SPED 604: Theoretical and Empirical Bases of Education for Learners with Mild/Moderate Disabilities
Lecture #3/Assignment #3
Math Assessment Please consider the following information, as well as chapters 7 & 11 in the text, before completing Assignment #3. The directions for Assignment #3 are at the very end of this page following the information on mathematics and reading assessment.
1. Skills to consider when assessing math
a. written vs. "mental" computation
b. written computation vs. computation using a calculator
c. computation vs. problem-solving
d. computation
(1) read and write numerals
(2) counting
(3) number facts
(4) operations
(5) time
(6) money
(7) measurement
(8) fractions, decimals, percentages
e. problem-solving
(1) quantitative vocabulary
(2) problem "detection"
(3) computational facility
(4) estimation and checking
2. To determine an overview of math skills, test most used nationally is the KeyMath-Revised
3. Informal strategies
a. checklists -- good for teacher use because math curriculum is sequential
b. inventories
c. error analysis
(1) computation errors:
(a) incorrect operation
(b) incorrect number facts
(c) random error (most common type of error for MM population)
(2) in grading math papers -- error analysis:
(a) consider handwriting -- is the error a math error or a handwriting error?
(b) analyze errors into categories -- first general type of error, then specific type -- e.g., math fact, multiply by the number 9
(c) be aware that the problem can be wrong for more than one reason
(3) can also analyze students' work with word problems
(a) look at both problem-solving and computation
4. Classroom influences
a. look at the number of problems students are asked to solve
b. influence of reading
c. influence of writing
d. speed and accuracy requirements
e. look at amount of instruction
f. look at amount of feedback -- and timelines
g. grading practices -- try circling correct answers
Reading Assessment 1. Purpose is instructional -- gathering information to help set up and monitor the instructional program
2. Determine whether skill is a need area
a. If it isn't, stop assessment b. If it is, continue assessment
c. First, use a diagnostic tool to determine which aspects of a skill to consider
d. Continue assessment in subskills identified as weaknesses -- usually use informal measures
3. Skills to consider:
a. silent vs. oral reading
b. decoding vs. comprehension
c. decoding (word recognition):
(1) sight vocabulary
(2) phonic analysis
(3) structural analysis
(4) contextual analysis
d. comprehension:
(1) literal
(a) recall facts/details
(b) recall sequence
(2) inferential
(a) main ideas
(b) make inferences
(c) make predictions
(d) draw conclusions
e. subject matter
(1) narrative schema
(2) expository
(3) poetry/drama
(4) directions and other everyday applications of reading
4. A common norm-referenced test to begin reading assessment (to determine which aspects of skill to consider) is the Woodcock Reading Mastery Tests-Revised
a. gives information on oral reading
b. gives information on decoding -- sight vocabulary AND phonic analysis
c. gives information on passage comprehension -- cloze procedure
d. Word Comprehension -- vocabulary (in several areas) -- note its inclusion of reasoning skills
5. To consider oral reading and comprehension, can use grade- referenced measure such as informal reading inventory
a. grade-referenced measures -- students not used to norm -- instead, words and passages on inventories represent specific grade levels
b. typical format:
(1) lists of isolated words to read orally
(2) passages to read orally, then answer comprehension questions about passages orally
(3) passages to read silently, then answer comprehension questions orally
c. typical scores:
(1) Independent Reading Level (90-100%)
(2) Instructional Reading Level (75%)
(3) Frustration Reading Level (50%)
d. also, can do error analysis of oral reading errors and types of comprehension questions missed
e. example: Analytical Reading Inventory
(1) variety of types of comprehension questions:
(a) main idea
(b) factual
(c) cause and effect
(d) inferential
(e) conclusion
(2) content consistent across forms
(3) system to analyze miscues qualitatively
6. For subskills identified as areas of need, there are a wide variety of informal strategies
a. error analysis
(1) error analysis: word recognition -- listen and record
- errors accepted by most teachers:
- additions
- substitutions
- omissions
- reversals
(2) miscue analysis
- look at text and its relationship to the miscue
-- graphic similarity? ex: horse vs. house
-- sound similarity? ex: waste vs. west
-- grammatical function? ex: he worked, she walked
-- meaning similarity? best miscue: no meaning change ex: dad vs. father
(3) error analysis: comprehension
-- story retell
-- comprehension questions -- look at errors over different types of questions
(4) error analysis: sight words
-- high frequency word list
b. cloze procedure
(1) passage around 250 words
(2) leave first and last sentence as is
(3) delete every 5th word
(4) if student can supply 44% to 57% of missing words, instructional level
(5) rough estimate
7. Classroom learning environment must also be considered in assessment of reading difficulties
a. critical when evaluating an academic skill area
b. if reading is taught:
(1) how?
