Educational Evaluation Report1

Purposes: This project provides you with experiences important to teachers of students with
exceptionalities. These include:
Working as a collaborative team
Procedures to gain permission to evaluate the student's gifts and talents.
In-depth knowledge of the student from multiple perspectives, using a variety of tools.
Hands-on experience selecting, conducting, scoring, and interpreting multiple assessments that (formal,
informal, alternative) to meet the testing needs of the student.
Applying assessment results to make recommendations to adjust instruction and enhance ongoing
learning progress, in a professional report appropriate for presentation to the referring teacher and
multidisciplinary team.
Job descriptions vary from place to place, but Master's-level educators with these responsibilities include
gifted education teachers, special education teachers, and educational diagnosticians (specialists in
teaching and assessment; for more information about this position, see
http://www.personnelcenter.org/edu_diag.cfm (National Center to Improve Recruitment and Retention
of Qualified Personnel for Children with Disabilities Personnel Improvement Center).
Perhaps the most important purpose of this project is its service learning aspect. You will provide the
student's educational team with an in-depth analysis of his/her individual gifts and talents, strengths and
needs, along with recommendations for individualized goals, research-based instructional strategies, and
other supports and modifications necessary for an appropriate education.
Overview: For this project, you will work in a small group (2-3) to conduct your own evaluation of a
student who may be gifted/talented.
You will administer individual assessments (formal, informal, alternative); you will also conduct
interviews and observations, collect work samples, and review the student's records. You'll analyze and
synthesize this information to understand the student's gifts and talents, strengths, needs, interests and
preferences. Finally, you will make instructional recommendations for the student (what should be
learned, strategies and supports for teaching) based on the results of your assessments.
Your final report should be suitable for presentation to the teacher and/or parent referring the
student, and the multidisciplinary team responsible for the student's program.
NOTE: Part of being a professional is being able to express yourself in a professional manner. This
includes "code switching" from everyday speech to writing with the professional tone expected by readers
of formal evaluation reports.
Ex: Formal assessment reports are generally not written in the first person (e.g., "I think").

1 I care about how your work is judged by the recipients of your report. Your final grade includes: 80
points total = 75 pts as outlined + 5 pts based on instructor's assessment of writing quality
and professionalism (including mechanics, clarity, professional tone, degree to which responses
thoroughly address each part of the outline).

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Part I (20 points)
Student Project Disclaimer: Readers of this report are asked to interpret the results and
recommendations with the understanding that it has been developed as a project for a graduate-level
assessment course. The author is a qualified teacher in an advanced academic program. The contents
may be limited by the as-yet-developing expertise of the author, time limitations of the course, etc.
A. Student Data (1 pt)
1. Student's Pseudonym (unless the parent has given written permission to use the student's
real name) M.H.
2. Date of Birth, Age- M.H. was born on June 7, 2002 and is 13 years old.
3. Current Placement: Type of class, grade level, location, number & age-range of classmates,
number of students with and without exceptionalities (gifted/talented &/or disabilities), number of staff,
and by whom the class is primarily taught (general, gifted, or special education teacher), type and amount
of any push-in support available to students in this classroom.
M.H. is 13 years old and participates in the 7th grade general classroom curriculum. For math,
M.H. participates in the 8th grade curriculum. In core classes 1 general education teacher is present. An
aide may be present in other classes for students with disabilities (district participates in inclusive
classroom environment). M.H. participates in a program called Liberty partnership to work on her large
workload for one period a day. M.H. has a large workload because of her advanced mathematics class as
well as because she enjoys doing extra credit projects.
4. Date(s) of Evaluation. For Part I, use projected times and dates (when you are planning to
assess the student); for the final report, use actual dates. First, administer more general or broad-based
assessments; then, fine-tune your understanding of the student with more focused assessments.
March 2nd, 2015 between 10-11 am- The multiple intelligence questionnaire for children, Three minute
reading passages, Upper Level Spelling Inventory.
March 4th, 2015 between 10-11 am- Roe Burns Independent Reading Inventory
March 24th, 2015 between 10-11am- Gates-MacGinitie 7-9
April 8th, 2015 between 10-11am- Peabody Picture Vocabulary Test
B. Referral Information (3 pts.)
1. Describe:
a. The reason that you have been asked to assess the student (particular
interest or concern of the educators or parent referring the student, e.g., an
exceptional ability to reason and learn, exceptional performance or achievement (in
top 10% or rarer) in an area (e.g., mathematics, music, language, painting, dance,
sports) and
M.H. portrays a high maturity level for her age and has shown to complete outstanding work
(very complete and thorough). She has shown an exceptional performance in the academic
subjects Math and English. The reason for this particular referral is because of M.H.s exceptional
performance in English Language Arts. Her current English teacher believes that M.H. is capable
of doing higher level work and may be able to be in an advanced English class next year.

