educational Assessment

    Educational Assessment

    Confidential

Name: Brendan X Parents: Mr. and Mrs. X

    Date of Birth: 03 / 06 / 2002 Examiner: Stephen Copel-Patricia Mason

    Age: __16_yrs __0__months Grade: Kindergarten

    thDate of Report: May 5 2008 Date of Test: 03/17, 03/18,

    School: Martin School/ Integrated Class 03/31/2008

    North Attleboro, MA.

REASONS FOR REFERRAL

     Brendan’s achievement is being evaluated, as part of the three-year review

    process, to assess his progress and programming needs.

    BACKGROUND INFORMATION

     Brendan began attending North Attleboro Schools in 2005, attending the Early learning Center. In February 2006, Brendan received an outside evaluation at Rhode Island Hospital. A neurodevelopmental assessment, The Pediatric Extended Examination

    at Three (PEET) was administered. Results from the testing confirmed suspected difficulties in language acquisition, auditory perception, and visual motor skills. Findings from the educational assessment and the speech/language evaluations were consistent with Rhode Island Hospital’s evaluation: perceptual difficulties, receptive vocabulary weakness and fine motor concerns. Since then, Brendan has received speech/language services (30 minutes/week) in an inclusion setting and both speech/language (30 minutes/week) and occupational therapy services in a resource room setting.

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BEHAVIORAL OBSERVATIONS

     Brendan attended four sessions. He was enthusiastic, conversational, cooperative, friendly, polite and attentive to task. Throughout the sessions, Brendan appeared to put forth maximal efforts and persevered on challenging tasks. He appeared concerned about the accuracy of his responses and inquired about his progress. Overall, it is believed that the following results are a valid representation of his abilities. Brendan was a pleasure to work with.

    INSTRUMENTS ADMINISTERED

    First Test Administered: Woodcock-Johnson III Tests of Achievement: Form A: thMathematics, Reading, Oral Language, and Language were administered on March 17, th18 2008. Age norms used were 6 years and 0 months.

    Second Test Administered: Detroit Test of Learning Aptitudes Primary: 3 Visual, stAuditory, Motor, Memory were administered March 31 2008. Age norms used were 6

    years, 0 months.

    Third Test Administered: Illinois Test of Psycholinguistic Abilities- ITPA- Written. Six stsubtests administered in spoken language were administered March 31 2008. Age norms

    used were 6 years, 0 months.

    The first instrument administered, the Woodcock-Johnson III Tests of Achievement: Form A, is a wide range norm-referenced achievement assessment of

    reading, mathematics, written language, and oral language, and allows the examiner to administer a single subtest or any combination of subtests to assess achievement in one or more domains.

    The second instrument administered, Illinois Test of Psycholinguistic Abilities-

    ITPA- is a diagnostic norm-referenced assessment composed of six subtests which measure a variety of cognitive abilities and is designed to evaluate the transmission/processing of information, the reception, organization and expression of linguistic and non-linguistic abilities. The test itself is broken down into two categorical areas: Spoken and Written Subtests. Brendan was administered the six spoken subtests, as the written subtests are not grade-appropriate.

    ACADEMIC FUNCTIONING

    The Woodcock-Johnson III Tests of Achievement: Form A: Subtests administered

    were made up of a series of thirteen achievement tests: Letter-Word Identification, Story recall, Understanding Directions, Calculation, Spelling, Passage Comprehension, Applied Problems, Writing Samples, Word Attack, Picture Vocabulary, Oral Comprehension, Reading Vocabulary and Quantitative Concepts. Together, these form twelve composite

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    groups in the areas of Oral Language, Oral Expression, Listening Comprehension, Brief Reading, Basic Reading Skills, Reading Comprehension, brief math, Math Reasoning, Brief Writing, Academic Skills, Academic Applications and Academic Knowledge.

    The Woodcock-Johnson III Tests of Achievement: Form A was administered on thth and 18 2008 and Form A was used. Age Norm used was 6 years and 0 March 17

    months.

    In the Woodcock-Johnson III Tests of Achievement: Form A, derived scores

    (referred to as RAW scores) provide information to determine subtest and composite area Standard Scores, Percentile Ranks, and Age Equivalents.

