Krissy Sekuterski

Susan Hart
Jess R.
Education Evaluation
Part II 60 points
E. Test Behavior & Results (14 pts):
1. Test Behavior (e.g., see Spinelli). Include specific descriptions of behavior that
support your observation, and how these behaviors could influence the accuracy of the results.
a. Attentiveness, distractibility; ability to transition to different tasks; activity
level; reaction to testing situation, including to the length of test sessions.
Very focused, wanting to please, tried hard, when assessment
questions were getting progressively more difficult, she re-read
question and was more attentive.
b. Degree of cooperation demonstrated; following directions; response time;
types of questions student asked.
Very cooperative, enjoyed the testing process. Responded well to the
assessment questions at an appropriate response time. Student didnt
ask any questions, rather gave comments when items were becoming
more difficult; for example, she would say I dont even know what that
is, or I never heard of that before.
c. Quality of rapport developed with examiner. Also address student's apparent
degree of comfort, confusion, anxiety, need for reassurance.
Student is familiar with the examiner. Student was testing in a room
that she was also comfortable in. When the assessment was starting to
get more difficult, the student would look for reassurance and
appeared to be uncomfortable when she didnt know the content.
d. Also comment on any other factors that might lower the student's scores, e.g.,
communication skills, cultural/linguistic background, learning style, emotional/social
adjustment, any medical, sensory or physical concerns. (If none are known, state this.)
no factors or concerns were evident that would play a factor in
lowering the student scores.
2. Results of Individual Assessments, organized by domain/subject area. Report on
more general assessments first; then proceed to more focused assessments. Provide specific
results of each test administered; include your interpretation of the results.
a. Formal assessments.
b. Woodcock Reading Mastery Tests, Form G
Score Report
Lola demonstrated the highest scoring in word attack, word
comprehension, and word identification areas.

Lola also demonstrated her lowest scoring areas in letter

recognition and passage comprehension. Although Lola
scored lower in these areas, her scores surpassed her age and
grade level expectations.
Lola scored in the 81 percentile for visual-auditory learning,
78 for letter identification, 99 for word attack, 99 word
identification, 99 for word comprehension and 97 percentile
rank for passage comprehension.

Item Analysis

Standard Deviation: Lola had a standard deviation of 100 in

visual-auditory learning, a standard deviation 96 letter
identification, a standard deviation 135 word identification, a
standard deviation 136 word attack, a standard deviation 137
word comprehension, and a standard deviation of 128 for
passage comprehension.
In the visual-auditory learning section, Lola had a pattern in
errors in the words and, and by. She then had a two other
errors outside of the pattern. She did show strength in the
general vocabulary words. In the letter identification section,
a basal was determined to begin at letter number 23, and a
ceiling affect was seen on number 51, where there were six
consecutive incorrect responses.
The pattern that is seen is that Lola has a difficult time
determining cursive letters that do not resemble their print
counterparts. In test three, letter identification, Lola began
with a basal starting at number 29. Lola did well until
reaching around number 68 where she began to incorrectly
identify every 2-3 words. When Lola reached the ceiling, it
was at number 102 with six consecutive incorrect responses.
These words became high level vocabulary words that
standard adults may have a difficult time pronouncing and
reading.
Lola indicated a strength in Word Attack, where she began
with no basal, and completed the entire test with no ceiling.
Throughout the entire test Lola only incorrectly answered five
of the sounds or syllables. There is no present pattern for the
errors.
Test five is made up of three areas of word comprehension,
including antonyms, synonyms, and analogies. In test 5A, for
the antonyms, the ceiling was reached when Lola had six
consecutive errors at question 23. There are no recorded
words that Lola identified incorrectly, indicating that Lola

chose not to respond. In test 5B, synonyms, Lola reached her

ceiling when she had six consecutive errors, with no recorded
responses at question 25. During test 5C, analogies, Lola
reached her ceiling with six consecutive errors at question 48.
There are no defined patterns in her errors, although the
responses she provided show similarities to the provided word
looking for analogy.