b. How the student is expected to benefit from the evaluation of gifts and
talents.
M.H. is expected to benefit by finding out what her strengths are in subjects (more
specifically sub topics). She is also expected to benefit by having evidence of her high
performance in English Language Arts in order to be recommended for a higher level
English course when she is in 8th grade.
2. If the student has been formally identified as having special gifts/talents (and/or
a disability), explain (including IDEA classification, if applicable). Also note special
services the student receives (if any), including the weekly amount for each.
The student is not identified under an IDEA classification. M.H. participates in the 8th grade math
curriculum for one 45 minute period a day, 5 days a week. M.H. was recommended by previous teachers
and was placed in this class because of her exceptional performance in the area of mathematics.
3. Attach completed Referral Form with "Intervention History" (provided at end of
this outline).
C. Background Information (8 pts): Record review (both cumulative and confidential files) will important
here, along with your other sources. Unless you're the student's teacher, you'll likely need written parental
permission for record review.
1. Family History. (NOTE: If you are unable to interview the parents, you may
gather this information from student records &/or interviews of school personnel who
know the student well).
a. Family composition (e.g., number of people in the home, ages of siblings,
etc.) and socioeconomic status (e.g., parents occupations, etc.).
In M.Hs household there are six individuals that live there including M.H. The individuals
include her mother, her father, and her three younger siblings. M.Hs socioeconomic status is
high/middle class. Her mother in a speech pathologist and her father is the director of technology
at St. Bonaventure University.
b. Cultural and language background. Include at least continent of ancestry
(nation if known) and primary language. Describe any known speech/language
factors that may impact the test results, including verbal ability, etc. For English
Language Learners, proficiency in both languages must be addressed.
M.H. is European American and her primary language is English. There are no
speech/language factors that may impact the test results. M.H. takes another language
than English, Spanish.
c. Family history of exceptionality (gifted/talented, disability).
No history is disabilities or gifted/talented in M.H.s immediate family.

d. Medical background (including vision, hearing, allergies, health

concerns). If sensory or other physical problems are suspected, consult with
medical personnel re: potential impact on test performance, learning, and
behavior. List any medications that impact school performance, along with how
they impact the student.
M.H. is visually impaired and wears glasses at all times.
e. Peer relationships, social adjustment, extracurricular and community
involvement.
M.H. enjoys working closely with a friend K.K. who is at a similar learning level. M.H is involved
in many school extracurricular activities including orchestra, Helping Hands Club, Whale Watch
Club, and has participated in the school spelling bee.
2. Educational History.
a. Attendance record (include frequent moves, if applicable).
M.H. has a good attendance record, she is only known to miss school if she is sick.
b. Achievement.
i. Briefly summarize learning strengths (and problems, if applicable).
M.Hs learning strengths include math and science. She enjoys these subjects and
excels in these.
ii. Summarize report card performance.
Still waiting for report card from teacher as ESchool has been done so no access.

iii. Note preferred learning modalities/methods.

M.Hs preferred learning modalities/methods are writing it down. She learns
through taking detailed notes. She also enjoys when her teachers supply study
guides for her to study from.
iv. Note any acceleration (or retention), other educational
placements, etc.
M.H. participates in the 8th grade math curriculum.
v. If any individual standardized testing has previously been
completed for the student (e.g., testing for exceptionalities),
summarize results here. Include the date and unabbreviated name(s)
of test(s).
M.H. participated in the Standardized Test for the Assessment of
Reading (STAR Reading). The purpose of this assessment is to provide teachers
with information about their students reading levels as well as to keep track of
student growth (retesting 2-3 times a year).

