This document provides an overview of intelligence testing and assessment. It defines intelligence as the ability to learn and adapt to situations. Intelligence tests are administered by psychologists and psychoeducationalists to measure intellectual functioning in various domains like cognitive functioning, adaptive functioning, social judgement, spatial abilities, language skills, memory, and processing speed. The most popular intelligence test is the Wechsler Intelligence Scale for Children. Intelligence Quotient (IQ) scores represent a person's intellectual potential relative to their age peers, and although IQ scores can fluctuate, they provide an assessment of learning potential and styles to help teachers support students.

1. ASSESSMENT
OF ACADEMIC
ACHIEVEMENT/
ACHIEVEMENT
TEST
SHERILYN J. OLARTE
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2. Types of
Assessment

3. ASSESSMENT OF
ACADEMIC
ACHIEVEMENTS
OR ACHIEVEMENT
TEST
ASSESSMENT
OF BEHAVIORS
ASSESSMENT OF
SPEECH OR
LANGUAGE
ASSESSMENT OF
PERCEPTUAL
ABILITIES
ASSESSMENT OF
INTELLIGENCE

4. OTHER
ASSESSMENT OR
MINI
ASSESSMENT
ASSESSMENT OF
EARLY
DEVELOPMENT
All Assessment Usually
Achievement Test - It is to check
Achievement Test can be
The student’s progress should not be
Remember:
Standardized Test.
academic progress of students.
Academic Progress – > core skills ->
3R’s -> Reading, Writing, &
Mathematics or Arithmetic
administered individual (would be best)
or group.
compared to someone or to other
students.

5. ACHIEVEMENT
TEST IN READING
"COW2"

6. COMPREHENSION
It is assessing
student’s ability to
understand what he
or she reading.
C

7. 1. LITERAL
COMPREHENSION
– It ishe
questions and
answers could be
found directly
from the
passage.
- It is the
nterpretation
of the student.
3. LISTENING
COMPREHENSION
– You answer
question based
on the passage
that someone
read to you.
2. INFERENTIAL
COMPREHENSION
– The
questions
and answers are
not directly
derived from
the passage.
T
Y
P
E
S
O
F
C
O
M
P
R
E
H
E
N
S
I
O
N

8. 5. AFFECTIVE
COMPREHENSION
– It is the
emotional response
of the student as
they read the
passage.
6. LEXICAL
COMPREHENSION
– It is the
ssessing of
vocabulary –
defining words,
synonyms, antonyms
and definition.
4. CRITICAL
COMPREHENSION
- The students are
required to
analyze, make
judgment on the
passage that has
been read. – High
Order Thinking
Skills.
T
Y
P
E
S
O
F
C
O
M
P
R
E
H
E
N
S
I
O
N

9. ORAL
READING
– It is assessing
student’s accuracy and
fluency reading aloud.
O

10. ACCURACY – ALL
STUDENT CAN OBTAIN
CORRECTNESS
FLUENCY - NOT ALL
OBTAIN SMOOTHNESS
OR FAST AS POSSIBLE
WHEN READING
1 2

11. COMMON
ERRORS
CORRECT WORD:
MISCUES
– IT IS THE
DIFFERENCE FROM
WHAT YOU HAVE
READ AND NOT
ACTUALLY IN THE
PAGE.

12. Common Errors in
Oral Reading
includes:
1 7

13. 1.Omissions – skipping a word or short cutting or omit
2.Insertion – inserting or adding a word
3.Substitution – Changing a word or replacing
4.Gross Pronunciation – difficulty reading the word
correctly or absence of accuracy.
5.Hesitation – “Pause”
6.Inversion – jumbling the letters in a word.
7.Disregarding punctuation
COMMON ERRORS IN ORAL READING INCLUDES:

14. 01
02 TWO TYPES
OF
MISCUES:
QUANTITATIVE
- FREQUENCY
QUALITATIVE –
QUALITY OF THE
MISTAKE
(SHALLOW, BIG,
DEPTH, HOW
SIGNIFICANT OR
NOT SIGNIFICANT)

15. WORD
RECOGNITION
- It is assessing student’s
ability to recognize sight
vocabulary.
Sight Vocabulary -> Common
words
W

16. WORD
ATTACK
- It is assessing student’s
sound-letter correspondence
to decode unfamiliar
words.
Ex: Uncertain, Review,
Parallel, Tomorrow, Mark
W

17. ACHIEVEMENT
TEST IN WRITING
"COSH"

18. COMPOSITION
- It is assessing student’s
ability to generate ideas
and express them in an
acceptable grammar, while
adhering to certain stylistic.
- It can be assess during Essay.
Co

19. S
SPELLING
- It use letters
to construct
words.

20. COMMON
SPELLINGERRORS
DUETOVISUAL
ORAUDITORY
DEFICITS:
- Auditory Discrimination problems – Same
sound ex: Sheet – Shit
- Auditory Acuity Problem
- Auditory-Visual Association Problem –
Synonyms or words related spelling Ex:
Home - the kid spells it as House
- Visual Memory Problem
- Visual Sequence Problem - Sequence of
the word jumbling
- Visual discrimination problem – letters in a
word.

