Iris module classroom assessment part 2 answers

An ADDITION MATERIALS ALL OF THEM ARE VIDEOS……..

https://www.youtube.com/watch?v=9ltvDNAsO-I

https://www.youtube.com/watch?v=HnMGKsupF8Q

http://www.screencast.com/t/zO9iMvS5C

https://www.youtube.com/watch?v=g4HQSw3csbI

what I want to do start from first one Iris, and discussion board

first one IRIS assignment/

course mates will complete this IRIS assignment.

Classroom Assessment (Part 1): An Introduction to Monitoring Academic Achievement in the Classroom

This Module discusses how progress monitoring can affect the academic outcomes of students, and it demonstrates how to implement curriculum-based measurement with a classroom of students. After going through all of the ISIS Module, answer both the Thought and Assessment questions.

http://iris.peabody.vanderbilt.edu/module/gpm/

this is the second ASSIGNMNET/ this is dissection board question?

This is an abbreviated forum! You only need to generate your personal response and read two other course mate submissions.

Vignette:

Kate returned from her first day of junior high and shared her first day experiences with her parents. Everything seemed fine, but Kate noted that none of past class mates were in her current math class and she already knew the concepts that were to be covered in her assigned math class.

Kate’s father called the school the next day and was able to meet with Kate’s math instructor that afternoon. The instructor explained that math classes were tracked on the basis of students’ cognitive abilities and since Kate’s ability score was less than 100 (70), she was placed in an average math group designed to work at a moderate pace to accommodate students who might struggle with math concepts.

Because all of Kate’s previous ability and academic assessments were well above average, her dad asked to see the actual results of her test. The current sixth grade instructor produced the computer printout with all of the students’ scores. She covered the names of all of the students except for Kate’s and showed dad the following:

Assessment

Cognitive Abilities Test

Stanine

Percentile Rank

T-Score

Cognitive Abilities Test

Verbal

Quantitative

Nonverbal

Composite

8

9

9

9

90th %ile

95th% ile

99th %ile

95th% ile

65

70

70

70

Iowa test of Basic skills

Reading 7.9 G.E

Math 8.0 G.E

95th %ile

99th%ile

Sure enough, the score the instructor showed to the parent (in bold) was 70 however, when father scanned the headings for each column; he found the words “T-Score)". The instructor had read the T- Score as a cognitive standard score, and this error made quite a difference. (Her mistake placed Kate’s ability in the low average ability range). Kate’s IQ, per an assessment for gifted classes, was 132. She did not belong in the lower math group, she belonged in pre-algebra.

Knowing the meaning of derived scores is essential when educational decisions are based on these scores.

For this discussion, generate a response delineating how you, acting as Kate’s counselor or advisor, would work to redress the harm experienced by Kate. (1) What would your discussion with the father mirror if he asked you to explain what was meant by the terms: G.E.,Stanine, percentile, and T-Score?, (2) Based on Kate's standardized scores, where does she fall in relation to her peers?, and (3) Do you feel that the math instructor, and school administrator each be equally held “accountable” for this error?

Those are some my classmates answers. I want you to responds to them from tow to four sentences. Don’t foget easy words and sentences structure.

First one/Burgrofp

1. If I was Kate’s counselor, I would take a few steps when addressing the situation. First, I would address the situation with the math instructor. I would not want to go over her head and transfer Kate right back into the class. As a staff, I would want to partner together to be a united front so I do not cross her. Second, I would bring the family and the math coordinator together to begin to mend the problem and work through it. I would suggest moving her up to the class she is supposed to be in and suggest the math teacher works to catch her up.

2. I would explain that the G.E. means her grade level she is on in math so she is around the 8th grade level. Then, I would explain that stanine. A stanine score is a number between 1 and 9, with 5 being average and since her stanines are all 8 and 9 that puts her far above average. Third, I would explain that her percentile means if she was with 100 of her peers, she would be the 95th most advanced student in that group. Last, I would explain that a T-Score means is just another measure that shows how far above or below she is compared to the average. Since 50 is the middle, and she scored 70, that means she scores well above the average.

3. I do not feel the school administrator should be held accountable for this error. Human error is in every set of data and it was one error, one time. If it were to keep happening, I think the administrator would be responsible in not trying to train her/him after the first initial mistake. They should all start becoming responsible once they continuously make the same mistake.

Second one/ cremer

Part 1

If I were the counselor or advisor, I would feel terrible that such a mistake was made! All of the results on Kate’s tests clearly show that she has above average abilities in math. After apologizing, I would take the time to sit down with Kate’s dad and clearly explain every aspect of Kate’s test.