When looking at the results, M.H. tested in the 89 percentile rank for
students across the country who took this test. Her grade equivalent was 12.9+.
M.H. test performance is better than that of an average post-high school student.
Her instructional reading level is 11.5 which means M.H. would be best served by
instructional materials prepared at the eleventh grade level.
M.H.s scaled score is 1298 which is at/above benchmark. M.H.s scaled
score is based on the difficulty of questions and the number of correct responses.
Her lowest score was an 88 on integration of knowledge and ideas. The rest of her
scores were between 96 and 97 in every other domain including key ideas and
details, craft and structure, range of reading and level of text complexity, and
vocabulary acquisition and use.
c. Social-emotional factors. Include any emotional/behavioral concerns,
ability to adapt to various situations, relationships with adults, attention/activity
level, any school adjustment problems, and disciplinary record (e.g., detentions,
suspensions, other disciplinary actions). Make special note of any behavioral and
social-emotional factors that may affect the evaluation (including but not limited to
attention span, level of cooperation, perfectionism, etc.).
M.H. does not have any behavioral or social-emotional factors that will affect the evaluation.
Although M.H. quiet and keeps to herself, she is easygoing and has the ability to adapt to any
situation given to her. M.H. has acquired great relationships with her peers and adults. M.H. has
a small social circle, but has the ability to work with any peer under any circumstance. M.H.s
peers are willing to work with her because she has a friendly personality and is willing to share
her knowledge without it being overbearing to others. M.H. has no disciplinary record of any kind
and a goal of hers is to strive to do her absolute best and please those around her. M.H. wants to
succeed in school and knows what it take to get to where she wants to be someday.
M.H. participates in the 8th grade math curriculum and is in class with students who are a year
older than her and there has been no reports of problems with her attending class with older
students. M.H. is very quiet and keeps to herself. When put into groups with her peers, she is
quiet and only participates when asked by her peers to give input. When asked a question by the
teacher, M.H. is fast to answer as she knows the material.

NOTE: If a functional behavioral assessment (FBA) has been completed, briefly

summarize it including the function of the problem behavior and recommended
interventions. If a current FBA is not available for students with significant
behavioral issues, consider this as part of your final recommendations.
A functional behavior assessment is not needed.
3. Student Observations and Interview. NOTE: If creativity is an area of interest,
consult Colangelo & Davis.

a. Student Observations (minimum 2 hours working with the student):

Devise an observation protocol that connects to the Reason for Referral (follow
Spinelli). Label and attach your completed observation protocol as an appendix.
Here,
The observation protocol used as a tool for M.H. was a checklist used during her ELA
instruction, which was divided up into sections as Study Skills, Organization Skills, Homework
Comprehension, Cooperative Learning Skills, Independent Seat Work, and Motivation. The
points go from poor (1), fair (2), good (3) and non acceptable for sections that did not relate to the
information we needed. The checklist leaves from for comments after each section. The checklist
gives enough information to understand the students activities inside the classroom while being
observed, without taking up to much time to observe the student in depth and get an accurate
observation.
i. Summarize the results of your student observations. Be sure to
connect your observations with the Reason for Referral.
When observing M.H. in class, it is apparent that she completes her work before others.
When M.H. finishes her work early, she takes out her independent reading book so she
does not disturb any of her peers. If she is allowed, she will also complete homework
which is due the following day or week. It is also apparent that M.H. does not participate
in class (as much) compared to her peers. She is quiet and content not speaking or
answering questions unless she needs to in class or her group. M.H. has a strong
command of the 7th grade curriculum, when she is asked a question, she is quick to
answer.
During the interview, M.H was very open and talkative. She enjoyed answering the
questions and discussing her hobbies, likes and dislikes. She has an excitement about
school and learning which she showed greatly during the interview. This is why she was
referred for this project by the teacher due to her love for learning.
ii. Describe how the students performance compares to that of peers.
Discuss variations in student performance according to particular school
environments (including unstructured settings), subject areas, personnel, or
peers.
M.H is a high performing student in all subject areas. Olean Intermediate Middle School
supports STAR testing which M.H scored above grade level on. She is a leader and
involved in many school activities which are both helpful to the community and challenge
her academically.
b. Student Interview: Devise an interview protocol that incorporates the
Reason for Referral. Label and attach the completed interview protocol as an
appendix (follow Spinelli). Here, summarize the results of your student interview.

