15.1 & 15.2

Chapter 15

(15.1) Turn to p. 559 in Ormrod’s text.  Now, imagine that you are meeting with Ingrid’s grandmother today to explain her scores on the recent standardized achievement test pictured at the bottom of p. 559.  What will you tell her about Ingrid’s performance? her strengths? her weaknesses? Even though this is not a criterion referenced test, if Ingrid’s grandmother asks you what she could be doing at home to help strengthen Ingrid’s skills, what will you suggest? 

After sitting in on several IEP meetings, I can say that making Ingrid's grandmother feel comfortable is the most important thing to consider at the beginning of the meeting. I would make sure to discuss with her grandmother specific positive qualities that I see in Ingrid. I would make sure to focus on the good behaviors and stellar work that I have seen come from Ingrid while in  my classroom. After we have discussed her granddaughter and her positive attributes, I would explain to her what the standardized achievement test is and what the results show and predict as far as Ingrid's performance is concerned. I would break down the results to her and show that Ingrid is scoring well above average in Social Studies, Science, and Reading Comprehension. In Math concepts she is scoring just at average. And like many children, Ingrid is scoring below average in both Math computation and Spelling. Ingrid's grandmother is probably concerned at this point so I would assure her that the results of this test do NOT define her little one as a student; instead, it shows us what she excels at and with what subjects she struggles. I would suggest several ways to help Ingrid's grandmother help her daughter in Math computation and Spelling. Some of these ways would include math practice beyond just what is done in the classroom and for homework. There are so many resources online that offer fun games and activities for every grade level that are fun to play for kids and help strengthen those basic skills. I can think specifically of one website call MathBlaster that I grew up playing and is still active today. As far as Spelling goes, I know there are games on the web for that too, but to increase time spent together I would suggest that Ingrid and her grandmother read challenging books together. Seeing familiar words repeatedly and experiencing new ones is sure to build her Spelling and vocabulary skills. Finally, to end our meeting I would give Ingrid's mother my email and encourage her to contact me with any further questions or concerns.

15.1 & 15.2

(15.1) Turn to p. 559 in Ormrod’s text.  Now, imagine that you are meeting with Ingrid’s grandmother today to explain her scores on the recent standardized achievement test pictured at the bottom of p. 559.  What will you tell her about Ingrid’s performance? her strengths? her weaknesses? Even though this is not a criterion referenced test, if Ingrid’s grandmother asks you what she could be doing at home to help strengthen Ingrid’s skills, what will you suggest? 

(15.2) Even though this is not a criterion referenced test, if Ingrid’s grandmother asks you what she could be doing at home to help strengthen Ingrid’s skills, what will you suggest? Provide at least three areas where the grandmother could help Ingrid.


I would start my conversation with Ingrid's grandmother by trying to make her feel as comfortable in my classroom. I would start by introducing her to my classroom and what kinds of things we do as a class and how Ingrid fits into the classroom dynamics by saying how Ingrid positively fits into the social aspects. I would then sit down with Ingrid's grandmother and explain the recent test. I would explain as best I could what the test was testing and how the scores work. I would explain how the percentiles, percentile bands, stanine results and how she can read them. I would also be honest with her grandmother and explain that standardized tests can show strengths and weaknesses, but do not show the child in a comprehensive manner. Also, standardized tests can induce test anxiety and a pressured by the school systems. 
I would then examine the test results by explaining Ingrid scored between average to well above average in math concepts, social studies, science and reading comprehension. Ingrid scored below average on spelling and math computation.  If Ingrid's grandmother asks me what she could be doing at home to help strengthen Ingrid's skills, (1) I would suggest reading with Ingrid every single night. I would try to encourage full inclusion into books. I would also try having them writing creative stories. If Ingrid comes across a word in a book or one of her writings, then she should circle it and see if she spelled it correctly in the dictionary. There are also spelling flashcards and workbooks that I could personally suggest or let Ingrid check out of my classroom. I would also tell Ingrid's grandmother that this test does not diagnose any problems. I would show her Ingrid's classroom work and give my  own personal opinions based on Ingrid's classroom history. 
(2) I would end the meeting with Ingrid's grandmother by encouraging constant communication with me. I would also suggest Ingrid's grandmother to read any notes, pamphlets and her assignment book. This would keep her more in the loop with what's going on in the classroom. (3) One more thing I would suggest for Ingrid's grandmother to do at home would be to work on her math computation. I would suggest work books for math and extra work for her to do at home.