21. H
HANDWRITING
- It is the actual motor
activity.
- If handwriting is not
legible, then the goal of
written expression, which is
communication, is affected.

22. ACHIEVEMENT
TEST IN
MATHEMATICS
"ASO"

23. ORGANIZATION
CONTENT
APPLICATION

24. APPLICATION
-It is consist of
measurements, reading
graphs and tables, money
and budgeting time and
problem solving.
A

25. CONTENT
- It is the Numeration,
Fractions, Geometry and
Algebra.
C

26. ORGANIZATION
- It is the counting,
computing, reasoning
skills that are
important:
ReFluViCoMPaWERS
O

27. REFLUVICOMPAWERSREFLUVICOMPAWERS

28. RECOGNIZING NUMBERS PATTERN
FLUIDITY OF NUMBERS
WORKING WITH NUMBERS
AND WORD PROBLEMS
VISUAL SYMBOLS
COUNTING
MEASUREMENT
ESTIMATING
RULES
SPATIAL
REFLUVICOMPAWERS

29. MARCH292020
SNE21
ASSESSMENT OF
BEHAVIOR
SHERILYN J. OLARTE
SHERILYN J. OLARTE
SHERILYN J. OLARTE

30. Personality,
attitude,
and behaviors
THEY ARE
three different
terms therefore,
these terms should
not be used
interchangeably.
SHERILYN OLARTE , MARCH 29, 2020

31. Behavior
Focus areas
-It is the specific manner
in which an individual
behaves or acts or the
specific way of an
individual conducts
herself/himself.
SHERILYN OLARTE , MARCH 29, 2020

32. AGGRESSIVE –IS NOT A BEHAVIOR –
GENERAL TERM –IT CAN BE FALL
INTO PERSONALITY OR ATTITUDE =
WRONG
1.
HITS OR HITTING CLASSMATES –
DEFINITE AND SPECIFIC -CORRECT
OTHER:
EXAMPLE OF AGGRESSIVENESS
BEHAVIORS: PULLING CLASSMATES’
HAIR - CORRECT
2. INATTENTIVE – IT IS A GENERAL
TERM - WRONG
LOOKS/LOOKING FREQUENTLY IN
THE WINDOW
STANDING UP FREQUENTLY
TALKING TO SEATMATES – SPECIFIC
= CORRECT
EXAMPLES
MACH 29, 2020

33. EXAMPLES
3. NAUGHTY – GENERAL=
WRONG
CALLS/CALLING OUT
NAMES ON PEERS AND
TEASING CLASSMATES –
SPECIFIC = CORRECT
4. IMPOLITE/IMPOLITENESS –
GENERAL = WRONG
NOT USING “PO” AND “OPO”
NOT SAYING EXCUSE WHEN
PASSING BY INTO A GROUP
OF PEOPLE– SPECIFIC =
CORRECTMARCH 29, 2020

34. If you can still
chunk a general
term into smaller
descriptions,
specific
manifestations
then it can be
called behavior.
Why do SpEd
Teachers
need to
assess
behaviors?

35. Defining iT
We should always remember that
behavior will always be important
and significant than learning.
Secondary in behavior is
learning.
Behavior > Learning
march 29, 2020

36. GENERIC/general/common
PROBLEMS RELATED TO BEHAVIOR:
mach 29, 2020
Inattention
Anxiety
Depression
Emotional disturbance
Disobedience to teachers
Home-related problems – most prevalent
Home is should be the primary safe
School is the secondary safe place

37. O – OBSERVATION
I – INTERVIEW
TE – TESTING
PROCEDURES IN
ASSESSING BEHAVIOR
(OITe)
march 29, 2020

38. Observation
- It is the commonly used procedure.
- It is done
when the observer, parents, subject
teachers, or any other individuals
interacting closely with the subject
(child) feel the urge to see firsthand the
child’s behavior, includes 3 situations:
o Observation of a specific situation
o Observation in various settings
o Observation at different times during
the day
march 29, 2020
Examples:
o Observation of a specific situation
Ex: you are observing how a student hitting
his or her classmate
Go directly to the specific situation.
o Observation in various settings
Ex: doing this for CONSISTENCE,
Authority
Environmental
People that surrounds him or her
o Observation at different times during the day
Ex: the student shows behavior in a specific
time.