Estimated Accuracy of
Results

Test six, passage comprehension, was one of Lolas lower

scoring areas. Lolas basal began at number 7 and her ceiling
affect was at number 50. When Lola reached the ceiling of
six incorrect responses, the pattern indicated was that Lola
had a response for almost of the ceiling effect, at question 50.
Skill
Number
Percentage Rate
Correct/Number
attempted
Visual Auditory
120/134
90%
Learning
Letter
40/51
78%
Identification
Word
82/102
81%
Identification
Word Attack
40/45
89%
Word
13/23
57%
Comprehension
Antonyms
Word
10/25
40%
Comprehension
Synonyms
Word
32/48
67%
Comprehension
Analogies
Passage
38/50
76%
Comprehension
The test results should be considered an accurate estimate of
Lolas abilities. The test results indicated higher levels of
understanding an application than anticipated. Given the tests
previously analyzed reliability and validity, as well as the
students behaviors, attentiveness, and rapport with the test
administrator, we have no concerns regarding the reported
scores at this time.

Woodcock- Johnson III Normative Update Tests of Achievement (Form B)

Score Report
Cluster/Test
Relative
Standardized Score
Performance
(Mean of 100,
Index
Standard deviation

Broad Reading
Broad Written
Language
Brief Reading
Brief Writing
Written Expression
Letter-Word
Identification
Reading Fluency
Spelling
Writing Fluency
Passage
Comprehension
Writing Samples
Skill

Item Analysis

Letter/Word
Identification
Reading Fluency
Spelling
Writing Fluency

Estimated Accuracy of
Results

100/90
100/90

of 15)
129
141

100/90
100/90
99/90
100/90

129
138
133
134

99/90
100/90
99/90
99/90

133
146
131
118

100/90
Number
Correct/Number
attempted
62/75

128
Percentage Rate

50/50 (timed, 3
minutes)
45/57
18/18 (timed, 7
minutes)
30/40

100%

83%

79%
100%

Passage
75%
Comprehension
Writing Samples
19/24
79%
The test results should be considered an accurate estimate of
Lolas abilities. The test results indicated higher levels of
understanding an application than anticipated. Given the tests
previously analyzed reliability and validity, as well as the
students behaviors, attentiveness, and rapport with the test
administrator, we have no concerns regarding the reported
scores at this time.

b. Informal assessments.
Common Formative Assessment, current grade level. This assessment is a district test
administered to show growth in the academic year. The assessment aligns with the curriculum
and the common core state standards.
i.
Student received a 93% on End of Year post-test for ELA, missing one out of 15
questions. Student score is a level 4 scoring at an above level category.

ii.
iii.

Student responses are unavailable. No access to assessment is available. Scoring

at a level 4 on the assessment indicates that student has mastered content for grade
level. Material may not be challenging enough for the student.
Graded assessment unobtainable.

Spelling assessments are given at the end of each week. Spelling words align with skills being
taught within the curriculum, such as a_e pattern words like cake or make.
i.
Student receives 100% on all spelling tests. Student is reading significantly above
grade level and performance indicates that student abilities are above what is
being measured in the weekly grade-level spelling tests.
ii.
Scores indicate that student has mastered spelling words for grade level.
iii.
Graded assessments unavailable. Appendix includes spelling words for tests given
in the last 4 weeks, in which student has received a perfect score.
Weekly written work measures student writing ability, to sequence written response questions,
find details to support a topic, writing a narrative text.
i.
ii.
iii.
iv.

Student written work is exemplary. She is able to

Student score is a level 4 scoring at an above level category.
Student responses are unavailable. No access to assessment is available. Scoring
at a level 4 on the assessment indicates that student has mastered content for grade
level. Material may not be challenging enough for the student.
Graded assessment unobtainable.

