Cttls Level 4

Cttls Level 4
Certificate in Teaching in the Lifelong Sector. Planning & Enabling Learning. Assignment 1
– What is the purpose of initial assessment and what
kind of methods could be used? Evaluate these methods with reference to the ways they can help in the overall objective of achieving learning goals.
How can you ensure learners are kept motivated and working towards these goals? Name: Date: 21st October 2010 Word Count: All learners are
entitled to undergo a period of initial assessment. Initial assessment is the process of identifying an individual's learning and support needs to enable
the design of an individual learning plan which will provide the structure for their learning. Initial assessment is a critical process because it... Show
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* The results of any formal "tests" which have been undertaken prior to the interview such as psychometric tests or basic skills or key skills
assessments. * Learners' personal effectiveness. Where gaps are identified they need to be addressed within individual learning plans * Any health
problems which might affect the type of job which they do. * Travel to work areas. Interviewing young people and adults who have been long term
unemployed is a skilled process. If you are to get the best out of learner interviews, which forms an important part of the initial assessment process,
we must ensure that we have a well developed and effective processes in place, and staff who are competent at conducting interviews Record of
Achievement and Progress file Learner's record of achievement can be used to both support and verify information recorded in the application forms
and provided during the interviews. They can provide a focus for discussion during interview and give the learner confidence in talking about
themselves. The progress file aims to build on the good practise from the National Record of Achievement. Progress file is a set of materials which are
designed to help young people and adults make the most of themselves and their opportunities. It is a useful way of identifying learning and supporting
requirements during the initial assessment process. References Gathering information from other sources about a learner
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Advanced Psycho-Diagnostic In Children And Adolescents
My learning goals for the Advanced Psycho–Diagnostic in Children and Adolescents course are the following: I am willing to obtain tools, knowledge
and experience related to the assessing process that take place at the beginning of the interview with parents, children or adolescents in a psychiatric
setting. I would like to revisit the structured elements of how this first intake interview takes place, what are the rules behind it, the right, selective
approach to partake in the scenario, what is the best professional way of asking questions, dealing with them and what are the most common errors to
avoid. After gaining more knowledge on this matter I am aiming to learn how to formulate a first strategy, (having already acquired some experience

The Pros And Cons Of Specific Learning Disabilities
"Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language,
spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations,
including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Specific learning
disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional
disturbance, or of environmental, cultural, or economic disadvantage" (Special Education Guide, 2017). Attention deficit hyperactivity disorder
(ADHD) is not considered to be a learning disability. It can be determined to be a disability under the Individuals with Disabilities Education Act
(IDEA), making a student eligible to receive special education services. However, ADHD falls under the category "Other Health Impaired" and not
under "Specific Learning Disabilities." Per IDEA's definition, "Other health impairment means having limited strength, vitality, or alertness, including a
heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that––
(i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a
heart

The Importance Of Individual Achievement Tests
one in clinical or school settings. Group achievement tests might also be considered as educational achievement tests, since these instruments are
apparently employed in academic settings. On the other hand, individual achievement tests may be an important measurement tool in the diagnosis of
learning disability. Not only do these tests render documentation of impaired scholastic performance in crucial areas as reading, writing, and numerical
ability, some achievement tests can aid in identifying certain skill deficits relative to learning disabilities. In an ideal manner, individual achievement
tests should be used in conjunction with other measurement tools, especially intelligence tests. According to Aiken (2003b), any test of ability (general
intelligence, special abilities, achievement) actually assesses what people have achieved. Specifically, the items on intelligence and special abilities
tests require test takers to manifest some accomplishment, just like those on achievement tests. Educational achievement tests often serve as reliable
predictors of school marks compared to tests of intelligence and special abilities, but still cannot completely replace them. It is notable to mention that
the individual's attainment measured by general intelligence tests are indeed broader and the products of less formal and usually less recent learning
experiences compared to the ones measured by standardized achievement tests (Aiken, 2003c). Cohen et al. (2013b) regarded that the

Should Students Take Standardized Testing
Should students take standardized tests A question most students ask is why do we take standardized tests and is it needed in life, studies have shown
that "93% of studies on student testing, including the use of large–scale and high–stakes standardized tests, found a "positive effect" on student
achievement" according to a 100 year analysis of testing research by Richard P. Pelps. Another reason is most students get plenty of time to prepare for
the test with test prep, also if you fail the first time you can pay to retake and with a little more studying can easily raise your test grade. Final reason
most people believe it provides an accurate measurement of a student's performance and a teacher's effectiveness. Standardized Tests

Negative Stereotypes In Schools
Imagine you were told by society that because you are a female, you are not able to perform as well as a male profile. How would this affect your
mentality? Stereotypes like this one can negatively affect one's performance. Although many students at VCIS felt negatively stereotyped at some
point. Most students hold a growth mindset and don't let the negative stereotype affect their performance in school. In the article "How a Self
Full–Fulfilling Stereotype Can Drag Down Performance", Shankar Vedantam defines stereotypes as follows, "When people are threatened by a
negative stereotype they think applies to them, they can be subtly biased to live out the stereotype" (Paragraphs 7–9). Vedantam found that stereotype
threats are everywhere and

Why Is Standardized Testing Failing
Standardized Testing is Failing
More than a decade after President George W. Bush passed the No Child Left Behind Act in efforts to improve the United States's performance in
education, the nation is still only ranked 27th in math and 17th in reading internationally. Amazingly average. The question is, how can the United
States improve its ranking? The federal government turned to standardized testing to assess students, as NCLB mandated annual standardized testing
for all students in grades three through eight. However, overwhelming evidence and arguments clearly show that standardized testing does not improve
education in the United States. The education reform made in the past decade, which focuses on standardized testing, has not improved ... Show more
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But, a standardized test does not do either accurately. Studies conducted in the past decade have shown discrepancies in the evaluation of teachers. For
example, in a September 2010 report made by the Annenberg Institute for School Reform, they tested the same students, teachers, subjects, during the
same time of year, but used two different tests. Over 17% of Houston teachers that were ranked at the top of the Texas Essential Knowledge and Skills
reading tests were ranked among the lowest two categories on the Stanford Achievement Tests. Even with the top teachers, there are many different
factors that contribute to a student's performance on a standardized tests. And measuring a student's achievement using tests given in only a small piece
of the school year cannot give the whole picture of a student's education. Also, out–of–school factors contribute greatly to a student's performance, such
as race, class, disabilities, and knowledge on the English language. In fact, researchers calculated that a teacher's influence on student test scores
ranges from 1% to 14%. Then, why are we still evaluating teachers using standardized tests? If standardized tests do not even do the job they were
supposed to do, then it is not an effective way of improving the education of Americans