G.E.: The Iowa Test of Basic Skills measures student performance in the areas of reading and math. “G.E.” stands for “grade level equivalent.” If you look at Kate’s score in reading, it shows a 7.9. This indicates that Kate’s knowledge in reading meets that of a typical end-of-year 7th grade student. Her math score is 8.0. In other words, Kate is performing at the level of a beginning-of-year 8th grade student. Seeing as Kate is a 6th grader, she is performing above and beyond that of a typical 6th grade student in this area.

Stanine: Kate received a stanine score of 9 in the quantitative area of her cognitive abilities test. A stanine score from 1-3 indicates below average performance. Scores ranging from 4-6 represent average performance. Kate scored a 9, which puts her at the very top of those who scored above average, ranging from 7-9. Her superior score means that she is in the top 4% of all test scores that were measured.

Percentile: If we continue on to look at Kate’s percentile ranking in her quantitative abilities, you will see that she is in the 95thpercentile. This means that 95% of students included in this test data scored lower than Kate. She is in the top 5% of scores in this area!

T-Score: Finally, let’s take a look at Kate’s T-Score of 70. The mean, or average, is 50. Kate scored 2 standard deviations above the average test score. This is good because it means that her test score is ranked significantly higher than that of the average score of her peers

Part 2

After reviewing all of Kate’s scores, it is obvious that she falls in a superior category in relation to her peers. Her placement in the current math class will not challenge her, and therefore, she needs to be moved to the pre-algebra class.

Part 3

I believe that the math instructor and the school administrator should both be held accountable in some way. The instructor, however, will bear most of the responsibility in this mistake. First of all, these terms explained above are mathematical terms! As a math teacher, she should be very familiar with all of these terms, and it is a little disturbing that such a mistake was made. If the math teacher made a mistake with Kate’s placement, who’s to say other mistakes were not made when placing other students? The school administrator does hold some responsibility because, as a leader of the school, he or she should make sure that the instructors are implementing the correct practices and keeping up professional development opportunities.

Third one/ -Spencer

If I was the counselor for Kate, I would schedule a meeting with her Math instructor and the principal at the same time. Before the year gets going you need to address the issue of Kate getting put in the wrong class. Kate will be extremely bored if she is put into a lower level Math class, she would basically be repeating things that she already knows. When students are put in classes that are too easy or too hard, students get bored and give up more than not. We don’t want a student as gifted as Kate to give up on school.

1. It is important to know your terminology before you sit down with a parent to explain any situation. This situation in particular so, Kate’s Dad, can understand what each term means and why she got the scores she did. Here are the terms:

· G.E: stands for “grade level equivalent” The scores Kate received for these a 7.9 in Reading which means 7th grade and 9 months ability level. In Math, she received an 8.0, which means she is right at the 8th grade level in Math. Kate is in 6th grade so being in 7thand 8th grade in two subjects is impressive.

· Stanine: this scoring system is looking at a range of abilities. Kate fall under the 9 for quantitative, nonverbal, and composite. For verbal she is at an 8 score. These scores are in a range of 7-9, which means above average intelligence. Anything above 9 is usually seen as genius.

· Percentile: is the percent of scores in the frequency of the test that is either equal or better than that score. If a student is scoring in the 90th, 95th and 99th percentiles like Kate is then she has some of the top scores of the assessments. The 99th percentile could mean she only missed two, one or zero on the test usually. Making the 99th percentile the highest you can receive.

· T-score: for a T-score the average is set at a score of 50. Anything below 40 is considered below average. Kate scored 65 on one test and 70 on the other tests, which means she obviously scoring in the above average category.

1. Kate is scoring higher than almost all, if not all of her students. When you score in the 99th percentile in some test and 2 grades above in others she is very smart. I believe there was confusion on the scores because a 70 is seen as C or D in most schools today and really a T-score of 70 means above average or genius. I believe the counselor needs to do something about this misplacement, but Kate’s family shouldn’t cause a scene over it. Kate does deserve to be in pre-algebra though.

2. I believe there is fault in both sides of the math instructor and school administrator. They should have been looking at these scores more in depth and reviewing them multiple times. I know they are probably looking at 100+ test scores when they review them, but they need to be efficient with this process. I think they both owe Kate and her father an apology and should work on in the next week getting her in the pre-algebra class without much issue. If students or teacher in the pre-algebra class ask why she is moving now, just say there was a miscommunication in results of her standardize test.