    The results in this assessment are based on the student’s Standard Scores. The

    average score, or mean, for this scale is 100. A student that scores “average” would have

    a score of 100. The standard deviation is 15. Standard score ranges used for descriptive purposes were 55-70 for a “significantly below average”, 70-85 for “below-average”, 85-

    99 for “low-average”, 100-115 for “high-average”, 115-139 for “above-average”,

    and >130 for “significantly high-average” based off a mean of 100 as the “average” mark and a Standard Deviation of 15.

    The Percentile Rank represents the percent of the norming sample that scored above the subject or below the subject on the same subtest. A Percentile Rank of 60 means the subject scored above 60 percent of the norm group or scored lower than 40 percent of the norm group on the same test.

    Age Equivalent, or age score, reflects the student’s performance in terms of the

    age level in the norming sample at which the average score is the same as the subject’s score.

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    TEST RESULTS / INTERPRETATION:

    WOODCOCK-JOHNSON III TESTS OF ACHEIVMENT

    STANDARD SCORE PERCENTILE AGE CLUSTER / TEST

    EQUIVOLENT Oral Language 119 89 7-7 Oral Expression 116 85 7-11 Listening 118 89 7-5 Comprehension

    Brief Reading 122 93 7-0 Basic Reading Skills 127 96 7-6 Reading Comprehension 119 89 6-9 Brief Math 120 91 6-10 Math Reasoning 127 96 7-4 Brief Writing 117 87 6-8

    Academic Skills 121 92 6-10 Academic Applications 121 92 6-10 Academic Knowledge 106 65 6-6

     SUBTESTS

    Letter-Word 126 96 7-4 Identification

    Story Recall 119 90 10-0 Understanding 105 63 6-5 Directions

    Calculation 113 81 6-5 Spelling 113 81 6-7 Passage Comprehension 115 84 6-7 Applied Problems 123 94 7-5

    Writing Samples 116 86 6-8 Word Attack 125 95 7-8 Picture Vocabulary 109 72 7-3 Oral Comprehension 122 93 8-4 Reading Vocabulary 115 85 7-0 Quantitative Concepts 120 91 7-2

    Brief Achievement 125 95 7-1

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    Strengths and Weaknesses: Clusters and Subtests administered in the Woodcock-Johnson III Tests of Achievement Form A

     The results in the Woodcock-Johnson III Tests of Achievement Form A fall in the

    following for cluster areas: Oral Language, Oral Expression, Listening Comprehension, Brief Reading, Basic Reading Skills, Reading Comprehension, Brief Math, Math Reasoning, Brief writing, Academic Skills, Academic Applications and Academic Knowledge skills and in the thirteen subtest areas. Standard score ranges used for descriptive purposes were 55-69 for a “significantly below average”, 70-84 for “below-

    average”, 85-99 for “low-average”, 100-114 for “high-average”, 115-129 for “above-

    average”, and >130 for “significantly above-average” based off a mean of 100 as the

    “average” mark and a Standard Deviation of 15.

     On the Woodcock Johnson III Tests of Achievement, in the area of Brief

    Reading, a student’s reading achievement, including decoding and comprehension are evaluated. Brendan received a Standard Score of 122 (above-average). This cluster is composed of two subtests: The Letter Word Identification subtest calls for the student

    to read isolated letters and sounds. Brendan scored 126 (above average). On the Passage

    Comprehension subtest, Brendan scored 115 (above average). This subtest requires a student to match pictures with corresponding forms of pictures and to match basic sight words with corresponding pictures. Brendan’s brief reading skills range from high average to above average. This is an area of relative strength for Brendan.

     The Basic Reading Cluster score provides a measure of sight vocabulary, phonics and structural analysis. Brendan scored 127 (above average). It is composed of two subtests: The Letter-Word Identification subtest (126/above average) and the Word

    Attack subtest. This subtest measures one’s skills in applying phonic and structural analysis skills to the pronunciation of unfamiliar printed words. Brendan scored 125 (above average) on this subtest. Brendan’s basic reading skills are in the above average

    range. This is an area of relative strength.

     The Reading Comprehension cluster score provides a measure of one’s

    comprehension, vocabulary and reasoning. Brendan scored 119 (above average). It is composed of two subtests: The Passage Comprehension (115/above average) and the

    Reading Vocabulary subtest. This subtest measures one’s skill in reading words and supplying meanings, including: synonyms, antonyms and analogies. Brendan scored 115 (above average) on this subtest. Brendan’s reading comprehension ability is in the high

    average range. This is an area of relative strength.

