EDU 223 AF Lesson 5 Participation Assignment
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Rio Salado Community College *
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Course
223AF
Subject
Mathematics
Date
Feb 20, 2024
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EDU 223 AF Lesson 5 Participation Assignment
Before you work on your assignment, please read this. The purpose of assignments in this course is for you to show your learning of the lesson content. Therefore, it is very important that you use the
keywords
and
terms in your answers and that you refer to the important concepts from the lesson and the readings
as you prepare your assignment. If you only write your own ideas in your answers, it will be difficult to assess your learning of the lesson content.
Read and respond to the following prompts using evidence from the lesson’s required readings and multimedia resources.
1.
Compare and contrast intelligence assessments and academic achievement assessments. How are they different? How are they similar? What specific sub-
areas does each measure?
Intelligence assessments and academic achievements assessments are both important tools used to explain factors that may be contributing to a student’s performance in school, as well as be used as a tool for determining special education placement. However, these two types of assessments differ in several ways. Intelligence assessments measure a student’s ability to think, comprehend, and to solve problems. Learning aptitude is an important aspect of this form of assessment and is used to help gain a better understanding of a student’s ability to cope with different educational and environmental settings, as well as analyzing this compared with overall school performance. These assessments are norm-referenced and typically administered by school psychologists. In contrast, academic achievement assessments are useful in understanding a student’s academic abilities. They are designed to measure both
pre-academic and academic behavior. And are helpful in assessing specific needs, monitoring progress, diagnosing a learning disability, and identifying benchmarks on an IEP. Assessments of this type include a team of teachers, parents, and others to develop and update goals, instruction, etc. as needed based on the interpretation of the results. 2.
Calculate and submit the RAW score of the following four subtest examples. Please refer to the table provided (
What is her RAW score for this subtest?
(opens in a new tab)
) to help you calculate the total number of correct responses. (Hint: Refer to the lesson section "Operating Range.")
a.
Amanda responded correctly to 12 test items on the "Letter Word Identification" subtest. Based on her Age Equivalence, as directed in the assessment prompt, her starting point for this particle assessment was determined to be item #8. She established a BASAL at item #14, as she answered the first 6 items (#8-13) correctly. Her CEILING ended at item #28, when she answered six consecutive items (#23-28) incorrectly.
What
is her RAW score for this subtest?
(opens in a new tab)
(Hint: Remember the score includes items before the starting point)?
Her raw score would be 19. b.
Amanda responded correctly to 8 test items on the "Passage Comprehension" subtest. Based on her Age Equivalence as directed in the
assessment prompt, her starting point was item #4, but a BASAL was not established until item #2. (Hint: If the BASAL is not established at the start
point, work backwards until it is attained.) Her Ceiling ended at item #16, when she answered six consecutive items (#11-16) incorrectly.
What is her RAW score for this subtest?
(opens in a new tab)
(Hint: Remember the score includes items before the starting point)?
Raw score 9
c.
Amanda responded correctly to 17 test items on the "Math Reasoning" subtest. Based on her Age Equivalence, as directed in the assessment prompt, her starting point was item #6. She established a BASAL at item #12, since she answered items #6-11 correctly. She reached a CEILING at item #, when she answered six consecutive items (#23-28) incorrectly.
What is her RAW score for this subtest?
(opens in a new tab)
(Hint: Remember the score includes items before the starting point)?
Raw score 22
d.
Amanda responded correctly to 13 test items on the "Math Calculation" subtest. Based on her Age Equivalence, as directed in the assessment prompt, her starting point was item #3. Her CEILING was attained at item 21, when she answered six consecutive items (#16-21) incorrectly.
What is her RAW score for this subtest?
(opens in a new tab)
Raw score 15
3.
Select one of the academic achievement assessments from the lesson above and
develop an “Assessment Profile” based on an Internet search. Include an overview of the assessment, the areas in which it measures, (e.g., math calculation, reading comprehension, etc.), age/grade levels in which it’s intended, and how scores are reported (percentiles, stanines, percentages, standard scores, etc.). Present the profile in an organized format with appropriate
headings.
KeyMath-3 Diagnostic Assessment
Overview:
Areas Measured: Age/Grade Level(s):
Score Reporting Format:
Diagnostic and progress monitoring tool for math skills. Administered with pencil and paper, and typically takes 30-90 minutes to complete. Basic Concepts, Operations, and Applications. Ages 4.6 to 21.11
Grades K-12
Raw score interpreted as percentile compared
to mean
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