“Analyzing Cognitive and Educational Evaluation Report”
- Read the “Analyzing Cognitive and Educational Evaluation Report” provided for student Adam Gallery. Based on the reports, create a table with a row for each assessment. Identify each assessment. In the first column, provide a summary of the results that help guide appropriate educational decisions. (Do not simply cut and the findings) In the column, describe how each assessment is technically sound and minimizes rotor bias. In the last column, explain why the selected assessment tool is appropriate for the student.
| Test Administered | Results | Technically Sound or Rater | Assessment Appropriateness |
| Woodcock-Johnson III Test of achievement | , Knowledge of academics in sciences social studies and humanities (80-89/9-24) Basic reading skills Word attack and letter word identification (87-91 /20-28) Listening comprehensions (Listening and verbal comprehensions (87-95/20-38) Basic Writing skills Spelling skills and English knowledge (81-87/10-20) Reading comprehensions Passage comprehension and reading vocabulary (74-80/4-9) Math calculation skills Calculations and maths fluency (30-43/ less than 1) Math reasoning Applied problems and quantitative concepts (5-12/ less than 1) Written expressions Fluency and writing samples (71-81/3-10) Writing Reading Related Awareness of sound (81-92/10-31) Story recall (75-106/5-66)
| The test book has all the needed directions
The tests have been made across all the ethnic groups
The test was standard All the tests have been times
Tests are administered in order No bias based on location, race, corruption, age, and occupation
Examiners are well trained in assessments Assessment is made one at a time
| Based on the assessment measures there are: Reading recognition, social studies, maths, and humanities 8 areas of IDEA.
The grade and age level: 2 years to a maximum of 90
Scores yielded: Development levels Instruction level Adam was referred by Robinson due to suspicion of having a disability. The overall measure of intellectuals was based on the achievement and intellectual abilities
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| WJ III test of cognitive abilities | Probability:68% Classification: Average Range scores:95-99 | All tests are starting points except timed results
The test books have all the directions No bias was based on size, gender or location
The process of assessment has a well trained examiner.
Assessments are made individually | Measures of assessments Intellectual ability Cognitive ability 9 broad stratum abilities such as partial thinking, auditory processing, processing speed, knowledge in reading and writing
Age/grade level 2 years to 90 Scores yielded Brief intellectual General intellectual ability |
| Universal nonverbal intelligence Tests | Probabilty:68% Classification: Average Range score:95-100 | Tests and standard A test administrator is well trained
An assessment is made at a time.
Uniformed tests across the groups | Assessment tests Intellectual function Cognitive ability
Age/Gender Age between 5 to 21 Kindergarten to high school Scores General intelligence |
Education Decisions to be made based assessment Results
Based on the results found for Adam, several recommendations are needed to be made based on placement, modification, and recommendations. The recommendations to be made will help make the decisions that will suit Adam and improve his education performance.
Based on the results collected from Adam’s assessment, there is accommodation modification that will be made in the special education setting as well as the regular education setting. The main recommendations that need to be given are responses, presentation, setting, timing, and the mode of schedule. Based on the assessments made, it can be confirmed that Adam is mainly weak in math reasoning, calculations, automaticity, all being areas of mathematics. During the math lessons, the teacher can consider issuing Adam with an audiotape to help him listen to the instructions again using the headphones.
The number of items that Adam has to handle during a particular time should be reduced compared to those handled by his peers. When responding to the items, Adam can be allowed to make his responses through a computer or a laptop. And a recorder to record the answers he has been working on. On timed tests, Adam should be given extra time to handle the tasks and have frequent breaks in between the test. When providing the required accommodation, a proper setting should be made with a setting that is giving a preferential setting and has minimal distractions. The tests given to him should be in small groups and have the tendency of alternating, this should also be done in a private room to ensure minimal distractions
When Adam is issued a test to handle, he should be allowed to work when he is most productive. Similarly, he should have several sessions that are alternating to prevent him from boredom. The teacher should also consider giving him focusing cues to help Adam not to be easily distracted. To ensure that Adam gets to understand the materials taught, he should be given a sufficient amount of time with the teacher every day for a proper follow-up. This will also give Adam a sufficient amount of time to ask questions about the work, which he can shy off doing it in front of his peers. The teacher can also assign a peer teacher who can help Adam in tackling the questions. The peer teacher can sit next to Adam, comfortably asking queries whenever he feels stuck up.
The placement of Adam based on the assessment shows that he would get the optimal benefit that is needed in mathematics. Adam would benefit from the special education services from being pulled from the regular education room and have a special education teacher who can take him along with computations for at least half an hour every day. Spending time in a small group ina more private rooms will help Adam concentrate more on mathematics and hence gain more skills With time the Adam will get a push to the regular classroom, and this will help in fighting the stigma that he can get from the other classmate as he will get the chance to work amongst his peers. Despite Adam getting the grade-level materials that are needed in the classroom, the special education teacher can consider modifying Adam to provide better strategies that will help improve the performance