TIP: Ask open-ended questions; find out students interests and preferences, what
works best for him/her in school, future goals.
When starting the interview, M.H was very open and talkative about her answers. M.H.
expressed that she loves art because it allows her to be creative unlike other subjects in school.
She also likes music class because they review music notes and she plays violin for the orchestra
at school. When asked if she enjoys school, M.H states she enjoys school because she likes being
around people and learning new things that she finds useful.
The hard part about school for M.H is when she has a lot of tests in one day and has to
cram for all of them so that she does well. As mentioned above, M.H likes to participate in various
school activities. She is involved in orchestra where she plays violin, part of the helping hands
club, participates in the school spelling bee, cross country running, and is involved in Whale
Watch Club. She will soon be attending a trip to Boston where they will actually go whale
watching.
M.Hs hobbies include gardening in the summer/spring, watching Netflix, and reading
fiction books. M.H is not sure what she wants to do as a career but is interested in engineering,
and she expressed that she knows it will take a lot of math and science classes to do this. Math is
her favorite subject and she participates in the 8th grade math curriculum.
When asked what she does best, M.H stated that she is best at math and running, as she
is the fastest on the cross country team. When asked what is hard for her, she stated that writing
essays are hard for her as it takes her a long time to get her thoughts down on paper.
M.H stated that the most important people in her life are her parents and discussed what
kind of jobs they have. She learned best when she writes the information down. She takes spanish
classes during school. When asked how her teachers do to help her learn, M.H states that they
give study guides to help with test and some teachers provide extra credit. She loves to travel as
her family goes to Florida every year and this year she is going to Boston with her club. She would
like to one day travel to South America and explore the tropics. M.H does not usually volunteer in
class and she is quiet.
4. Analysis of Work Samples (at least 2). Analyze and attach copies of dated and
graded student work samples (everyday work assigned by the teacher) that illustrate the
Reasons for Referral (above). Samples must be copied prior to any student corrections,
and labeled (e.g., Work Sample #1).
Student work samples are attached.
According to work sample 1, M.H. shows has a strong voice for writing. M.H.s sentence fluency is
smooth and expressive with detailed paragraphs. M.H. uses words beyond her grade level appropriately as
well as has few grammatical errors. According to the teachers comments on work sample 1, M.H. scored a
100% on content and 95% for grammar. Although there are a few punctuation errors M.H.s sentences
flow together and is written in sequential order.
According to work sample 2, M.H. takes clear organized notes using a graphic organizer before
beginning her writing. The graphic organizer proves to be helpful in M.Hs writing. The information she
provided was clear and exact to what she needed in order to write her essays.
Work sample 3 demonstrates that M.H. scored an 87% on a grammar test due to needing more
information on an extended response. On the STAR Test M.H. scored 89% higher than her peers well

scoring higher than most post high school students. M.H. wrote her short response answers in well
structured complete sentences.

What do the samples reveal about the student's specific gifts and talents, strengths
and needs (in the areas of interest/concern noted in "Referral Information," above)? How
does the student's performance compare to that of age-peers?
M.H.s work samples reveal that she completes work that is of a high academic level in English language
arts, with areas of strengths that include reading fluency, writing, and vocabulary. M.H.s needs include
using appropriate punctuation and using the advanced vocabulary that she is capable of.
5. Teacher and/or Parent Interview (s): Interview the person making the referral
and the teacher responsible for the IEP or other individualized goals (if any). In your
interview, review your current understanding of the student's testing needs with the
person making the referral, to make sure the two of you are "on the same page" before you
begin the testing. This will also be a good opportunity to discuss a schedule for testing (see
"Testing Sessions," below), and to fine tune your understanding of the student's
background.
Summarize the results of your interview(s) here; attach your completed interview protocol
as a labeled Appendix.
M.H.s 7th grade English Language Arts teacher discussed her skills, strengths, activities and
interests. M.H. enjoys reading, participating in clubs, orchestra, spending time with her friends, and
school in general. M.H. has a small social group, but is a very respectful student that is known to get along
with everyone. M.H. participates in Whale Watch Club, participated in the spelling bee, and is involved in
a speech context through a local business; Dresser Rand. Although M.H. stated she disliked writing
essays, she was one of few picked to write a speech and recite it in front of a large group of people.
M.H. doesn't have many dislikes when it comes to school, she doesnt question when she is asked to do
something, her teacher explained that she always aims to please.
M.H. is the same way outside of school as well, she strives to make her parents and teachers
happy and wants to succeed. Although the district does not offer an enrichment program, M.H. does
receive math that is one grade above her and will continue to push into higher math grades. Math is
M.H.s favorite subject. Although a quiet student M.H. sometimes participates in all lessons, is easy to get
along with, is willing to work with anyone, and shares her knowledge in a very positive way. M.H.s peers
like to work with her because she is polite and has a way of making everyone feel included. When it comes
to learning strategies M.H. is an auditory learner. M.H, is extremely focused during all lessons. Some of
M.H. strengths are that she has a great attitude, is focused on learning and puts forth all her effort into
and succeeding in everything.
6. Testing Needs: Based on your analysis of the information outlined above, what
specific areas or skills need to be tested? Be sure to address previously noted area(s) of
particular interest/concern (see Referral Information, above)
M.H. is already in a higher placement for math. Teachers are now testing her to see if she is able to be in a
more advanced English class next year. It is important that M.H.s reading level is tested and to find her