39. Different
recording
tools
Recording tools for the
target behavior
march 29, 2020
target behavior - behavior
that the observer intends to
record or intervene

40. anecdotal
recording
It is a recording behavior within
a given time frame (e.g. from
9:00 to 9:30 only) – specified
time frame.
event recording
It is a recording the number of
instances the behavior occurs, which
is also known as frequency counting
(e.g. counting the number of times
child move from one chair to another)
- tallying the target behavior

41. latency recording
It is a recording the amount of time
lapsed after the child elicit a response
(e.g. the time it takes a student to get
out her pencil after the teacher says,
“take out your pencil”) – amount of time
that is lapsed or passed.
Duration recording
It is a recording the amount of
time spent doing the behavior (e.g.
the child reading for 12 minutes) –
how long the student does the
behavior.

42. INTERVIEWEES
INTERVIEWER
it is a method
of gathering
information that is
conducted face-to-
face between or
among more than
two people.
interview
march 29, 2020

43. two types
of
interview
STRUCTURED INTERVIEW1.
- INCLUDES PREDETERMINED
QUESTIONS.
2. UNSTRUCTURED INTERVIEW
-DOES NOT INCLUDE
PREDETERMINED QUESTIONS.
-IT IS JUST A FREE FLOWING,
RANDOM QUESTIONS AND HAS
FOLLOW UP QUESTIONS
ZimCore Hubs • Apr. 30, 2020

44. testing
- Unlike other forms of assessment, testing is least
likely to be considered when assessing student’s
behavior.
- Testing, particularly psychological testing, are
administered if teachers are still struggling in
understanding the causes and consequences of student’s
behavior. Under psychological tests, projective tests
are given to elicit feelings from the student about life
through projection of emotions onto the test stimuli.
MARCH 29, 2020
MARCH 29, 2020
MARCH 29, 2020

45. Three most
common
types of
projective
tests:
Projective Drawing Tests
Apperception Tests
Sentence Completion Tests
ZimCore Hubs • Apr. 30, 2020

46. Projective drawing tests - It is use to see how a child projects his/her feelings
about him/herself onto paper (e.g. a child who takes the pencil and writes very hard
may be exhibiting anger). Psychologist and psychometrician experts.
Apperception tests - It requires a child to view various picture cards and tell a
story or describe what is shown (e.g. the child telling stories that depict
loneliness, sadness, or perhaps, anger).
Sentence completion tests - It gives indications of the emotions and feelings that
the child is experiencing (e.g. I could do better if _______, I will pass if
____________).

47. SAMPLES
Sample Projective Drawing
Tests
·Goodenough-Harris Drawing
Test (GHDT)
·Draw-A—Person: Screening
Procedure for Emotional
Disturbance (DAP:SPED) - most
common
Sample Apperception Tests
· Children’s Apperception
Test (CAT)
· Thematic Apperception
Test (TAT)
Sample Sentence Completion Items
I wish _________
When I grow up _____________
My mother/father ___________
I wish my teacher would _________
My best teacher is ___________
march 29, 2020

48. MARCH 29, 2020 MARCH 29, 2020
N – nature of responses
A – adjustment to the
situation
A - attitude
R – reaction time
A - adaptability
V - verbalization
O – organizational
approach
When doing
OBSERVATION,
INTERVIEW and
TESTING, it is
important to
check the following:

49. SHERILYN J. OLARTE SNE21
ASSESSMENT OF
INTELLIGENCE

50. DO YOU BELIEVE THAT
EVERYONE IS GIFTED WITH
INTELLIGENCE?
YES OR NO?

51. WHAT IS INTELLIGENCE?
- It is the definition of intelligence
varies from one point of
views to another.
- Personal opinions, experiences, and
academic written
- Intelligence
is a general term
referring to the
ability to learn
and to behave
adaptively or
to adapt to
situations.
(Morris, 2001)

52. - ABILITY TO LEARN –MAYBE CONCEPTS, LESSONS,
ACADEMIC
IN NATURE, ABILITY TO EQUIPPED WITH KNOWLEDGE
AND WITH INFORMATION IS THAT ALONE IS AN
INTELLIGENCE.
- ABILITY TO ADAPT TO SITUATIONS – ADAPT OR
ADAPTIVE – COULD BE USED AS PART OF THE
DOMAIN OF AFFECTATION
Most problematic domains of
affectation: cognitive or
intellectual functioning & the adaptive
functioning => these are the general
concept of intelligence of a child

53. THESE
ARE TESTS DESIGNED TO
MEASURE AND DETERMINE
LEVELS OF INTELLECTUAL
FUNCTIONING OR SKILLS.
INTELLIGENCE
TEST
Intellectual functioning
- It may or may not
include adaptive
functioning.