Test Crt Should Be Used Rather Than Norm Referenced Tests
Criterion–Referenced Tests CRT Should Be Used Rather Than Norm–Referenced Tests NRT The assessment looks at the wide variety of methods that
educators use to evaluate and determined the achievement of the student's educational need. The focus of this essay is to look at the
Criterion–Referenced Tests (CRT) and the Norm–Referenced Tests (NRT) usage to see why the Criterion–Referenced Tests should be used rather than
the Norm–Referenced Tests. Thelearning standards and the curriculum will be discussed to help determine why the CRT should be used rather than
the NRT. Also, we will take a look at the principal use of how the two methods differ by one using survey testing and the other mastery testing. I will
give my informed opinion throughout the essay. The Criterion–Referenced Tests measure the performance against a fix set of predetermined learning
standards. This means that there will be written descriptions of what students are expected to know and are able to do in each learning outcome unit
stage in the course. This method of assessment is done to evaluate what skills the student has learned. The learning standards will measure how well a
student has mastered the specific skill described in the national learning standards (Waugh & Gronlund, 2013). Since the teachers and the schools can
develop their own learning standards, this will help the students to be able to accomplish the learning objective performance outcome expected in my
opinion. The curriculum will

Quantitative Article Analysis
Quantitative Article Critique Evaluation: Reading Comprehension and Fluency Levels Ranges across Diverse Classrooms: The Need for Differentiated
Reading Instruction and Content
Evaluation
Although this article provided a summary of existing research on the differences in reading performance levels, the bulk of the literature review was
between 10–39 years old from the time the research was conducted. The criterion for any science research, including education, is a literature review
of sources less than 10 years old, since science is extremely dynamic. However, Firmender, Reis, and Sweeny (2013) cited that insufficient current
research exists on the observed differences of students' reading comprehension and fluency levels in diverse classrooms. ... Show more content on
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As result of the conclusion, a question is raised as to which differentiation works best for a classroom with a wide range of reading comprehension.
Since the reading level is so vast, the conclusion is reasonable lending itself to differentiation and grouping students in order to address all of the
students needs both at–risk and gifted and talented learners. Since the sample was 5 different elementary schools in various locations and demographic
makeup, the external validity of the study is high. One possible factor that serves as a threat to the external validity is the people selected. It is unclear
if the students were selected

WIAT-III: Reliable And Valid Student Achievement Test
The WIAT–III seems to be a reliable and valid academic achievement test; however, it is important to explore the feasibility of administering the test.
The price of the WIAT–III is currently listed at $675.00; this price includes the components to administer and score the test (Burns, 2010). More
expensive options are available that include the computer Scoring Assistant. The WIAT
–III is more expensive than another achievement test labeled
The Wide Range Achievement Test
–IV. However, the Wide Range Achievement test is used more as an academic screener than a comprehensive
achievement assessment (Burns, 2010). According to Burns (2010), the cost of the WIAT–III is one of the assessment's main weaknesses. However,
other achievement tests such... Show more content on Helpwriting.net ...
Test scores of individuals outside of this age range would not be considered valid, since there would be no norms to compare the individual's scores to.
Fortunately, there are no gender limitations since the normative sample included both males and females equally at all ages and grades (Pearson,
2009b). The normative sample also included several ethnicities representative of the U.S. population. In addition, the developers intended to reduce
cultural bias by adding pictures of multiple cultures in the demonstration illustrations (Pearson, 2009b). However, it is important to note no differential
studies were conducted for gender or race and ethnicity (Miller, 2010). Furthermore, the test was only normed in English and has not been translated
into any other language (Pearson, 2009b). This will make it difficult for clinicians to administer the test to individuals whose primary language is not

How Human Development Research Should Inform Educational...
The Best Schools: How Human Development Research Should Inform Educational Practice by Thomas Armstrong
The Best Schools: How Human Development Research
Should Inform Educational Practice
Introduction
Human Development attracts a wide range of researches which play a crucial role in defining the stages between childhood and adolescence. In the
Human Development course, educational practitioners must pay special attention to the highly pronounced differences in physical, spiritual, and
cognitive needs of children. They should come up with appropriate educational practices that deal with students' developmental requirements.
Therefore, it is not right to judge students' progress using ... Show more content on Helpwriting.net ...
Finally, there are unique developmental features that are specific for every level, such as uncommitted cortex that is common for preschoolers; social
context which is typical for elementary–school pupils; puberty experienced in the early stages of adolescence; and lastly, the proximity to adulthood
seen in high school students.
Furthermore, the pressure for students to score high grades academically results in the educators to lose focus on the appropriate educational practices.
Therefore, the demands for high scores in tests causes stress among 12th grade students, violence among 8th graders, low attention among 3rd grade
students, and a robbed childhood among 4–year olds.
Summary
In most cases, educators perceive the ultimate educational goal in schools as pushing the students to score high grades in tests. Therefore, they strain to
attain high scores prompting learners to respond by cheating in tests and taking psycho–stimulants to meet the targets. This kind of pressure plays a
major role in urging the students to abandon the learning adventure. For instance, an Act established in 2001 calls for schools to ensure that students
score high proficiency in Mathematics, Science, and Reading; hence, schools are required to make adequate annual progress until all its students
achieve one hundred percent excellence. The Act also warns schools about certain penalties, in the case they fail to maintain