independent, instructional, and frustration reading levels. Vocabulary knowledge and comprehension
must be tested in order to see if she is understanding what she is actually reading. According to the
National Association for Gifted Childrens Website ,The ELA standards suggest that teachers are
responsible for tailoring learning experiences for gifted students to foster the continued development of
advanced skills, knowledge, and conceptual understanding. Instructional approaches in reading, for
example, could include matching gifted readers with texts that are commensurate or slightly above their
documented reading level.
Frequently Asked Questions about the Common Core and Gifted Education. (n.d.). Retrieved April 2,
2015, fromhttp://www.nagc.org/resources-publications/resources/timely-topics/common-core-statestandards-national-science-0
D. Assessment Plan (8 pts): Describe the assessment methods (standardized and informal)
that you plan to use to address the "Testing Needs" you've just identified (above). (If all
testing needs identified above cannot be addressed in this project, explain.)
Plan to administer 4-7 measures to meet the student's testing needs:2
- 1-3 standardized assessments
- 1-3 in-depth informal assessments
- 1-3 brief informal assessments
NOTE: Assessments that measure content at the students current grade placement are usually not
appropriate, since ability levels of students referred are likely to be significantly above grade level.
1. Standardized Assessment(s):
2-3 formal measures that will help in
understanding previously noted
areas of interest/concern. Provide:

Reliability/Validity (choose the most valid and reliable measures

available to you). In your own words, summarize and evaluate the
following for your student:

a) Peabody Picture Vocabulary

Test
b) Description of Test: The PPVT
measures the receptive (hearing)
vocabulary of children and adults.
This instrument evaluates
comprehension of the spoken word
in Standard English and thus is a

Reliability: Test/Retest. Report coefficients (or range of

coefficients); summarize authors' procedure for
establishing test/retest reliability. Discuss adequacy.
A sub-sample (340 individuals) of the normative sample was
retested with the PPVT-4 four weeks after the first
administration. The test-retest reliabilities were calculated, and
yielded correlations between .92 and .96 (very high).

2 NOTES: The number/types of assessments outlined here provide a general protocol; if you feel that a different
configuration of assessments would better address the students testing needs, please see me about submitting a
written proposal that explains what you think could be better fit and why.
Each member of the group should each plan to administer at least one standardized assessment.

measure of examinees achievement

in acquiring vocabulary (Dunn &
Dunn).
Purpose: To evaluate English
language competence.
Scope: Measures vocabulary
instruction and includes 20
categories of content and parts of
speech (Dunn & Dunn).
Eligible Population: At ages 2
years 6 months through 60 years the
goal was to have equal representation
of males and females in each age

Reliability: Alternate/Parallel Forms. Report

coefficients (or range of coefficients); summarize
authors' procedure for establishing alternate forms
reliability. Discuss adequacy (can results from the two
forms be reliably compared?).
Since the PPVT-4 uses two forms (A and B), it is necessary to
compare how reliably individuals score on both forms of the test.
According to the manual, a sub-sample (508 individuals) of the
normative sample was given both forms of the test. The reliability
coefficients were calculated between .87 and .93, which are
considered very reliable.

group.
c) Reasons for selecting this
test: This will give an estimate of the
students verbal intelligence level. We
will see the students ability to think
constructively, rather than at simple
fluency or vocabulary recognition. It
will also provide us with a standard
deviation percentile score.
d) Starting Point: The
recommended start item is the first
item in the item set recommended
for the examinees age.
Recommended start items are
indicated in the easels and on the
easel tabs. The manual does not
state that if the student is gifted that
they are allowed to start at a higher
level so M.H. will start at her
appropriate age level.
Basel/Ceiling Rules: The basal set
for an examinee is the lowest itemset
administered that contains one or
zero errors. The examiners initial
task during administration is to
establish Basal Set. If the examinee

Validity: Content and/or Construct. Summarize

information provided by the test author(s); summarize
authors' procedure for establishing content/construct
validity. Discuss adequacy.
The qualitative or rational evidence of the content validity of the
PPVT Scale as a n achievement measure of hearing vocabulary for
standard American English is supported by the stimulus word
selection process. The table in the book 4.5 reports that
comparability of forms A and B with respect to the representation
in each form of items in 20 content categories. The test content
covers a broad range of receptive vocabulary levels, from
preschool through adult. The items broadly sample words that
represent 20 content areas (e.g., actions, vegetables, tools) and
parts of speech (nouns, verbs, or attributes) across all levels of
difficulty.

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makes one or no errors in the first
item set administered, then the basal
set is established, and testing should
continue with more difficult sets.
After establishing an examinees
Basal Set, continue testing forward
until establishing the ceiling set.
This is the highest set of items
administered containing eight or
more errors. When the ceiling is
established, discontinue testing, as
the individual has been tested over
his critical range. (Dunn & Dunn).
Estimated administration time
for your student: The test takes on
average from 10-15 minutes to
complete. The student has an
unlimited time (it is not a timed test).
Other important information
about administering the test:
The test is given verbally and no
reading is required by the individual.