F. Evaluation Summary (15 pts): See Spinelli.

1. Summary Statement (refer back to reason for referral, include general impressions of
the student).
The integrated co-teacher has referred Lola to be assessed for an evaluation of
gifts and talents. She has shown exceptional performance and achievement in both ELA
and math.
The expectation of evaluating Lola for gifts and talents is to provide information
to the parents in order to pursue enrichment programs. The information will also provide
educators with information that can be used to extend Lolas learning within the 2nd
grade general education classroom.
Lola has not been formally identified as a student that may be gifted and talented.
Special services provided at this time include enriching the curriculum with differentiated
instruction, extended learning centers, independent work, and computer time for more indepth research on lessons in ELA.
2. Instructional levels, strengths/needs, instructional implications.
Lola has high expressive language skills. She often tells
elaborate stories about personal experiences, and goes in depth

when explaining a concept learned in class. She is also able to

explain learning in her writing with complex writing skills showing
sequence of events with an introduction, details and conclusion.
She often persists with a task until she masters it. She has selfcontrol and shows great discipline in the classroom and with
curriculum.
Lola is assertive and often a leader in group activities and
within the classroom. She has a strong character and is able to
express ideas to achieve a goal. Lola likes to help others and is
able to explain steps to a problem for others to understand
learned material.
Lola likes to explain reasoning, looks for extended learning,
and often correlates prior knowledge to new material in a lesson.
a. For each subject area or domain assessed, estimate and
describe the students instructional level (consider the skills that you
can collect data for and the grade level at which those skills are
taught):
- Include the approximate grade level at which s/he is
performing. (Reminder: the best source is in-depth informal
assessments that are closely related to the local curriculum; do
not use grade-equivalent scores from standardized tests. Also
consider background information gathered for Part I)
- Synthesize relevant results from the various
assessments, to help your reader make sense of them. (Do
not simply repeat results from previous sections.)
- How do the results connect, support, or contradict
each other? If there are conflicting results, explain why you
think this may have occurred (consider factors such as
variations among test formats, student's test behavior,
etc.).
Lola was assessed on her reading skills through the
use of the Woodcock Reading Mastery Test Form G and
Woodcock- Johnson III Normative Update Tests of
Achievement (Form B). Through the use of two different
assessments it is determined that Lola is currently
performing consistently throughout the two tests is
approximately a 7th grade reading and writing level.
During the Woodcock Reading Mastery Test Form G,
Lola scored an 8th grade equivalent for basic skills, 5th
grade reading comprehension skills, and an overall reading
cluster of a 7th grade equivalent. The Woodcock- Johnson
III Normative Update Tests of Achievement (Form B),
indicated that Lola is currently performing at a 6th grade
broad reading level and a 6th grade brief reading level.

Lola is presently performing at a 7th grade broad written

language level and 10th grade brief writing level. Lola is
currently performing at a 6th grade written expression
performance layer.
Looking at informal assessments, Lola scored a 93%
on the End of Year post-test ELA only missing one of 15
questions and scoring a 4- an above level. Scoring at a
level 4 on the assessment indicates that student has
mastered content for grade level. Material may not be
challenging enough for the student. Through informal
assessment Lola receives a 100% on all grade level
spelling tests that are administered weekly. Comparing the
informal assessment of spelling tests and the standardized
testing Lola would most likely be able to perform at or
about a 6th or 7th grade level.
In the Woodcock- Johnson III Normative Update Tests
of Achievement (Form B), Lola indicated a grade level
performance of a 6th grade written expression, 7th grade
broad written language, and a 10th grade level in brief
writing. Weekly written work measures student writing
ability, to sequence written response questions, find details
to support a topic, writing a narrative text. Student written
work is exemplary. She is able to. Student score is a level 4
scoring at an above level category. Student responses are
unavailable. No access to assessment is available. Scoring
at a level 4 on the assessment indicates that student has
mastered content for grade level. Material may not be
challenging enough for the student. Graded assessment
unobtainable. In comparison to informal writing
assessments Lola would most likely be able to perform
consistently at a 7th grade level.
b. For each subject area or domain assessed, describe the students specific
strengths and relative weaknesses/needs. Use (and attach) relevant Checklist(s) to
Guide Description of Student1 to help you comment on specific gifts and talents,
strengths and needs. Consider gaps as potential objectives (for Section G, below).
c. Implications (provide meaningful and helpful information for instruction).
In a general sense, what does the above mean for teachers working with
this student? For example, does the student seem to need more advanced or more
basic work than classmates? (Recommendations will be outlined in detail in the
next section.)
What skill area(s) seem to be priorities for upcoming instruction?
Preview general areas of instruction that will be developed in detail for section G.
1