Are Standardized Tests a Valid Measurement of Student...
"Standardized testing is one of the most passionately debated education topics in America" (Baxter, pg. 1). They became much more prevalent after the
2002 No Child Left Behind Act mandated annual testing across the United States. Standardized tests are used to assess students and teachers, however
some people object the idea that the performance on a single test is a valid measure of what a student has learned, or what their teacher has taught
them. In this paper I will argue that relying solely on standardized testing for student placement damages education. There are many different types of
standardized tests used in schools around the country, but "high–stakes" achievement tests in US elementary and secondary schools have produced ...
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The tests require children to draw from knowledge they learn or experiences they've had outside of school, which is different for each student.
According to W. James Popham, an expert on educational assessment, "If children come from advantaged families and stimulus–rich environments,
then they are more apt to succeed on items in standardized achievement test items than will other children whose environments don't mesh as well with
what the tests measure". The biases in the development and administration of standardized tests often contribute to the achievement gap between
whites and minorities. As a result students from low–income and minority families, English Language Learners, and students with disabilities are more
likely to be held back a grade, be placed in unnecessary remedial education programs, and be denied a diploma (Reese, pg. 1). Another problem with
standardized testing is the tests do not accurately measure teacher quality. Standardized tests are often used to evaluate teachers and schools staff
based on their student's scores. However, standardized tests are limited indicators of student knowledge and progress; therefore they do not reflect the
wide range of knowledge and skills a teacher covers in the classroom. It is unfair to isolate the impact of one individual because teaching is a
collaborative and developmental process (FairTest, pg. 1). People think that if standardized test scores are high they can label teachers as

Neuroscience Personal Statement
My interest in Neuroscience began with the exposure to learning brain structures and its functions, which increased the understanding the brain
structures and its relation to behaviors of people. Ever since then, I had enjoyed learning about the brain, its function, and how it relates to behavior,
emotion, and cognition. During my exposure to learning and cognition classes, I enjoyed learning about neurological disorders and impairments that
affects the brain. I enjoy learning about the various neurodevelopmental and neurological disorders and its treatments. I am interested in the pediatric
and geriatric neurological disorders and their impacts to cognitive functions and the skills needed to effectively treat and diagnose patients with
acquired and developmental neurological disorders or impairments. Thus, I have become more interested in the field of Neuroscience during my
undergraduate psychology degree. ... Show more content on Helpwriting.net ...
I have been exposed to the several clinical personality tests such as the Minnesota Multiphasic Personality Inventory (MMPI), the Millon Clinical
Multiaxial Inventory 4 (MCMI), and the Personality Assessment Inventory (PAI), and have learned to score these clinical assessments. Although I do
not have the full expertise of a clinical psychologist, I have been exposed to the practices that will prepare me for the clinical work required in my
training to be a Clinical Neurologists and possibly a Clinical

Review of Woodcock Johnson III Diagnostic Reading Battery...
Review of Woodcock Johnson III Diagnostic Reading Battery and
Critique the Test
Abstract
The report will critique Woodcock Johnson III Diagnostic Reading Battery (WJ III DRB) and compare my report to the Mental Measurement
Yearbook (MMY). The assessment will include the evaluation, in relation to Woodcock et al.'s (1989) WJ III DRB, on the description and purpose of
such tests along with ease of use, administrating and interrupting results based on converting raw scores to standard scores including analyzing the
results. Finally, assess the overall quality of the test.
Introduction of Woodcock Johnson III Diagnostic Reading Battery
Norm–referenced standardized tests (NRST) used for different ... Show more content on Helpwriting.net ...
Based on NRSTs the focused will be on the description and purpose of such tests along with ease of use, administrating and interrupting results based
on converting raw scores to standard scores including analyzing the results. Finally, evaluate the overall quality. For the purpose of the review, the focus
will center on the Woodcock Johnson III Diagnostics Reading Battery.
Review
The WJ III DRB manual Woodcock et al.'s (2001), clearly stated purpose of the test in the introduction. The package did not include an extensive
manual; however, there were 12 tests, test records, subject answer booklet, audio recording and scoring and reporting program. There are a battery of
test listed under two topics; standard battery and extended battery. The test divided into five categories from Reading, to Oral Language, Math, Written
Language and Other Clusters. Compared to Mental Measurement Yearbook (MMY), the package included all aspects of the exam with the extensive
manual. The WJ III DRB is a set of 10 individually administered test designed to measure aspects of the reading process: phonological awareness,
phonics knowledge, reading achievement, and related spoken communication abilities. It also includes two tests of oral language proficiency: Oral
Vocabulary and Oral Comprehension. The Washington Division Rehabilitation Vocational Assessment Training based evaluating individuals, "to
determine the amount

Falls Church City 's Local Plan For The Education Of The...
Falls Church City's Local Plan for the Education of the Gifted can be found at the following address: https://docs.google.com/a/fccps.org/file/d
/0B7vaFg7PcgKyTGs3T3NZcGtaRjQ/edit
I evaluated the information in the document above based upon Moon's (2013) nine measures to consider in comprehensive gifted education program. I
think that FCCPS does a considerably good job addressing these nine guidelines. However, I believe they should consider more non–standardized
materials and data while considering students for identification.
1. Multiple assessments should be given to represent the categories of giftedness identified in the district's definition (Moon, 2013, p.133).
According to the FCCPS definition of giftedness, the will "screen to identify and to appropriately place student with specific aptitudes and achievement
in the pertinent and academically advances programs (...Language Arts, Mathematics)". Students must receive between the 93rd–99th percentiles on
Specific Academic Aptitude assessments, or the average of their scores must be between the 93rd and 99th percentiles. FCCPS uses multiple
assessments to test for SAA in reading and math including: SAGES, Raven, STAR Math, STAR Reading, CogATs, and the SOLs (FCCPS, Local Plan
for the Education of the Gifted, p. 7).
2 & 3. Use the most current versions of standardized tests that are going to be used to make a decision about admission into a gifted program and that
norms are up–to–date and a good representation of