54. PSYCHOLOGIST AND
PSYCHOMETRICIAN
(LICENSED) CAN
ADMINISTERED
INTELLIGENCE TEST.
WHO DOES
INTELLIGENCE
TESTING?

55. Benefits of Understanding
Intelligence Testing for
Teachers (particularly SpEd
Teachers):
SHAA

56.
ARRIVE at accurate levels of
intellectual expectations
SUBSTANTIATE a diagnosis
HELP in determining learning
styles
ASSIST in making
recommendations

57. Purpose of
Intelligence
Testing
- The main
purpose is to
measure and
determine
levels of
intellectual
functioning

58. 11
(S2CAL3P2WORM)
A person with intellectual
functioning there are
subcomponents:

59. • Social Judgement – Gives
situation to the kid, how the
student will actually think
solution in a given case.
• Spatial or Spatial abilities
• Commonsense – tagalog =
sentido kumon
• Abstract thinking
S
S
C
A
S
S
C
A

60. Level of thinking
Language skills - It is the
capacity of a certain student to
manipulate language may be
verbal or nonverbal language.
Long term and short term
memory – It is how the
students retain information or
memorize terms.
L
L
L
L
L
L

61. Perceptual organization
Processing speed - It is how students
perceives information and process
information
Word knowledge – These are the
vocabulary, word concepts, word
analysis, word knowledge and
compasses different subskills too but
only focus is word knowledge.
Motor speed – It is how the student
quick enough to finish a certain test in a
given amount of time.
P
P
WOR
M

62. Intelligence Quotient
IQ – It does not
include only the
present performance, It
also includes the
potential performance
of a kid.
IQ SCORES are
fluctuating
(IQ) represents an
overall intellectual
potential relative to the
norms of his or her age
group.
W H A T I S
I Q S C O R E S ?

63. WECHSLER
INTELLIGENCE SCALE
FOR CHILDREN
MOST POPULAR AND
WORLDWIDE KNOWN
INTELLIGENCE TEST

64. IQ CLASSIFICATION
Very Superior
Superior
High Average
Average
Low Average
Borderline
Extremely Low
IQ RANGE
130 and above
120-129
110-119
90-109
80-89
70-79
69 and below
Current Wechsler
(WAIS-IV, WISC-IV, WPPSI-IV)
IQ Classification

65. 55-70 - mild intellectual disability
70 – normal borderline is normal
70-90- borderline to average - It isn’t safe –
slow learner they don’t have ID but have struggling
complying school requirements.
To pass school requirement is to be at the average
level which is 90-109
The moment a person
reached 130 above he or
she is now in very
superior and a candidate
for being genius.
This is being used in
most intelligence test –
particularly in Wechsler
Adult Intelligence Scale
(WAIS)
Reminders

66. INTELLIGENCE
TESTS
DISADVANTAGES
ADVANTAGES

67. IQ tests may be helpful in
identifying academically
gifted children (genius).
IQ tests can determine the
presence or absence of
learning disabilities.
IQ tests can help schools
prepare potential-centered
curriculum or learning
activities
IQ Tests can be help
identify intellectual
disability
IQ test are very strong predictors
of academic achievement and provide
an outline of a person’s mental
strengths and weaknesses.

68.
IQ tests can deny opportunities
to people who do not qualify to
certain IQ scores that are used
for employment, university
admission, etc.
IQ tests can be
misinterpreted as well as
abused, considering that
results could vary among
racial or cultural groups.
IQ scores have limited
usefulness in assessing
minority groups.
IQ tests can be used to classify
children into stereotyped
categories, which limit their
freedom to choose fields of study.
Many IQ tests produce a single
intelligence score that is
inadequate in explaining the other
potentials of a person.

