Assessment Critique Sandra Whitney California State University‚ Northridge SPED 501 M/M Dr. Haney A. General Information The Kaufman Test of Educational Achievement‚ Second Edition (KTEA-II) is an individually administered measure of academic achievement for ages 4.5 through 25. The test is available in 2 versions. The Brief Form assesses achievement in reading‚ math and written expression. The Comprehensive Form covers reading‚ math‚ written language‚ and oral language. It also provides
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Behavior Symptoms Index The behaviors measured in the behavioral symptoms index are atypicality and withdrawal. Sarina’s behavioral symptoms index composite scale T-score from both Mrs. Doe and the teacher was 63‚ in the “at-risk” range. Sarina obtained and Average range in the atypicality and withdrawal section. Atypicality consists of the student’s tendency to behave in ways that are considered odd. Withdrawal consists of Sarina’s tendency to evade others to avoid social contact. Adaptive Skills
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________ is an example of this type of testing. a. Objective; MMPI b. Projective; TAT c. Functional; NEO-PI-R d. Intelligence; Stanford-Binet 3. ________ testing is used to learn more about a person’s overall cognitive strengths and weaknesses. ________ is an example of this type of testing. a. Objective; MMPI b. Projective; TAT c. Functional; NEO-PI-R d. Intelligence; Stanford-Binet 4. Almost immediately after he developed it‚ ________ expressed concern about the misinterpretation
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getting smarter? Why or why not? Since the beginning of the twentieth century‚ IQ scores around the world have been increasing at a rate of around three points per decade‚ leaving intelligence researchers puzzling over whether historical gains in IQ—known as the “Flynn effect”—reflect an increase in general intelligence or something else‚ be it better education‚ better nutrition or even bigger brains. A new paper published in the journal Learning and Individual Differences (2014) may have the answer:
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of the Relationship between Student Examiners’ Learning with Deliberate Test Practice and Examinees’ Intelligence Test Performance” Han Gao Lander University The article “Empirical Analysis of the Relationship between Student Examiners’ Learning with Deliberate Test Practice and Examinees’ Intelligence Test Performance” is written by author Edwards‚ O.‚ & Rottman‚ A. (2011). Intelligence test as introduced by Edwards‚ O.‚ & Rottman‚ A. (2011) is a form of standardized tests used for
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His Depression and Withdrawal scales were rated as a concern in school as his scores were within the At-Risk range. Vineland-II fell within the Average range on his Daily Living Skills‚ Socialization and Motor Skills domains. Eric started Paumanok Elementary School in the 3rd grade
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Bumble is: (a) Wechsler Adult Intelligence Scale-III (WAIS-III) to assess his intelligence and cognitive functions. The scoring indicates the severity of intellectual disability (score below 69) or if the individual is gifted (scores above 130) individual is gifted (Axelroda el at.‚ 2001). (b) Minnesota
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strengths and weaknesses of the adolescents. In tests‚ there are two main classes such as the achievement tests or aptitude tests. The achievement tests are used to determine a student ’s academic strengths and weaknesses. When compared to intelligence test scores‚ achievement scores tell whether or not a child has the severe difference in ability and performance that indicates a learning disability diagnosis (Logsdon‚ A. 2010). These scores also provide important information to help develop
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HPS715/426 Issues in Psychological Assessment 2013 Case report ‐ Jenny Referral information and context Jenny (DOB: 29/07/2005) currently attends Grade 2 at Deakin Primary School. Her teacher has reported behavioural and learning difficulties that are increasingly causing problems in class. The school has requested formal assessment as they are concerned that Jenny is not progressing academically and is requiring large amounts of teacher support to keep her focussed and to prevent her from causing disruption in class
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Identification and Assessment of Children with hearing Impairment The Assessment program for children with hearing impairment includes: 1. Audio logical Evaluation Audiology- is the science of testing and evaluating hearing ability to detect and describe hearing impairments. Audio logical evaluation- is done by an audiologist through the use of sophisticated instruments and techniques. Audiometer- is an electronic device that generates sounds at different levels of intensity and frequency
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