Short And Long Term Effects Of Malnutrition In Children
Malnutrition can affect the normal physiological function of the neurologic system in many ways. Something that is alarming about malnutrition
related neurological disorders is most of them can be prevented and therefore they are of public health concern. Lasting affects of malnutrition on the
neurological system happen more with kids then adults. Throughout this paper I am going to talk about the affects that malnutrition can have on the
neurological system in a short and long term basis. Major dietary nutrients are needed by all living things especially humans, these can be grouped in to
two categories macronutrients and micronutrients. "The macronutrients are the energy–yielding nutrients proteins, carbohydrates and fat and
micronutrients are the vitamins and minerals. The... Show more content on Helpwriting.net ...
A malnourished child maybe smaller then most kids their age they may also be said to be "wasted" and the child's growth may be stunted. Both of
these conditions can cause neurological disturbances in children. If a child continues to be malnourished it can cause poor developmental achievement
in young children and poor school achievement or intelligence levels in older children. Long term effects of malnutrition can cause children and adults
to have a lack of energy so they don't get out and do as much or interact with others around them which impairs their physical, mental and cognitive
development. "An increasing number of studies consistently show that stunting at a young age leads to a long–term deficit in cognitive development
and school achievement up to adolescence. Such studies include a wide range of tests including IQ, reading, arithmetic, reasoning, vocabulary, verbal
analogies, visual–spatial working memory, simple and complex auditory working memory, sustained attention and information processing." A child that
becomes seriously wasted, that alone can be life threating to the individual. Even if the person is at the hospital the risk of dying still remains very

Standard Scores
2. What is a standard score?
A standard score is a scores that enables us to refer to the performance of an individual pupil in relation to the whole population where the mean is
100 and the standard deviation is usually 15. It also allows schools to base their assessments per school year. This is due to standarised scores taking
into account the age of the pupil. A pupil in year 9 that has a date of birth of September would generally be expected to get a higher raw score than a
pupil born in July, both pupils being in the same academic year. However, when calculating thestandard score the age will be taken into account. This
ensures that relevant interventions/arrangements can be put in place for pupils based on the standard score.
3. What scores are considered to fall within the average range?
Standardised scores that are ... Show more content on Helpwriting.net ...
One standard deviation is usually represented by 15 points from the mean. 2 standard deviations are calculated usually by 30 points from the mean.
One standard deviation away from the mean in either direction represents around 68% of the population that took that test. Two standard deviations
away from the mean represent 95% of the population.
8. What is reliability? What reliability should we choose when selecting a test?
Reliability of a test is measured by how accurate and consistent that test is when measuring a target skill. For a test to be reliable it must have
reliability of 0.8 or over. A reliable test should give us a consistent score every time it is completed, i.e. if it a pupil was to complete the same test that
was delivered by 2 different assessors on 2 different days, a reliable test should still give us the same outcome on both tests on both days.
9. What is validity? Name and describe the three mains types of validity.
Validity is a measurement of how well a test measures the skill that needs to be

Standardized Testing
GED, SAT, ACT, and more test are standardize tests. Students need to take this test in order to graduate from high school or college. In American
society, standardize tests are test that schools use to measure students' academic achievement, or to show whether students are ready to progress to the
next stage of their educations. While the test is designed to measure student's ability, many people are concerned about the use of the tests. Standardize
test can measure students' knowledge, but it is not meant to be testing students' creativity and other skills. I believe that the schools should not over use
the standardize tests because standardize tests can only measure small part of education. Also, the test does not value diversity and is unreliable ... Show
There are wide range of students who take the tests. They have different culture and backgrounds, different way of learning or thinking, different past
experience, and different level of English proficiency (Katherine 4). All these factors can affect the result of the test. Sometimes, the students way of
thinking is different or their past experience is different that make them choose the wrong answer. The tests is the same no whether where you are
from. That might put the test taker who do not have English as their first language in a disadvantage. These kind of student test the test before they
even master English. It will certainly affect their performance on the test. It might be because they do not understand some word in English that make
them unable or choosing the wrong answer. It is unfair for those people. The test also create social inequality. Thestandardized test has become bias
because certain group or people has advantage over the other

Review On The Differential Ability Scales
I chose to do my review on the Differential Ability Scales. This particular test appealed to me because it tests children from ages 2 through 17 with
varying developmental levels. Some of the things measured are cognitive abilities, which includes verbal and visual working memory, understanding of
basic number concepts, processing and naming speed, and matching and visual recognition.
The Differential Ability Scales is an individually administered battery of cognitive and achievement tests for children and adolescents aged 2 years, 6
months through 17 years, 11 months. Because the DAS covers such a wide age range, it is divided into three levels: Lower Preschool (ages 2 years, 6
months through 3 years, 5 months), Upper Preschool (aged 3 years, 6 months through 5 years, 11 months), and School–Age (6 years, 0 months through
17 years, 11 months). The DAS was designed to measure specific, definable abilities and to provide interpretable profiles of strengths and weaknesses.
The DAS also contains three achievement tests, co–normed with the cognitive battery, which allows direct ability–achievement discrepancy analysis.
The DAS is considered suitable for use in any setting in which the cognitive abilities of children and adolescents are to be evaluated, although many of
the DAS subtests are not appropriate for students with severe sensory or motor disabilities. (Elliot, P1)
This test is used to determine a child's ability to process complex mental processes. Many factors

Woodcock-Johnson 4 Test Of Achievement Analysis
Achievement Tests The Woodcock–Johnson IV Test of Achievement (WJ IV) is used for individual ages two to ninety years old. A major strength of
this assessment is that it provides a broad coverage of skills that can be assessed for the child to truly learn their strengths and weaknesses. For English
as a Second Language students, the administrator can administer certain clusters of subtests to determine a child's cognitive–academic language
proficiency. Also, the test has many accommodations listed to help when testing English Language Learners, visual impairments, and other disabilities
to provide the best testing environment for the student. A weakness of this assessment is that since so many subtests exist, it can become very easy to
over... Show more content on Helpwriting.net ...
A major strength of this assessment is that this assessment has a Nonverbal Index. This is beneficial for students who are not yet proficient in the
English language or struggle with language. Administering the Nonverbal Index allows the administrator to gain a better understanding of the child's
abilities because their language issues are not working against them with this test. Also, this assessment has two theories of intelligence that can be
tested: the Luria neurological processing theory and Cattell–Horn–Carroll (CHC) theory of intelligence. With the Luria Model, you will obtain the
Mental Processing Index of Learning Ability, Sequential Processing, Simultaneous Processing, and Planning Ability. With the Cattell
–Horn–Carroll
model, you will obtain the Fluid–Crystallized Index with the areas of long–term storage and retrieval, short–term memory, visual processing, fluid
reasoning, and crystallized ability. This assessment is also more child–friendly because of the visuals throughout the test. A weakness of this assessment
is the administrator will not be able to obtain a score for auditory processing and processing speed with this assessment, requiring the administrator to
utilize another intelligence assessment. This assessment has two intelligence theories options to choose from: the Luria

