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Re-evaluation Assessment
Towson University
SPE 525
EDUCATIONAL ASSESSMENT
Name: Cameron Barbosa
Birthdate: 11/15/2004
School: High Road Academy Grade: 4th Date Assessment(s) Completed: 03/25/2014
Primary Language: English
Report includes:
1. Behavioral observations
2. Assessment instruments used
3. Results (including subtest scores)
4. A descriptive summary of
Strengths and identified needs
5.
6.
7.
8.
X Mathematics
X Spelling-written language
Oral language
Gross motor
other
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Towson University
SPE 525
Cameron Barbosa
D.O.B. __11/15/2004__
ASSESSMENTS USED:
I. Review of Records
II. Teacher Interview
III. Woodcock-Johnson III Tests of Achievement:
_X__ Form A
___ Form B
Standard Score
Grade Equivalent
Instructional Range
(based on age)
(based on age)
(based on grade)
Letter-Word Identification
39
K.1
<K.1-K.4
Passage Comprehension
65
1.4
1.1-1.6
Reading Fluency
75
2.0
K.8-2.8
Word Attack
76
1.5
1.3-1.8
Calculation
65
1.7
1.3-2.3
Applied Problems
67
1.3
K.8-1.7
Math Fluency
65
1.3
<K.0-3.1
Spelling
<K.0
<K.0-<K.0
Writing Samples
60
1.4
1.2-1.6
Writing Fluency
68
1.6
<K.2-2.3
Standard Score
Grade Equivalent
Broad Reading
42
K.9
Broad Mathematics
60
1.5
<K.0
Academic Skills
14
<K.0
Academic Fluency
65
1.7
Academic Applications
54
1.4
Battery Clusters:
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The Broad Written Language Cluster: Spelling, Writing Fluency, and Writing Samples subtests
were administered in order to assess Cameron ability to communicate effectively and efficiently
in written form. An analysis of Camerons written language skills discloses development of
basic skills needs to be improved.
The Spelling subtest assessed Cameron ability to spell words in isolation.
The Writing Fluency subtest assessed Camerons ability to formulate and write simple sentences
quickly.
Cameron scored below a Kindergarten level on Writing Samples, which required Cameron to
write sentences that were evaluated with respect to the quality of content and expression.
Camerons overall writing performance suggests that writing fluency skills are a strength and
that written language instructions should focus on in regards to spelling.
The Broad Math Cluster: Math Calculation, Math Fluency, and Applied Problems subtests
were administered in order to assess Camerons acquisition of math skills.
The Math Calculation section of the test assessed Camerons ability to calculate problems based
on skills.
The Math Fluency subtest assessed Camerons ability to solve basic addition, subtraction, and
multiplication facts within a three-minute limit.
On the Applied Problems subtest, Camerons was required to solve math problems by listening to
the problem, recognizing the procedures to be followed, and decide which information was
relevant and which was extraneous.
Overall, Camerons math strength is in the area of math calculation and instruction should focus
on math fluency and applied problems.
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Overall, Cameron has acquired skills from the below Kindergarten in broad writing language
range to the first grade in academic fluency range.
RECOMMENDATIONS:
The results of this educational evaluation indicate that Camerons Broad Reading, Broad Math,
and Broad Written Language were in the very low range, with brief academic achievement in the
low range (SS 14) according to grade level expectations. Reading fluency, understanding
directions, calculation were areas of relative strength for Cameron. Writing samples, Spelling
Story recall were areas of relative weakness. The following are suggested strategies and/or
techniques to use.
Use concrete instruction for problems
Provide direct instruction in strategies to solving math word problems
Color coding/highlighting information
Directions to be clear and steps repeated as needed
Learning style which is multi-sensory
Extended time for assignments
Strategies to engage and sustain attention
Calculator use
Instruction in smaller chunks
Date
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Reflection.
After administering this assessment, I was better able to modify instruction for the
student to maximize his learning abilities. He was very corporative which gave an accurate
validity for his academic achievement. The information presented was very informative
and I was quickly able to increase his writing prompts and spelling words to improve his
academic achievement. When Cameron was confident he quickly was able answer all
questions he could. When he was not sure about an answer, he still gave it a try just to show
that he could attempt to complete it. In the future, I would have the students to complete
more informal and formal assessments to get a better understanding of students
achievements. This will intern help me get an in depth understanding of their weaknesses
and strengths.
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