Curriculum Assessment Project Student Learning Outcomes aligned with this requir

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Jul 26, 2022

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Curriculum Assessment Project
Student Learning Outcomes aligned with this requirement:
1. Identify how language, culture, and family background influence the learning of individuals with exceptionalities [CEC Standard 1.1];
3. Administer technically sound formal and informal assessments that minimize bias [CEC Standard 4.1];
4. Use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities [CEC Standard 4.2];
5. Engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them [CEC Standard 4.4].
The purpose of this project is to practice applying the content discussed in class through further examination of norm-referenced tests. **100 points
You will be required to administer a standardized norm-referenced test of academic achievement with a K-12 student with a disability. Achievement tests are designed to measure academic progress and what the student has learned and retained from the curriculum. You will be learning to conduct individually administered screening achievement tests used frequently by educators by implementing the tool with a partner and scoring. The WIAT and PIAT assessments are located in the libraries on the Dobbs Ferry, Bronx, and Manhattan campuses. They may also be accessed within your places of employment given consent from a school administrator. You are required to submit a paper including all of the components below. excluding supplementary materials (e.g., testing documents, reference list, cover page). Please use the headings (below) to delineate each section of your report.
The components of this assignment are:
Select a student.
Provide a description of a student for whom you will be assessing:
Include age, grade, type of classroom setting, cognitive, social, and behavior skill levels of the student. Using information from the course text (Salvia & Ysseldyke, 2017), also briefly explain how language, culture, and family background influence the learning of individuals with exceptionalities.
Select an academic achievement test (Woodcock Johnson, Peabody Individual Achievement Test, and Wechsler Individual Achievement Test).
See posted announcement on how to obtain an assessment. Identify the constructs measured in the test selected.
What skills are being measured? For example, if you select reading, is the sub-test measuring letter/sound awareness, reading fluency, etc.? For the subtests you administer, make sure to describe what each subtest requires the student to do (e.g., read passages and answer questions, add two-digit by two-digit numbers without regrouping, etc.).
Identify strengths and weaknesses of the test selected. Be sure to discuss bias and cultural/linguistic diversity, citing appropriate sources.
Read directions to the test prior to administration.
Summarize how you administered the assessment.
Administer the test to your student (any four subtests) and record responses on the scoring sheets provided with the assessment, if applicable, or record on your own self-developed recording sheet.
Convert to a PDF and attach with your project. Please provide legible, professional documents. Attach all scoring sheets as one PDF document. Identify raw scores based upon your student’s responses.
Report raw scores and convert them to (a) standard scores, (b) percentile ranks, and (c) either age-or grade-equivalents. If you use an electronic scoring program, condense your results to report only the scores requested above. Place your scores in a table.
Describe what the scores mean.
As you interpret scores, provide examples of the student’s strengths and weaknesses across the areas assessed. Your interpretation should be detailed, explaining each type of score in relation to the student’s progress. Identify how you will use results as a means of curricular assessment.
Discuss how you will use the results to modify instruction and/or provide interventions for the student. What evidence-based interventions will you provide? Identify and discuss at least three using APA in-text citations to document your source Even if the student is making progress, you must still describe evidence-based interventions that would further facilitate this student’s growth. Provide an APA reference list at the end of your paper.

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