The Georgia Alternative Assessment
–– Test The Georgia Alternative Assessment (GAA)
–– Type of test A portfolio–based alternative test for students with significant cognitive disabilities
–– Purpose of test It is designed to assess students with significant cognitive disabilities on grade level standards and include these students in school
accountability and general assessments.
–– Who developed the test? The test was developed through a series of committee meetings with Georgia educators who assisted the Georgia
Department of Education in the creation of the Georgia Alternative Assessment
–– What year the test was published (also include information about revised versions) I could not find a published year for this alternative test. The
Georgia Alternative Assessment... Show more content on Helpwriting.net ...
Students with lower functioning capabilities may need more assessment of daily living and functional life skills than standards that are above their
abilities.
2.More time is needed to covering prerequisite activities for the standards. There is a wide range of skills and abilities among students with significant
cognitive skills. These students require more repetition to learn the required standard or to show progress.
3.More instructional materials need to be created to support students with significant cognitive disabilities. Teachers have to design their materials to
match the cognitive abilities of their students. A teacher created assessment can be very time–consuming and does not always match the grade level
standards
4.There is not enough understanding of how to teach grade level standards to a group of students in different grade levels with different disabilities and
capabilities. Teachers need to know how to differentiate instruction to help students learn the test material.
–– Sources of information about the test or instrument
The Georgia Department of Education.

Wide Range Achievement Test-Four Paper
This paper defines and critiques the Wide Range Achievement Test–4 (WRAT–4). The first test edition was created by Joseph Jastak and Sidney Bijou
in 1941 and was published in 1946. "The WRAT–4 was developed and published by Dr. Gary S. Wilkinson and Dr. Gary J. Robertson in 2006" The age
group suitable for the test, is 5–94 years. The purpose of the test is to gauge individual or group ability in reading, word comprehension, sentence
comprehension, spelling, and math computation. The entire test kit is available for $325 and consists of the following: "Professional Manual, Blue
Test Forms (25), Green Test Forms (25), Blue Response Forms (25), Green Response Forms (25), Blue Sentence Comprehension Test Forms (25),
Green Sentence Comprehension

Summer Learning Loss: Future Research
Working Definition
When looking into the field of summer learning loss (SLL) there isn't much debate on if it exists, but there is slight variation in how to described it. In
"Using Curriculum–Based Measurement to Examine Summer Learning Loss" SLL is explained as "an achievement gap among students based on
family income, ethnicity, and home language that is present at the commencement of schooling and persists throughout all levels of education." (Patton
& Reschily, 2013). The notion that SLL is related to a student'ssocioeconomic status (SES) is a concept that was accepted across the entire field. The
definition provided by Patton and Reschily is similar to how SLL is expressed in "Summer Learning and its Implications." In this journal, ... Show more
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In "Summer Learning and its Implications" suggested that providing a summer outlet for low SES students with similar school materials and structure
would aid in reducing SLL. Other suggestions include extending the school year, providing more cost friendly activities, and making the prospect of
summer school more appealing to low–income students (Alexander, et al., 2007). Patton and Reschly propose that in the future research there should
be an emphasis placed on the "recoupment, longitudinal studies of loss, and prevention". They identify that when looking at these different areas it's
crucial that the multiple facets that impact them are also looked at, such as grade levels, subgrouping, when most academic growth occurs, and the
type of instruction that will work best. Since the Kolose study didn't directly measure the achievement loss of students, their future research is
different than those suggested in the previous studies. Kolose identifies three major areas that need to be improved in order to decrease the SLE.
First, there needs to be greater access to resources for low SES students. Second, efforts need to be made by both teachers and parents to increase the
motivation and engagement that high SLE have for reading. Finally, high SLE students need to be provided with additional support and guidance when
choosing appropriate books and building their independent reading skills. While each study proposes different means to decrease SLL, they all are
identifying ways to make this goal

Evaluation Case Study
TV arrived 25 minutes early for her evaluation and was accompanied by her life coach. She presented as very friendly, engaged the examiner in
conversation, and readily responded to the examiner's questions, which allowed for some rapport building. Throughout the examination, she exhibited
good work habits and appeared interested in the testing process, as she was attentive and followed directions. However, prior to her lunch break, TV
became irritable and stated "I feel brain dead". More specifically, she became irritable towards the examiner, as she stated "you must be enjoying this".
In addition, she was especially irritable with tasks involving math, numbers, or repetition (i.e., Digit Span and Arithmetic). In addition, during... Show
Her WRAT–4 scores were indicative of grade placement abilities in spelling, approximately a grade lower in word reading, and two or three grades
lower in sentence comprehension. During the Vocabulary test on the WAIS
–IV, she exhibited difficulty with explaining verbal concepts. However, her
verbal comprehension index score fell within the average range compared to same–age peers. On the aphasia screening, TV's responses suggested
difficulty with reading and dyslexia.
Physical Appearance:
TV presented with average height and above average weight for her age. She had adequate hygiene, was well groomed, and dressed casually in a
t–shirt, jacket, denim jeans, and sandals. There were no oddities or eccentricities to the client's appearance.
Affect:
In general, TV presented with a euthymic mood and congruent affect, as she was mostly pleasant and friendly for the duration of the evaluation.
However, her mood occasionally fluctuated, as she became noticeably irritated, sarcastic, and pessimistic towards the examiner before lunch and when
confronted with difficult tasks.
Unusual Thoughts/Behaviors:
Throughout the evaluation, TV occasionally acted younger than her stated age. For example, at various times during the evaluation, she made juvenile
comments (i.e., "super speedy powers"), and communicated with the examiner in a more immature expressive