     The Brief Math skills cluster score provides a measure of math achievement, including problem solving, number facility and reasoning. Brendan scored 120 (above average). It is composed of two subtests: The Calculation subtest measures basic facts

    and calculation abilities. Brendan scored 113 (upper end high average) on this subtest. The Applied Problems subtest requires students to analyze and solve math problems. Brendan scored 123 (above average) on this subtest. Brendan’s brief math skills range from high average to above average. This is an area of relative strength.

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     The Math Reasoning cluster score provides a measure of problem solving,

    analysis, reasoning and vocabulary. Brendan scored 127 (above average). This cluster is a combination of two subtests: Applied Problems (123/above average) and the

    Quantitative Concepts subtest. This subtest measures one’s mathematical knowledge.

    Brendan scored 120 (above average). Brendan’s math reasoning skills range from high

    average to above average. This is an area of relative strength.

     In the area of Written Language, the Brief Writing cluster score provides a

    measure of written language achievement including spelling of single word responses, and the quality of expression. Brendan scored 117 (above average). This cluster is composed of two subtests: The Spelling subtest requires a student to copy and write

    letters, and spell some dictated sight words. On this subtest, Brendan scored 113 (high average). On the Writing Samples subtest, which measures ones ability in written

    responses to a variety of instructions, Brendan scored 116 (above average) on this subtest. Brendan’s writing skills are in the high average range. This is an area of relative strength.

     In the area of Oral Language, a student’s expressive vocabulary, listening

    comprehension and memory are evaluated. Brendan scored 119 (above average). This cluster is composed of four subtests: the Story Recall subtest requires a student to listen

    to passages, and recall details. Brendan scored 119 (above average) on this subtest. The Understanding Directions subtest requires a student to listen to a sequence of

    instructions and then follow directions by pointing to various objects. Brendan scored 105 (average) on this subtest. The Picture Vocabulary subtest requires a student to

    identify pictured objects. It is a measure of word knowledge and word retrieval. Brendan scored 109 (high average). The Oral Comprehension subtest requires a student to

    comprehend a short audio-recorded passage and than supply the missing word using syntactic and semantic clues. Simple analogies, associations and passages are utilized. Brendan received a score of 122 (above average). Overall, Brendan’s oral language skills

    range from average to above average.

     In the area of Oral Expression, a student’s linguistic competency and expressive

    vocabulary are measured. Brendan scored 116 (above average). This cluster is composed of two subtests: The Story Recall (119/above average) and the Picture Vocabulary

    (109/high average). Brendan’s oral expressive skills are in the above average range.

     The Academic Skills cluster score provides an overall score of basic achievement skills and measures a student’s ability to perform the tasks required for learning to read,

    to write, and compute math problems. Brendan scored 121 (above average) in this area. This cluster is a combination of three subtests: Letter Word Identification (126/ above

    average), Calculation (113/high average) and Spelling (113/ high average).

     The Academic Applications cluster score measures the student’s ability to apply

    academic skills to solve problems. Brendan scored 121 (above average) in this area. This cluster is a combination of three subtests: Passage Comprehension (115/above average),

    Applied Problems (123/ above average) and Writing Samples (116/ above average).

    Brendan is likely able to apply acquired knowledge to academic tasks.

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     The Academic Knowledge cluster (i.e. Academic Knowledge subtest) score

    evaluates the student’s range of scientific, social studies, and cultural knowledge. Brendan obtained a score of 106 (high average)

    ILLIONES TEST OF PSYCHO-LINGUISTIC ABILITIES

     This test is composed of six subtests, which measure a variety of cognitive abilities, and is designed to evaluate the transmission/processing of information, the reception, organization and expression of linguistic and non-linguistic abilities. The test itself is broken down into two categorical areas: Spoken and Written Subtests. Brendan was administered the six spoken subtests, as the written subtests are not grade-appropriate. Results are revealed in terms of standard scores, percentiles and age-equivalents. Additionally, composite scores in spoken language, semantics, grammar and phonology are indicated as well.

SPOKEN STANDARD PERCENTILE AGE

    SUBTESTS SCORE EQUIVOLENT

    Spoken Analogies 7 16 <5-0

    Spoken Vocabulary 10 50 <6-0

    Morphological 11 63 6-0

    Closure

Syntactic Clues 4 2 <5-0

    Sound Deletion 9 37 5-9

    Rhyming Sequences 8 25 <5-0

COMPOSITES QUOTIENT PERCENTILE

    Spoken Language 87 19

SPECIFIC

    Semantics 91 27

    Grammar 85 16

    Phonology 91 27

    A description of the areas and composites are as follows:

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     The Spoken Analogies subtest, in which four-part analogy is presented, and the last part is provided by the student, assesses verbal reasoning, listening comprehension,

    oral expression and semantics. Brendan received a standard score of 7 (below average). This is a relatively weaker area.

