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ESE 647 Chapter 2 Application Exercises Understanding Assessment…
ESE 647 Chapter 2 Application Exercises
Understanding Assessment Types
Consider the following scenario:
Manuella is a third-grade student who is being assessed for the gifted and talented program at her school. In a meeting with the school psychologist who reviewed the results, Manuella’s mother learned that her daughter’s IQ was in the 98th percentile. Unsure of what this meant exactly, Manuella’s mother asked the school psychologist to explain further.
Imagine you are a school psychologist. Explain to Manuella’s mother the category of test in which an IQ test is found.
Recall from the text, “Many educators and members of the public fail to grasp the distinctions between criterion-referenced and norm-referenced testing. It is common to hear the two types of testing referred to as if they serve the same purposes or share the same characteristics.” Romero is a new first-year teacher attending his first faculty meeting. At the meeting, teachers are asked to work in small groups discussing the criterion-referenced and norm-referenced assessments they plan to use this year. Romero is nervous and embarrassed that he will be seen as an imposter if he gets these assessments mixed up.
Imagine you are in Romero’s group, and he confides in you that he is not sure of the difference. How can you support Romero and help him learn to distinguish these two types of assessments?
Fluency-Building Promotes Student Achievement
Consider the following scenario:
Recall from the text, “Many educators and members of the public fail to grasp the distinctions between criterion-referenced and norm-referenced testing. It is common to hear the two types of testing referred to as if they serve the same purposes or share the same characteristics.” Romero is a new first-year teacher attending his first faculty meeting. At the meeting, teachers are asked to work in small groups discussing the criterion-referenced and norm-referenced assessments they plan to use this year. Romero is nervous and embarrassed that he will be seen as an imposter if he gets these assessments mixed up.
Imagine you are in Romero’s group and he confides in you that he is not sure of the difference. How can you support Romero and help him learn to distinguish these two types of assessments?
The Purpose of Assessments
Review the video, The I Q-Achievement Discrepancy Mode located in the IR I S module, and read the accompanying text. https://iris.peabody.vanderbilt.edu/module/rti01/cresource/q1/p02/
In this material, you learn about the drawbacks and benefits of using IQ in comparison to achievement for special education identification.
Explain the reason I Q and achievement can be considered a potential predictor of a learning disability.
While IQ is a norm-referenced assessment, explain a major reason these assessments do not always capture the presence of a learning disability?