A Theory Of Careers And Vocational Choice Based Upon...
Holland Codes RIASEC refers to a theory of careers and vocational choice based upon personality types. Psychologist, John L. Holland, developed the
theoretical framework behind the Holland Codes. Each letter or code stands for a particular "type": Realistic (Doers), Investigative (Thinkers), Artistic
(Creators), Social (Helpers), Enterprising (Persuaders), and Conventional (Organizers)." According to Holland, a three–letter code represents a client 's
overall personality. The test consists of 48 example tasks that you rate by how much you would enjoy performing each on a scale of (1) dislike (2)
slightly dislike (3) neither like not dislike (4) slightly enjoy (5) enjoy. The test will take five to ten minutes to complete. The five personal Style Scales
had coefficient alphas that ranged from .82 to .87 obtained for both the O*NET Interest Profiler and the Interest–Finder. The O*NET Interest Profiler
and Interest–Finder had very high internal consistency estimates across all the RIASEC scales. The reliability estimates, ranging from .93 to .96,
are very similar across RIASEC scales and interest measures. In Holland's Theory, consistency refers to the relatedness of types in the obtained code.
Pairs of types next to each other on the Holland Hexagon are more psychologically alike then pairs father away. If the secondary code is composed of
two types next to each other the code is consistent. This inventory has been professional developed and validated against established

Teaching That Engages A Broad Range Of Learners
Teaching that Engages a Broad Range of Learners Rousseau and Powell (2005) contend that there is a significant difference in the way teachers
respond to reform efforts within context, particularly with students in urban and high–poverty areas. They found teachers with high proportions of
African American and Hispanic students were more likely to focus on low level skills and less likely to engage in problem solving and reasoning
(Rousseau & Powell, 2005). Furthermore, Lewis (2007) contends that "when teachers deliberately change their belief systems, along with the practices
and general culture under which they teach minority children, these children show achievement gains (p. 344). One of the main arguments of Lewis'
(2007) research is that the high–skills vision in the United States is impeded by inequalities among minorities, especially African American and
Hispanics students. According to Hand (2012), teachers can become powerful agents to improve the inequities within classrooms for students. This
research indicated that when classroom instruction supported wide students' participation, students seemed to feel comfortable engaging in
mathematical dialogue with each other and the teacher (Hand, 2012). When teachers' engage a wide range of learners, they essentially are inviting
students to "take up space" in the mathematics classroom instruction (Hand, 2012, p. 238). In addition, Hand (2012) identified three key features
present in classroom environments

The Pros And Cons Of General Intelligence Tests
It is notable to mention that the individual's attainment measured by general intelligence tests are indeed broader and the products of less formal and
usually less recent learning experiences compared to the ones measured by standardized achievement tests (Aiken, 2003c). Cohen et al. (2013b)
regarded that the primary purpose for this kind of measure is that it focuses on the test taker's level of comprehension in the different subject matters.
These types of tests are commonly structured to include several subject areas divided into subtests and are most typically identified as test batteries.
Interestingly, achievement tests often serve as better predictors of school ratings than tests of intelligence or special abilities. This does not connote,
however, that test of achievement in a specific subject can entirely replace tests of intelligence and special abilities. The accomplishments or
achievements determined by general intelligence tests are usually extensive and formed by less formal and probably less recent learning experiences
than those measured by standardized tests of achievement. Moreover, for the reason that achievement tests usually evaluate knowledge of information
that has been methodically taught, scores on these tests are more influenced by coaching than scores on intelligence tests.
There are a number of purposes carried out by achievement tests, the basic one is to determine how much an individual know about certain topics or
how well one can perform

Socioeconomic Status And Academic Achievement
Introduction:
There are many different factors that affect a student's academic success in the education system. One of the main factors that play a part in a student
academic success is where their family lies on the socio–economic scale. "The components of socioeconomic status – income, parent education and
parent occupation – are each statistically significant predictors of student achievement (Buckingham, Wheldall, Beamnan–Whelldan, 2013).
Socioeconomic status defines not just the income of an individual but also that educational attainment, financial security, and subjective perceptions of
social status and social class (APA, 2017). Socioeconomic Status and Academic Achievement is an important topic to discuss as many of our students in
the education system are either on the bottom of the scale or the top and to find accurate resources to help these students succeed academically we have
to look at the research regarding socioeconomic status. Socioeconomic status affects the human functioning overall psychical and mental health. The
research has found that students from families with lower social economic status struggle more than those students who come from a higher social
economic status due to the slower development in academic skills as they are focused on so many different skills at one time than those who are from
higher socioeconomic status communities. Along with that, school systems in lower socioeconomic status neighborhoods are "often under resourced,

ABAS-IV: A Case Study
In order to obtain information about the client, a clinical assessment was completed that included the administration of several necessary psychological
tests. Of the test administered, the Wechsler Adult Intelligence Scale Fourth Edition (WAIS
–IV), Wide Range Achievement Test 4 (WRAT4), Adaptive
Behavior Assessment System, Second Edition (ABAS–II), and the Adult Substance Abuse Subtle Screen Inventory– 4 (SASSI–4) were included.
According to Pearson Education (2017), WAIS–IV can be purchased and administered by a professional who either holds a doctorate degree in
psychology, education, or a closely related fields, holds a licensure or certification to practice in the related fields in their state, or has a certification
by or a full active