     The Spoken Vocabulary subtest evaluates the student’s listening/speech

    comprehension, spoken vocabulary and semantics, through the presentation of attributes of a particular noun(s). Brendan received a score of 10 (average).

     The Morphological Closure subtest evaluates the student’s morphology and

    listening skills, through the presentation of an oral prompt in which the last part is missing. Brendan received a score of 11 (average).

     The Syntactic Sentences subtest evaluates auditory sequential memory for

    spoken words, oral expression and syntax, via the presentation of a nonsensical but semantically correct sentence, which the student has to repeat. Brendan received a score

    of 4 (well-below average). This is a significantly weaker area.

     The Sound Deletion Subtest evaluates phonology and phonetic awareness, by having the student delete syllables and phonemes from spoken words. Brenden received a score of 9 (average).

     The Rhyming Sequences subtest assesses phonology and phonemic sequential memory, by having the student repeat a series of rhyming words. Brendan received a score of 8 (average).

    Composites:

     The Semantics composite is a combination of the Spoken Analogies subtest (7/

    below average) and the Spoken Vocabulary subtest (10/average). A quotient score of 91

    (average) is determined.

     The Grammer composite is a combination of the Morphological Closure subtest

    (11/average) and the Syntactic Sentences subtest (4/well-below average) A quotient

    score of 85 (bottom end of low average) is determined.

     The Phonology composite is a combination of the Sound Deletion subtest (9/

    average) and the Rhyming Sequence subtest (8/average). A quotient score of 91

    (average) is determined.

     The Spoken Language composite is a combination of all six subtests. A quotient of 87 (low average) is determined. Brendan’s spoken language abilities are in the low average range with relatively lower scores in verbal reasoning/semantics and auditory sequential memory skills.

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SUMMARY AND RECOMMENDATIONS OF TESTING: Comparison of

    Woodcock-Johnson III Tests of Achievement Form A results with Illinois Test of

    Psycho-Linguistic Abilities ITPA-3:

     Brendan is a kindergarten student who is being evaluated to assess his academic achievement, perceptual abilities and programming needs. Results from the Woodcock-Johnson III Tests of Achievement Form A reveal that Brendan’s overall brief

    achievement falls within the above average range. Brendan’s academic knowledge, basic

    reading, brief reading and math reasoning skills are in the above average range. Additionally, his academic skills and his ability to apply acquired knowledge to academic tasks are also in the above average range, when compared to a range of scores obtained from others in his age level. To help determine if any discrepancies exist between his ability and achievement, comparisons were made between Brendan’s oral language and achievement scores. Brendan’s reading, mathematics, written language, and knowledge achievement is within a range that is predicted by Brendan’s oral language ability. Brendan is utilizing his acquired skills and performing at a level commensurate with his abilities.

     Findings from an additional educational assessment, The Illinois Test of Psycholinguistic Abilities-ITPA-3, indicate that Brendan’s Spoken Language abilities are

    in the “low average” range with relatively weaker skills noted in the areas of verbal reasoning/semantics and auditory processing sequential memory. Brendan’s Spoken

    Analogies subtest, Syntactic Cues subtest, and Rhyming Sequences subtest all indicate areas of relative weakness with below average response indicated. When comparing age equivalence data in these areas, a developmental delay of 12 months or greater is strongly indicated by the norming data presented. These areas of deficiency are of sufficient strength to warrant the requirement of additional support. These issues, in a classroom setting, may manifest themselves in Brandon’s having difficulty with multi-step auditory

    presentations, following directions and assimilating lengthier auditory presentations. RECOMMENDATIONS:

     Due to these areas of concern in verbal reasoning/semantics and auditory sequential memory, several classroom recommendations may be of benefit to Brandon. It may be beneficial for Brandon to sit in close proximity to auditory presentations, and for him to reverbalize directions or any series of sequenced tasks. Full recommendations will be made at Brandon’s team meeting, pending the results of all assessments and observations.

Stephen Copel

    Examiner

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