Validity: Criterion (Predictive and/or Current). Report

coefficients; summarize authors' procedure for
establishing criterion validity. Discuss adequacy.
Yes this test is adequate when it comes to criterion validity
because it correlates with many other tests. Such as the
Expressive Vocabulary Test, Measures of Oral Languages Tests,
Group Reading Assessment and Diagnostics Evaluation and
many more.
According to Pearsons Technical Report, The PPVT-4 and
PPVT-III were administered in a counterbalanced sequence to
322 examinees in five age groups. Correlations between PPVT-4
and PPVT-III are consistently high, ranging from .81 to .91,
indicating that there is a strong relationship between the two
editions. (Dunn & Dunn).
Dunn, L., & Dunn, D. (2013, January 1). Technical Report PPVT
4. Retrieved April 2, 2015, from
http://images.pearsonassessments.com/images/assets/ppvt4/2013-PPVT-Tech-RPT.pdf
Correlations With Special Populations. PPVT-III is often
used with individuals who are exceptional in some way. Studies
were completed with 12 groups that represent specific clinical
diagnoses or special education categories. Each groups mean
PPVT-III standard scores were compared to the general
population average. Tables 5.165.19 present the differences
between four clinical samples (that are commonly seen by
speech-language pathologists) and the general population, all of
which are statistically significant at the .001 level. (Dunn, L. M. &
Dunn, L. M., 1997).

Other technical adequacy issues (describe):

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1. Standardized Assessment(s): 2-3 formal

measures that will help in understanding
previously noted areas of interest/concern.
Provide:

Reliability/Validity (choose the most valid and

reliable measures available to you).

a) Gates MacGinitie Reading Tests

Fourth Edition
b) Description of Test: Determines
students general levels of vocabulary and
reading instruction.
Purpose: Assesses student achievement in
reading.
Scope: Focusing on vocabulary and
comprehension sections.
Eligible population: Kindergarten-Adult

Reliability: Test/Retest. Report coefficients

(or range of coefficients); summarize authors'
procedure for establishing test/retest
reliability. Discuss adequacy.

c) Reasons for selecting this test Test was

chosen to identify if this student is ready for
more advanced reading instruction. It was also
chosen to see what proper instructional
program the student should follow.

Reliability: Alternate/Parallel Forms. Report

coefficients (or range of coefficients);
summarize authors' procedure for
establishing alternate forms reliability.
Discuss adequacy (can results from the two
forms be reliably compared?).

In your own words, summarize and evaluate the

following for your student:

Yes, it is reliable. When 900 people were tested once

with a form of the test, and then were tested 6
months later with the same form, there was a 0.850.90 average (scores were relatively close).

The test takes around 55 minutes to complete,

which is in a one period time limit we have.

Two different forms are available.

Students in special instructional classes were

included in the standardization of GMRT if
they attended "regular" education or "gifted"
classes at least 50 percent of the time.

Yes, it is reliable. When 900 people were tested with

one form, and then another form 6 months later,
there was a 0.88-0.92 average (scores were relatively
close).

Be sure to relate this explanation to the

reason for referral and skills identified
as testing needs
-The focus student shows an area of strength in
English language arts.
d) Report starting points for your
student: First select the grade and then
identify the corresponding test level.
Fractional grades represent the number of
months completed in the grade. For example,
ours would be 6.5=5 months instruction in

Validity: Content and/or Construct.

Summarize information provided by the test
author(s); summarize authors' procedure for
establishing content/construct validity.
Discuss adequacy.

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Grade 6 completed.
(e.g., item number), basal/ ceiling rules,
estimated administration time for your student,
other important information about
administering the test.

Content: Yes. The test does test areas of

Decoding
Phonemic Awareness
Phonics
Vocabulary
Comprehension
Correlations: Derived from the 1999 and 2006
GMRT national standardization samples of
approximately 2,500 to 3,500 nationally
representative students.
There are no correlations available for the current
(4th) edition.

Validity: Criterion (Predictive and/or Current).

Report coefficients; summarize authors' procedure
for establishing criterion validity. Discuss adequacy.
Correlations: were derived from the 1999 Third to
Fourth Edition equating study sample of
approximately 1,130 students
Current: Aligned with state and national reading
standards, as well as the Common Core English
Standards.

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Other technical adequacy issues (describe):

References:
Dunn, L., & Dunn, D. (2007). PPVT-4: Peabody picture vocabulary test (4th ed.). Minneapolis, MN.:
Pearson Assessments.
MacGinitie, W. (2000). Gates-MacGinitie reading tests. Itasca, IL: Riverside.