Kwesi Murigande. 101005760. Reflection Paper. Currently
Kwesi Murigande
101005760
Reflection Paper
Currently due to the internet, access in a wide range of information we live in a time where advancements about the knowledge of humans,
communication amongst each other, transportation and overall quality of life has been its best it has ever been. Because of the availability of this
information innovation has taken place in all most all facets of life to make society better. Contrary to above there are still that refuse to innovate, the
biggest problem for many companies is motivating employees to be as productive as possible. I chose the topic of motivation because in almost every
job I have had I've noticed the lack of motivation in the work place. The role of fostering motivation is pivotal, ... Show more content on
Helpwriting.net ...
Those who showed high level need for power have a strong need to work in positions that allow them to lead and influence others. Lastly, the need for
achievement want to take personal responsibility for their success or failure. High n–achievement tend to become entrepreneurs or small business
owners. If employers where to implement this theory in the hiring process people would be working jobs more suited to their needs in turn rising
the level of productivity. McClelland Theory help me realize what truly inspired me was achievement. Ever since I was young I always worked better
alone because the only way I felt comfortable failing was when it was fully on my own account. Entering high school from grade 9–11 I was very
focused and was a well–rounded student. I did extra curricula's and maintained a 3.45 grade point average and I always set a high standard for
myself. In Grade 12 I moved back to Canada I struggled I went through depression because I wasn't achieving what I wanted to achieve. I was down
about myself and in addition to that I was adjusting to a completely new school. At that time, I was taking high school courses in the sciences and I
was receiving very mediocre grades. Through trial and error, I realised that business was an area that genuinely interested me. I had to look at
achievements through a different lens. Achievements can be smaller and less substantial for example, asking myself if I am learning and If I am
progressing. In addition

Rationale For Selecting Tasks For The New And Revised...
For a detailed description of the test authors' rationale for selecting tasks for the new and revised subtests of the KBIT–2, we recommend that
interested readers refer to chapter 3 of the Manual. A discussion of results of initial analyses for these items in terms of fairness and validity can be
found in chapter 4. In chapter 5, Kaufman and Kaufman examine raw scores for different age groups across the KBIT–2 subtests to confirm a
developmental pattern of growth and decline in performance that has been reported in other tests purporting to measure similar constructs (Kaufman &
Lichtenberger, 2002). Based on evidence from previous tests, mean raw scores should increase through early adulthood, peak in middle age, and then
decline gradually... Show more content on Helpwriting.net ...
At that point, the raw scores steadily declined across the older age groups. Kaufman and Kaufman note that the peak level for fluid intelligence on the
KBIT–2 extends into higher age ranges than peak levels for other tests, suggesting that a causal factor is the nature of Matrices, which is neither timed
nor speeded and contains no motor component. Kaufman and Kaufman carried out concurrent validity studies with other cognitive and achievement
tests, with the interval between administration of the KBIT–2 and comparison tests not exceeding 7 weeks. Some distributions for individual test
comparisons are fairly representative of the four geographic regions, but a few studies (e.g., Wechsler Abbreviated Scale of Intelligence [WASI],
Wechsler Adult Intelligence Scales, Third Edition [WAIS
–III], and Wide Range Achievement Tests, Third Edition [WRAT3]) specifically lack
representation of participants from the West and North Central regions. The authors state that samples for the concurrent validity studies include
representative proportions of participants with special education classifications or with clinical diagnoses; however, we could not locate details of the
types of classifications or diagnoses in the Manual text or tables. Results of all of the comparison validity studies, including the original and adjusted
correlations, are displayed in tables in the

Minnesota Multiphasic Personality Assessment Analysis
Tests are assessing a person by using many techniques to gather a data. Also, it is a procedure to make sure the quality, performance, and reliability of
something before using widely. "Tests offer an additional venue for helping us understand the ability and personality of our clients" (Neukrug, 2011, p.
397). Tests can be beneficial in goal setting and treatment planning. In the end of the nineteenth century, Alfred Binet developed one of the first tests.
"A test provides only part of the picture about a person. On the other hand, assessment process combines and evaluates all the information gathered
about an individual or a group of individuals to provide guidance" (U.S. Department of Labor Employment and Training Administration, 2006, p. 12)
Assessment is very wide range and many techniques to assess an individual. It is a systematic approach to gathering information about an individual.
For example, to... Show more content on Helpwriting.net ...
There are three types of assessments under its objective personality tests, projective techniques, and interest inventories. Objective personality tests
measure primarily psychopathology. Also, it uses a restricted response format such as true/false or yes/no questions. Minnesota Multiphasic
Personality Inventory (MMPI) is a popular objective personality test. Projective techniques measure using unstructured stimuli such as inkblot,
sentence completion, drawing, and develop a story. This technique allows for individual to response in a broad range which represent conscious and
unconscious drives. Interest inventories are used widely in career counseling to determine the like and disliked of a person. For example, if an
individual chooses a career that matches his or her personality, he or she is most likely to satisfy in that career. Most popular assessments are
self–Directed Search and Strong Interest

Student Testing Needs a Revision
Get out your number 2 pencils kids; it's time for a test! For more than 50 years standardized tests have been a bane of student life in America. With the
initiation of the No Child Left Behind law there is more pressure being put on students and teachers to do well on these tests. Unfortunately, the
standardized testing only gives a small look into what a student is learning. Standardized testing is ineffective, and there are other options out there that
can be used to evaluate the American education system.
Standardized testing is used in every school and in nearly every grade in the United States. They are used to judge the performance of students and to
determine the proficiency when compared to their peers. A teacher's performance is also evaluated based on the results of their student's tests.
A fundamental problem with standardized testing is how they were developed. In 1026 the SAT, or the Scholastic AptitudeTest, was introduced. This
provided a much faster way to test college applicants. In December of 1941 America's involvement in World War II began. The College Entrance
Exam Board decided that because of the war there should be no more leisurely test taking, and voted for the implementation of the use of the SAT as
the faster standard by which all students would be tested. Essay questions were added back to the SAT in 1955.
Essential testing was developed to provide a fast way to evaluate students in a time of crisis. The crisis has past and yet this

