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Date: April 10, 2011 Name: R.E.R.

Birth date: July 25, 2002 Chronological Age: 8 years, 8 months, 2 days Grade: 3 School: Elementary School

General Testing Information: Test Administered: Kaufman Test of Educational Achievement, Second Edition Brief Form (KTEA II Brief Form) Date of Testing: Sunday, March 27, 2011 Administrator: Nicolette Sabatino Reason for Testing: Class Assignment for SPED 424

Rapport/Background: The examinee is a second cousin to the administrator. The child was very excited for the exam as well as very opened to participation. There was a discussion of school and grades prior to taking the exam. This conversation only encouraged more enthusiasm in the student. Since the examinee has grown up with the administrator, the testing situation was very relaxed which allowed the student to be more at ease during the exam. The student is in the 3rd grade and attends a public elementary school. After discussing with the examinees father, the student seems to be very bright. She does well in school and one of her strengths is her reading skills. The only trouble the examinee has in school is problem with being neat. According to the teacher, the student rushes through a lot of her work, sometimes making errors that normally would not be made if the student took their time. The student has been attending a school setting since she was a two years old attending an academic day care. Her favorite subject is reading, and the Harry Potters are her favorite books. Her past time is spent playing sports such as soft ball, basketball, soccer, and swimming. According to family, she is a great player and as great sportsmanship. At age of the 3, the examinees parents divorced. According to the father, the child has been doing great at adjusting to such a chaotic lifestyle of going and back and forward from house to house, and making the best out of life.

Testing Observation: The examinee is 8 years, 8 months, and 2 days old. She is of average weight and height. She is in very good physical condition. On the day of test being administered, the examinee was feeling very well, and seemed to be her normal, happy, energetic self. In the beginning of the exam, she was excited, and seemed interested in the first few questions. During the reading part 1, she responded quickly, without hesitating on most of the pronunciations. When the examinee was shown more difficult words, she stated that she was not able to pronounce them. When asked to try, the examinee orally sounded out the word the best to her ability. The student did very well in Reading Part 2. Since she was using good reading skills, such as referring back to the text, she was able to answer most of the questions correctly. The student did seem as if this part of the exam was boring, and at times asked if the test was almost done. The student was very successful during the math portion. She seemed a little more excited as well more confident in this section. She utilized the use of scratch paper when prompted to use it. For problems that discouraged the use of scratch paper, she used other strategies, such as counting by 5s, using her fingers and so on. The student would talk out the problem in her head and at times would catch some of her own mistakes when checking back on her work. She followed all of the directions, and was very patient. She had a little difficulty during the writing portion. She had a hard time figuring out punctuations, but she continued on through the test until told to stop. Her attention span was well focused, and the student stayed on track. Due to her good attention span, and successful responses, the test took about 40 minutes to complete. This was due to her great success on Reading Part 2. Reading the passages and then taking the time to refer to the text to figure out the answer seemed to have taken the longest. The focus of the test never changed and this led to a successful administration of the assessment. Test and Procedures Used: To practice administrating an assessment, the administrator used the Kaufman Test of Education Achievement, Second Edition Brief Form. The levels of groups for which the exam is intended for is grades K-12 or age range from 4.6 (4 years 6 months) 90 years old. The KTEA II Brief Form norm is referenced through two ways. There is an age norm, and there is a grade norm according by semesters. The grade norm description refers to students K-12, seasons (fall or spring), race/ethnicity, gender, and it uses mothers education to determine SES. Age norm is generally the same as grade norm it includes people from the age of 4.6 years 90 years old. People who are 18 years old or older use their own education as an indicator of their own SES. The purpose of the exam contributes to screening, monitoring achievement, making placement decisions, testing large populations, and research. The exam measures 3 different subject areas, Reading (including 2 parts, comprehension and recognition), Mathematics, and Written Language. Each subtest asks for specific tasks while testing. For Reading part 1 (Recognition), when the examinee is shown letters and words in the examiners book, the person or child must correctly pronounce and verbally identify the words or letters of gradual increase in difficulty. For Reading part 2 (Comprehension), when the examinee is shown simple instructions in the examiners book, the examinee must read and respond to the instructions correctly. On later items, the examiner reads a passage and gives oral answers to literal or inferential questions. For the Mathematics portion, when the examinee is shown items in the examiners book, the examinee must respond orally to test