(2) what skills stressed?
(3) any individualization?
(4) what types of practice activities?
-- oral & silent reading?
-- how much writing?
c. if reading skills are assumed:
(1) level of reading materials (readability)
(2) how much is reading mixed with
-- study skills?
-- writing?
Assignment #3
There are 2 questions listed at the end of this case study. Send your responses in the body of an e-mail message to me by September 27, 1999. Remember: this is also the day your project proposals are due. You may include both assignments in the same e-mail if you'd like.Case Study: Janine White
Date of Birth: September 11, 1990 Referred by: Review and reevaluation team Date of testing: February 4, 1999
Presenting problem: Janine has been in a special class for students with mild mental retardation for two years. During these two years, she has made satisfactory progress. At this point, her SDC teacher, Ms. Alonzo, has specifically requested reevaluations of Janine's intelligence and language abilities.
Developmental history: Slow to develop throughout early childhood. Diagnosed "developmentally delayed" by her pediatrician at age 4. Particularly delayed in language development. Attended general education kindergarten and was referred immediately for testing that fall. Janine has no preschool experiences in any day-care or community preschool. Her mother reported that she found Janine would talk more at home than the kindergarten teacher reported, and that Janine was "not retarded in any way." Her parents unsuccessfully fought the special education placement, but later agreed that Janine was happier in that classroom than she had been in the general education kindergarten.
Previous Test Data
Date of testing: January 15, 1996 Chronological Age: 5 years - 4 months
WPPSI-R (Wechsler Preschool and Primary Scale of Intelligence-Revised) Full-scale IQ: 70 - low average range Verbal IQ: 69 - below average range Performance IQ: 79 - low average range
WPPSI-R Verbal Subtests: Information: 6 - low average range Vocabulary: 5 - low average range Arithmetic: 3 - below average range Similarities: 6 - low average range Comprehension: 5 - low average range
WPPSI-R Performance Subtests: Animal House: 7 - average range Picture Completion: 6 - low average range Mazes: 7 - average range Geometric Design: 7 - average range Block Design: 6 - low average range
Developmental Test of Visual Motor Integration (Beery): Raw score: 4 Age equivalent: 3 years -10 months
Test of Auditory Discrimination (Wepman): Janine was unable to follow directions at a level where she could complete the test.
Language Evaluation: A thorough investigation of Janine's language ability revealed that she has an expressive vocabulary roughly equal to that of a three-year-old child. Her syntax was poor, and much of her speech was unintelligible. She was initially very shy and unwilling to talk with the examiner.
Social-Emotional Evaluation: Teacher checklists and observations revealed that Janine is a very shy and quiet child. She shows no interest in playing with other children. She prefers to watch them or sit with toys. Her mother reports that she is very talkative at home. This difference should be evaluated, possibly by a home visit. The psychologist noted that Janine is very immature.
Present Test Results
Date of Testing: February 4, 1999 Chronological Age: 8 years - 5 months
WISC-III (Wechsler Intelligence Scale for Children-3rd edition): Verbal IQ: 80 - low average range Performance IQ: 85 - average range Full-scale IQ: 81 - low average range
WISC-III Verbal Subtests: Information: 8 - average range Similarities: 6 - low average range Arithmetic: 7 - average range Vocabulary: 7 - average range Comprehension: 6 - low average range
WISC-III Performance Subtests: Picture Completion: 9 - average range Picture Arrangement: 7 - average range Block Design: 7 - average range Object Assembly: 9 - average range Coding: 6 - low average range
Peabody Individual Achievement Test-Revised (PIAT-R): General Information: grade equivalent-1.4; percentile rank-16; standard score-95 Reading Recognition: grade equivalent-1.5; percentile rank-2; standard score-69 Reading Comprehension: grade equivalent-1.9; percentile rank-7; standard score-78 Mathematics: grade equivalent-1.1; percentile rank-7; standard score-78 Spelling: grade equivalent-1.1; percentile rank-2; standard score-69
Social-Emotional: Repeated classroom observations revealed that Janine is now an active member of the class. At times she is shy and reticent, but will participate with minimal encouragement. She has begun to express her feelings verbally and is accepted by her peers.
1. From the first to second evaluation, there were distinct changes in Janine's performance. Discuss these and indicate possible explanations for the differences. 2. What are some considerations regarding Janine's placement for next school year? What additional factors need to be investigated?