Examples of standardized measures:

- General verbal/nonverbal ability (e.g., Peabody Picture Vocab. Test, Mill Hill Vocab. Test, Raven's
Progressive Matrices). TIP: Often a good starting point, may help build rapport.
- Norm-referenced achievement tests, e.g., Peabody Individual Achievement Test, Wechsler Individual
Achievement Test, Kaufman Test of Educational Achievement.
- Subject-specific diagnostic measures (norm-referenced), e.g., Woodcock Reading Mastery Test, Key
Math, Gray Oral Reading Test, Test of Reading Comprehension (TORC).
- Criterion-referenced inventories, e.g., Brigance Inventories (of "Basic" or "Essential" skills).
- Adaptive behavior, e.g., Vineland, Adaptive Behavior Inventory.
- Creativity, e.g., Torrance, CAP.
Reminder: This course gives you the background needed to use standardized measures such as those
listed above, but not traditional IQ tests (e.g., WISC, Stanford-Binet).

2. Informal and Alternative Assessments. NOTE: Assessments that measure content at the
students current grade placement are usually not appropriate, since ability levels of
students referred are likely to be significantly above grade level.
a. In-depth (1-3). Non-standardized measures that measure achievement over multiple years.
These assessments should help you identify the student's instructional level (see Section F2, below).
They may be published or teacher-made. Attach blank copies of each, labeled, with answer
keys/scoring instruments.
Examples:
- Curriculum-based measures that assess months of advanced course material (e.g., based on a scope and
sequence chart, state standards, or school district curriculum guide).
- Alternative assessments that measure above-level content such as performance-based assessment,
portfolios, and computer simulations.

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- Above-level IRI's (Informal Reading Inventories, available from the Friedsam library curriculum center
or follow Spinelli's instructions to create your own).
- Placement tests, such as those provided by textbook publishers to determine the appropriate entry point
in the curriculum.
-Above-level practice tests for Regents, AP, or college placement exams.
In-depth Informal Assessments:
Provide title and description of assessment
Roe Burns Informal Reading Inventory (Preprimer12th grade): This informal reading assessment is
designed to provide teachers with with a variety of
information. This test helps teachers discover the
levels of reading material students can read both
with and without teacher assistance, the reading
levels at which students should not be asked to
function, and the levels at which they can
comprehend material that is read to them.
Upper Level Spelling Inventory: This test has a
specific list of spelling words for upper level
spellers. The examiner stated the words aloud to
the student while giving the word in a sentence to
help the student with context clues.

Rationale: Describe the reason for using the

assessment (how it addresses the Reason
for Referral/meets the Testing Needs).
To find students independent, instructional, and
frustration reading level.

To find her vocabulary knowledge as well as

spelling skills.

b. Brief (1-3). Quizzes that assess short-term achievement (often teacher-made, e.g., on a specific
skill or concept) and help fine-tune understanding of the student's instructional level. Brief informal
assessments in various areas are also provided in your Spinelli text. Attach blank copies of each,
labeled, with answer keys/scoring rubrics.
NOTE: These are not just more classwork samples. They should be specifically selected and/or designed
by you to further inform/fine-tune your understanding of the student's abilities, and meet the testing
needs you've identified above. They are generally given after more broad testing.
Brief Informal Measures:
Provide title and description of assessment
Multiple Intelligence Inventory:this assessment ask
the student about various interests in many
different areas to see what the students strongest
area is.
3 Minute IRI: this assessment has the student read
a passage given at various grade levels while timing
the student and watching the fluency and
expression of the student.

Rationale: Describe the reason for using this

assessment (how it addresses the Reason for
Referral/meets the Testing Needs).
To find out what area the students intelligence is
most strong in.

To find if she is able to master the 8th grade level

test.

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4. Describe the process used in selecting or designing each informal assessment.
a. What skills/concepts needed to be assessed? Be specific, e.g., "decoding C-V-C words" not
"reading aloud."

Name of Assessment

Skills/Concepts to be Assessed

The Multiple Intelligence Inventory

Chosen to gain knowledge of the students

intelligence for multiple areas including math,
science, music, art, etc. The reason for this is
because as teachers, we need to see the various
intelligences to gage the students interest and type
of intelligences.

The Upper Level Spelling Inventory

Find out what particular orthographic features

M.H. already knows and what she does not know
Identify M.H.s developmental stage of word
knowledge or instructional level.

3 Minute IRI

Chosen to gain knowledge of students fluency,

pace while reading, smoothness, expression, and
words per minute. We used a grade above her to
test her reading level as to figure out where to test
her for other assessments.

Roe Burns Informal Reading Inventory

Chosen to gain knowledge of students

instructional reading level, independent reading
level, and frustration level. The skills that will be
assessed include vocabulary, reading, and
comprehension.