items that focus on the application of mathematical principles to real life situations, and write solutions to mathematic problems printed in the response book. For the last portion, Written Language for grades 1 and up, when the examinee is shown the examiners response booklet, the examinee must completes writing tasks embedded in a newsletter about dogs. These tasks at that level include adding punctuation and capitalization, filling in missing words, completing sentences, and writing original sentences. Assessment Results: According to the Kaufman Test of Education Achievement, Second Edition Brief Form Manual, the examinee earned the following scores. Subject Raw Score Standard Score 90 % Band Percentile Rank Grade Equivalent For Sub Tests 8.2 4.4 6.4 Age Equivalent For Sub Tests 13.8 9.9 12 Description Category

Reading

53

146 112 114 128

Mathematics 36 Writing BAC 67 372

+/-7 139-153 +/- 9 103-121 +/- 11 103-125 +/-6 1-126

99.9 79 82 96

Upper Extreme Average Average Above Average

The results and scores were all taken from the KTEA II Second Edition Brief Form Manual. All the scores were based on the grade norms for spring semester. The scores are all indicative of students similar to the examinee who took the same assessment. The scores provided here were determined by the number correct out of the total number of questions given. These scores were then compared to the norms stated in the KTEA II Brief Form Manual. Each section of the assessment was completed by the student. According to the manual, the student was supposed to stop after having a certain number of errors in a row for each sub test. For reading part 1, the words were becoming too difficult for the student to pronounce on their own. After four errors in a row, the examinee finished till the next break then ended that portion of the test. For reading part 2, it seemed as though the child was getting bored, and instead of referring back to the text, like she had been doing earlier, the examinee was taking random guesses just to hurry through. Once the student made 4 errors in 5 consecutive items, the portion of the test was stopped at the next break. For the mathematics portion, the student simply did not know how to do certain problems because the examinee was not taught a particular mathematical method yet. An example of this is when the student came to division problems. Once the student made 4 errors in the row, the test was stopped at the next break. For the writing portion, the student seemed to be rushing through the final part of the exam; misspelling words, and forgetting apparent punctuations and capitalizations. Once the exam was over the test was scored. The administrator combined the reading raw score. The reading raw score includes both, part 1 (recognition) and part 2(comprehension). Using the raw score, the standard score, percentile rank, and grade and age

equivalence can be found as well as a descriptive category of the childs performance. For the student, her standard score of 146 on reading was determined to be an upper extreme performance when compared to others like her who took the same assessment. This was not surprising since the students favorite subject was reading. It seems to be her strength. Her equivalent grade level for reading was 8th grade fall semester. For Math, her standard score was 112 which compared to others like her who took the same test, she performed average. Her standard score was equivalent to grade 4 fall semester. This seems accurate since she will be entering 4th grade next year. The age equivalence seems about right as well since she will be turning 9 in July. The students writing standard score of 114 was average compared to others like her who took the same assessment as well. Her grade equivalence was 6th grade fall semester and her age equivalence is 12 years. These two equivalences are a little higher than what the students actual age and grade are. I think this is because the student did perform well on the writing portion. The student comparatively performed the best in reading subtest compared to the other subtests, but writing was not far behind. Overall, the students overall composite score was above average compared to students like her who took the same assessment. Summary and Conclusion: The student performed at or above grade level for all of the sub tests. The student performed particularly the best in the reading portion. The student exhibited good understanding of vocabulary, and had good fluency when it came to reading the passages in Reading part 2. While observing her during the writing portion, the administrator noticed that the student had a good basic understanding of sentence structure and spelling. Original sentences were well constructed, and use of punctuation and capitalization was utilized. Math seemed to have been her weakest. Her mathematical performance was equivalent to fourth grade, first semester. She used many different mathematical strategies to help herself in finding the answer. She counted with her fingers, she counted out loud, and she used bench markers such as 5s and 10s. She utilized the scratch paper when told she was allowed too. The student seemed very confident in the problems that she has actually gone over in school, but problems the student was not familiar with were very difficult. It may be beneficial for the student to have additional instruction in mathematics to help further her educational abilities. With further instruction, the student may learn more strategies that help with more difficult problems, as well as develop connections between mathematical concepts. Any instruction technique would seem to benefit the student, but the more the student is enriched with mathematics, the greater the benefit.