G. Recommendations (13 pts):

1. Recommended Supports.
a. Modifications and/or Adaptive Devices Needed. Include curriculum
modifications (more basic or advanced material), opportunities for creativity,
instructional and test modifications, assistive/instructional technology, behavior
management, etc.). Consider whether any current modifications should be continued into
the future.
b. Additional Testing Needs. If further evaluation in any specific areas seems
needed/helpful, make those recommendations here.
c. Supports for Staff (push-in assistance, staff development in specific topics,
collaboration time with specific personnel, assistance with modifying
materials/curriculum, etc.).
d. Any other recommendations or services needed for the student.
2. Suggested Instructional Goals (3-5).
a. What skills/concepts are most important for the student to learn in the
upcoming 6-9 months? Follow Mager.
b. Include the rationale for each objective (i.e., why you think it will help meet
needs outlined in your "Results" and "Evaluation Summary" sections above).
3. Research-based Instructional Strategies
Schools that have a strong belief in art programs, including visual arts, performance arts,
music, or creative writing maintain the idea that creative thinking approaches to problem-solving
are important to areas of study such as mathematics, reading, science, and history (Miller, &
Hopper, 2010). Students who develop these strategies often have a more flexible way of
thinking through problems than students who do not (Miller, & Hopper, 2010. Creative writing
is more than transferring knowledge and possessing language usage ability (Akdal, & ahin,
2014).
Creative writing is a difficult skill to acquire for students and should be taught using
different techniques and methods. Effective creative writing has eight dimensions, originality of

ideas, fluency of thoughts, flexibility of thoughts, vocabulary richness, sentence structure,

organization, and writing style and grammar (Akdal, & ahin, 2014).
Creative writing requires imagination, creative thinking, as well as subjective statements
to some extent; through creative writing activities, students are provided the opportunity to write
more and write more effective, creatively, and freely (Akkaya, 2014). Creative writing is an
outlet where students are able to express their feelings and opinions without the pressure of being
judge; students use their mind and imaginations in the writing process to gain target writing
outcomes as well as to write with pleasure. While teaching creative writing, an educators goal is
to support students writing and never judge, critique, or try and persuade a student into writing
something differently; students need to be supported while narrating, describing, observing, and
brainstorming ideas, and should not be expected to produce uniform pieces (Akkaya, 2014).
The creative writing process is described as a process that enhances a students creativity,
confidence, feelings, and opinions; students with developed creative writing skills often have
developed imagination, creativity, thinking skills, and their ability to express themselves
(Akkaya, 2014).
Strategies to enhance creative writing include concept mapping, journaling, and
comparing works of art (Miller, & Hopper, 2010). Before a student begins an assignment have
them do a concept map. The student would then be responsible for choosing a topic of interest,
and completing a concept map through research, and design that they can share with their peers.
Although this is more structured creative writing, students are given freedom in choosing their
own topic. Journaling is a strong area for creative writing (Miller, & Hopper, 2010). Students
are able to carry a journal with them and can write in them at any time or any place; they are able
to think out their ideas and write them down without judgment. Although this is one strategy for

journaling, there are several different adaptations that can be made. Comparing works of art
through creative writing would provide a starting point for students, but the opportunities to
write would be endless; this is also a strategy that could be adapted within the classroom
curriculum (Miller, & Hopper, 2010).
Students with positive attitudes towards writing, and creative writing, often have
pleasure from their accomplishments encouraging further success (Akdal, & Sahin2014)
Creative writing skills often can not be improved by conventional methods, and require further
support than traditional writing (Akdal, & ahin2014). Therefore creative writing is a positive to
enhance a students writing who has accomplished classroom level goals and expectations.
H. References (3 pts):
Akdal, D., & ahin, A. (2014). The Effects of Intertextual Reading Approach on the
Development of Creative Writing Skills. Eurasian Journal Of Educational Research (EJER), (54),
171-186.
Akkaya, N. (2014). Elementary Teachers' Views on the Creative Writing Process: An
Evaluation.

Educational

Sciences:

Theory

&

Practice,

14(4),

1499-1504.

doi:10.12738/estp.2014.4.1722
Miller, S. R., & Hopper, P. F. (2010). SUPPORTING READING GOALS THROUGH
THE VISUAL ARTS. Reading Improvement, 47(1), 3-6.