To learn more about M.H., she was asked to complete the Multiple Intelligence Inventory. When scoring
the inventory it showed that she had the most interest in the math smart section, followed by the picture
smart section and nature smart section. The rest of the sections showed that although she did not have
high interest, she was well rounded.
In order to determine which assessments will be appropriate for M.H. , an Upper Level Spelling Inventory
will be given on March 2nd, 2015. The assessment will take place in Fawns classroom where no other
children are present. The length of this assessment ranges from 10-15 minutes. The required starting
point is is the first word in the inventory. During the assessment, if M.H. were to spell more than eight
words wrong, that would be the stopping point. If that does happen, we will give M.H. the Elementary
Spelling Inventory version.

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b. What resources did you draw upon, e.g., specific textbooks, tools, websites, consultation with
________ (person)?

Name of Assessment

Resource

Upper Level Spelling Inventory

http://readingandwritingproject.com/public/reso
urces/assessments/spelling/spelling_upper.pdf

The Connell Multiple Intelligence Questionnaire

http://printables.scholastic.com/printables/detail
/?
id=36447&query=multiple+intelligences&N=0&N
tk=printables_minibooks&Ntt=multiple+intellige
nces&_fq=fff&No=0&spellcheck=false

Roe Burns Informal Reading Inventory

PrePrimer-12th Grade

Dr. Lawrence Brown

Gates-MacGintie Reading Tests 4th Edition

St. Bonaventure University Reading Center

Three-Minute Independent Reading Inventory

http://www.blvs.org/gen/blvs/Reading__3Minut
e_Reading_Assessments_p278.html

Peabody Picture Vocabulary Test

St. Bonaventure Universitys Curriculum Resource

Center

5. Testing Sessions. For each formal and informal assessment, describe the testing environment and
amount of time planned for administration of each test/subtest. Include the order in which you plan to
administer the assessments. Reminders:
- Length of testing sessions should match the student's attention level. (If not, the accuracy of the results
can be compromised.)
- It may be helpful to start out with assessments that are more fun or less like regular academic work (e.g.,
those that use pictures or conversations).
- Review the manual for estimated times for test administration.
- Use time with the student well; pay close attention to required starting points and stopping points, basal
and ceiling levels, etc.
- To help maintain the student's attention, consider varying the types of activities within a testing session.
- First, administer more general assessments; then, fine-tune your understanding of the student with
more focused assessments.
NOTE: Your assessment plan may need to be revised as you learn more and more about the
student. If so, explain this in your final report.

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Assessment
Name and
Order Which
They Will Be
Given

Testing
Environment

Time Needed

Starting Points

March 2nd, 2015

The Connell
Multiple
Intelligence
Questionnaire

Student will be
assessed in an
empty classroom
during 4th period.
There are 42
minutes in a
period. After 4th
period M.H. has a
study hall, so she
is able to stay if
more time is
needed.

5-10 Minutes

First Section

March 2nd, 2015

3-Minute IRI

Student will be
assessed in an
empty classroom
during 4th period.
There are 42
minutes in a
period. After 4th
period M.H. has a
study hall, so she
is able to stay if
more time is
needed.

3-5 Minutes

Started at grade
level 8 as we
already
established she
mastered grade
level 7 due to
teacher
knowledge.

March 2nd, 2015

Upper Level
Spelling Inventory

Student will be
assessed in an
empty classroom
during 4th period.
There are 42
minutes in a
period. After 4th
period M.H. has a
study hall, so she
is able to stay if
more time is
needed.

10-15 Minutes

Start at the first

word on the list, if
student gets more
than 8 wrong, we
will test her on the
Elementary Level
Spelling
Inventory.

March 3rd, 2015

Roe Burns
Informal Reading
Inventory
PrePrimer-12th
Grade

Student will be
assessed in an
empty classroom
during 4th period.
There are 42
minutes in a

15-20 Minutes

Start with the 7th

grade word list.

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period. After 4th

period M.H. has a
study hall, so she
is able to stay if
more time is
needed.
April 8,2015

PPVT

Student will be
assessed in an
empty classroom
during 4th period.
There are 42
minutes in a
period. After 4th
period M.H. has a
study hall, so she
is able to stay if
more time is
needed.

15-20 minutes

Test Date:
4-8-2015
Birthday:
6-7-2002
Chronological
Age: 12 Years, 10
months

March 17, 2015

Gates-MacGinitie

Student will be
assessed in an
empty classroom
during 4th period.
There are 42
minutes in a
period. After 4th
period M.H. has a
study hall, so she
is able to stay if
more time is
needed.

40 minutes

Will use the 7-9

booklet. (Norms
are set by grade
levels).