Teaching At The School Of Public Education Essay
Layney Luis
English 1302–002
Dr. Jeff King
December 7, 2016
Teaching to the Test
Dear Representative Lillian Ortiz–Self, I write to you with the common concern for our nation's schools and children. Your work in the field of public
education is outstanding and you've been recognized for your achievements. With your experience, you are very well acquainted with the need to
improve our public education system. As a college student who has been through the public education system and desires to teach, I believe
standardized testing has overtaken teaching and the joy of learning. I love learning and I love children and extending knowledge to them through
teaching. I am currently in the process of obtaining my B.S in Early Childhood Education. I have yet to experience teaching in a public school setting
but I know it's a cooperative struggle to work with administration to ensure students are learning according to curriculum and beyond. For the past 3
years I have taught children from the ages of 3 to 6 at my local church. This gives me a bit of insight to the learning process within students. The mark
of true learning is within their engagement of new topics and connections to old (Fuller). The education process should be assessed within the
classroom and the ways students interact with material they are taught, rather than relying solely on standardized tests for data.
As a mother and a member of the Early Education Committee, you know the curiosity and excitement within young

SAT Vs SAT Testing
Are you planning to take the SAT or ACT soon? The two tests are similar, but some important differences may make the choice of which to take more
difficult. The good news is that Gables Tutoring in the Coral Gables and Coral Springs, Florida, area will prepare students for whichever test they
choose. Whether opting for the tutoring center or a private tutor, our staff of experienced educators will bring testees up to speed through test
preparation or English and math tutoring.
While the old SATfocused on a broad range of content and skills, the new SAT will focus on in–depth analysis of content and evidence. It is basically
an aptitude test, testing reasoning and verbal abilities. The math section, in particular, will be quite different.

Merit Pay Study
During the late 2000s, the Obama administration promoted a new initiative targeting the American education system known as the Race to the Top
(RTT). As part of the American Recovery and Reinvestment Act of 2009 (ARRA), the RTT Assessment Program aimed to provide funds targeted
towards a variety of assessments that would provide data on our schools. Data collected would review a number of elements within the education
system, especially student achievement across the nation. When monetary gains are linked to performance, like in this case, school districts analyze and
identify how they can promote higher performances on mandated assessments. The answer became a controversial one: merit pay. Merit pay will
become the root of both positive ... Show more content on Helpwriting.net ...
Like the use of teacher evaluation tools like VAMs or standardized testing, theUnited States is attempting to diagnose academic achievement through
the use of standardized testing. As explained by Gratz, "Standardized test scores accurately measure student achievement and [this] constitutes for the
full range of goals we have for students." (78). Disengaged politicians have taken the forefront in determining what the expectations of the education
system should be, but the actual application falls

Grit And Consciousness: A Conceptual Analysis
Abuhassan, A., Bates, T.C. (2015). Grit: Distinguishing Effortful Persistence from Consciousness. Journal of Individual Differences, 36(4), 205–214.
A.) The author of this article follows the perspective that persistence is essential for success in difficult, long–term goals and is defined as working
endlessly to overcome challenges. B.) This study was intended to test this analysis by examining the structure of grit and observing how it fits into
broad personality and how it impacts IQ. A wide age range of participants were used, aging from 18–70 years old. There were 494 total with the male
to female ratio being about equal. Participants were chosen from a wide variety of countries and job experiences. The psychologists studied how grit is
connected to achievement in school and life which then... Show more content on Helpwriting.net ...
Participants were asked to provide their GPA, self–report on their accomplishments, and test their IQ. As the psychologists predicted, grit positively
correlated with conscientiousness and negatively with neuroticism. Results showed that when it came to achievement, perseverance is the most
significant predictor. The hypothesis that grit is defined by long term consistency was shown to be false. C.) Duckworth suggested that grit covers
qualities of conscientiousness in the Five Factor Model of the Trait Perspective. D.) Extraversion, agreeableness, openness to experience, and
conscientiousness all overlap in their origins with that of grit, however, the elements of these did not eliminate the validity of grit meaning that grit
holds much more meaning aside from the Five Factor Model. E.) Examples of the trait and how it could be observed in the real world is

Essay about Scholarly Article Critique
Running head: SCHOLARLY ARTICLE CRITIQUE
Jennifer P. McCord
Scholarly Article Critique
Grand Canyon University
Scholarly Article Critique The problem as stated appeared to be of profound significance for determining how to best benefit children with cleft type
who have a learning disability in reading. While this may be true, the study resonates that there are signs of inconclusiveness. To specifically address
shortcomings to the study, however, the stated problem was not clearly visible to an average reader. The article required several readings to establish
the direction the researchers were going with the study. As well as, why the researchers felt this study needed to be done. Undoubtedly, it was limited
to the ... Show more content on Helpwriting.net ...
The sample was generated from participants who volunteered. The participants represented males and females ranging between the age of 8 and 13;
14 males and 10 females of each cleft type; and matched them according to sex, age, IQ, and levels of reading ability. In order to be a participant, the
authors listed the following as criteria: the subject had to be reading at least one grade level behind on the Wide Range Achievement Test, Average
Full Scale IQ on the WISC, be within the third to sixth grade in school, the evidence of cleft lip and palate or cleft palate only had to be present with no
other genetic syndromes or neurological anomalies which might be related to intellectual or learning process, and no significant hearing loss at the
time of testing. To review the methodology in relation to the study, a substantially precise battery of neuropsychological tasks was used to compile the
data for this article. The list of neuropsychological tasks was inclusive of the following assessments: * Reading Assessment – Standard Reading
Inventory * WISC IQ – Full scale, Verbal, Performance * Visual perception– Line Orientation, Bender Visual Motor Gestalt Test * Language
Association – Word Fluency, Auditory Association, Picture Association * Auditory Memory– Digits, Words, Sentences * Sentence Repetition * Digit
Span: Forward and Backward * Rey Auditory Verbal Learning Test * Wide Range

The Writing Samples Test
The Writing Samples test measured Kenny's ability to write responses to a variety of demands. Kenny was provided with an image, and then required
to complete a sentence by filling in a missing word. On the final task, he was required to write a complete sentence with age–appropriate vocabulary.
On the Writing Samples test, Kenny was able to write simple sentences 4–11 words in length. However, he did not demonstrate this proficiency on all
of the attempted items. He relied heavily on pronouns or his sentences contained limited content. Kenny's writing ability is impeded by his difficulty
with encoding rather than lack of ideas. For example, the following sentence took a great deal of effort for Kenny to write, "The ball mite hit me because

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