69. WECHSLER INTELLIGENCE SCALES FOR
CHILDREN (WISC: LATEST 5TH
EDITION)
KAUFFMAN ASSESSMENT BATTERY
FOR CHILDREN (KABC)
OTIS-LENNON SCHOOL ABILITY TEST
– 8TH EDITION (OLSAT-8)
STANFORD-BINET INTELLIGENCE SCALE
(SBIC: LATEST 5TH EDITION)
WOODCOCK-JOHNSON III-NORMATIVE
UPDATES TESTS OF COGNITIVE
ABILITY (WJ III COG)
SAMPLE INTELLIGENCE TESTING TOOLS

70. ASSESSMENT OF
SPEECH AND
LANGUAGE
SNE21
SHERILYN J. OLARTE

71. WWW.ASSESSMENT.COM
What is Speech? SEARCH
A S S E S S M E N T O F F E R E D I N : E N G L I S H F I L I P I N O
S e a r c h b y V o i c e
P H I L I P P I N E S | A D V E R T I S I N G | B U S I N E S S | A B O U T | H O W S E A R C H W O R K S
I ' m F e e l i n g L u c k y

72.
SPEECH
IT IS THE PHYSICAL
PRODUCTION OF WORDS
AND SENTENCES, WHICH
INCLUDES: FLUENCY,
ARTICULATION, AND
VOICE.
Fluency – rhythm and
speed – how fast or
quick you read and utter
words
Articulation – making of
sounds using lips, mouth
and tongue which
produces words and
sentences
Voice – vocal folds and
form of breathing = voice

73. Lisp/ Articulation
Disorder
A person who tends to pronounce S with
TH or CH sounds.
COMMON
SPEECH
DISORDERS
Substitution
When speaking, it substitute one letter
or one letter sound.
Ex: B = V F=P S=Z
Stuttering /Childhood-
onset fluency disorder
According to DSM–V, it is a disorder where
the person's first syllable when speaking is
repeated.
Lisp/ Articulation
Disorder
Substitution
Stuttering / Childhood-
onset fluency disorder

74. It is a system of receiving
and delivering spoken,
written, and gestural
symbols.
Language

75. SPEECH AND LANGUAGE ARE
ONLY DISCUSSED NOT
INCLUDED COMMUNICATION
BECAUSE THIS TWO ARE
WHICH ALSO SERVE AS TOOLS
OF COMMUNICATION THAT
ONLY BE ASSESSED IN A
CONTEXT OF REGULAR OR IN
SPECIAL NEEDS EDUCATION.
o Problems in
language may
result to
language
disorder given
proper
assessment.

76. SPEECH AND LANGUAGE
ASSESSMENT
These are tests designed to assess the
strengths and weaknesses of a child’s
speech and language functioning.
Sped Teachers don’t diagnose, they assess
strengths and weaknesses of a child.

77. IMPORTANT MILESTONES FOR SPEECH
AND LANGUAGE DEVELOPMENT
0-6-12-18-24-36-48-60 Months

78. - First form of communication is crying
- Sounds of comfort such as coos and gurgles
- Babbling soon follows as a form of
communication
- Attaches no meaning to words heard from others
From
birth to
6 months
- Voice begins to rise and fall while making sounds
- Begins to understand certain words
- May respond appropriately to the word “no” or own
name
- May repeat words said by others, though not accurate
From 6
to 12
months

79. From 12
to 18
months
From 18
to 24
months
- Has learned to say several words with appropriate
meaning
- Is able to tell what he or she wants by pointing
- Responds to simple commands
- Great spurt in the acquisition and use of
speech
- Begins to combine words
- Begins to form words into short sentences

80. From 24 to
36 months
(2 - 3 years
old)
From 36 to
48 months
(3 - 4 years
old)
- Talks frequently
- Asks questions
- Has vocabulary of about 900 words
- Participate sin conversation
- Can identify and say color names
- Can tell simple stories
- Begins to speak more rapidly
- Begins to ask questions to obtain information
- Sentences are now longer and more varied
- Can complete simple analogies

81. From
birth to
6 months
From 48 to
60 months
(4 - 5 years
old)
- Average vocabulary of over 1,500 words
- Sentences are average to five words in length
- Can use conjunctions
- Able to define words
- Can sing songs from memory

82. - It is the social use of language.
Domains of Language (P2MS2)
Pragmatic
Phonemes
Morphemes
Syntax
Semantic
- It is the smallest units of sounds.
- It is thesmallest unit of meaning or unit of meaning.
Types: Free & Bound Morphemes
- It is the arrangement of words in a sentence.
- It is theliteral meaning of words or language.

83. SAMPLESPEECHAND
LANGUAGEASSESSMENT
TOOLS:
Peabody Picture
Vocabulary Test
– 4th Edition
(PPVT-4)
Goldman –
Fristoe Test of
Articulation –
2nd Edition
(GFTA-2)
Photo
Articulation
Test – 3rd
Edition
(PAT-3)

84. SAMPLESPEECHAND
LANGUAGEASSESSMENT
TOOLS:
Test of
Adolescent and
Adult Language
– 4th Edition
(TOAL-4)
Test of
Language
Development
– 4th Edition
(TOLD-4)