15.1

It is very crucial for those who are not familiar with standardized testing to be informed about these tests BEFORE presenting any numbers to these individuals. Therefore, upon meeting with Ingrid's grandmother I would first explain to her the basics of standardized testing. I would tell her what I felt she needed to know about the tests in regards to Ingrid's grades, and I would inform her that she can ask any questions concerning these tests and Ingrid's scores. I would start off with Ingrid's strengths, which would be reading comprehension, science, and social studies. I would explain that the stanine column is the standard score that on average is a 5 with a standard deviation of 2. The score reflects a range of test performance and I would show her that Ingrid's scores in the three aforementioned subjects are well above average. I would show her the percentile that Ingrid is in for these three subjects. I would tell her to continue encouraging Ingrid in these subjects. She should continue using the same study habits that she has been doing in these areas because they are working for her. Also, I would have ready some new material for Ingrid to begin challenging her in these areas because she is so proficient in them already.   Next, I would show her the areas that Ingrid is struggling in.  She is struggling in spelling and math computation. I would not go into great detail about how her scores are below average in these categories, but rather I would show her some of Ingrid's previous tests in these subjects to show how she had been doing on the tests that I had been administering. For spelling, I would suggest that Ingrid spend more time studying her words and do so on a daily basis. She could practice the words in groups, and once she has mastered a group, study the next group in addition to the previous group she has already mastered. With math, I would have ready a lot of practice worksheets for her to take home, as well as some activities that can be done with her grandmother. For instance, she could have math games at leisure for Ingrid that would be a fun way for her to learn some math concepts that she may be struggling with. 

Ingrid's Standardized Test Scores

Ingrid is twelve years old and as such she is at a very critical time for the development of good academic habits for her future academic career. The meeting with Ingrid's grandmother is important because Ingrid has a unique situation as far as her standardized test scores are concerned. She has exhibited very high scores in several tested subjects, but has also significantly underperformed in a few areas.

When the meeting with Ingrid's grandmother begins, I would first be sure to indicate her individual academic strengths. Ingrid's scores in Reading Comprehension, Science, and Social Studies are all exceptionally above average. Standardized tests in all of these areas require high reading abilities. From these we can conclude that Ingrid's reading ability is significantly higher than students around the country. Many of her classes in middle school and on into high school will require her degree of reading ability, and it will be important to mention that Ingrid will probably be placed in Honors courses in many subjects.

Ingrid is having some problems in spelling and mathematics, however. In consideration of her spelling score, I would definitely mention that it could be test formatting that led to the poor assessment. Her grandmother and I could look back at her coursework in spelling to determine if this is indeed the case. If Ingrid performs well in class, but poorly on a test, the format could be to blame. Or perhaps she had simply had a bad day. If, it is determined that Ingrid is struggling with spelling, we could look at other possible causes. Perhaps traditional spelling instruction is failing to meet Ingrid's way of learning. Traditional instruction usually involves weekly repetition of a new group of words. Individualized, differentiated instruction may be needed.

In terms of mathematics, especially in terms of computation, it seems that Ingrid has not acquired the basic skills needed. I would recommend extended instruction on the more basic concepts of computation, and rely on constant, yet "fun" practice of these skills until she has mastered them. It is possible that she is just simply missing something basic that a prior teacher failed to notice. I would make a point to indicate that Ingrid is capable of understanding these concepts, but the current method of instruction is simply not making sense to her. It might prove wise to disseminate these skills to her in a way that is in written format. Perhaps relying heavily on word problems would play to her natural strengths as a strong reader.  

15.1

When discussing Ingrid's standardized achievement test scores with her grandmother, I would first explain the nature of the test to her. Because the achievement test is a norm-referenced assessment, it illustrates Ingrid's performance against the performance of her peers. It allows us to evaluate her achievement in this context and aid lesson-planning. Looking at the "National Percentile Bands," we can see where Ingrid scored within a degree of error. The x's, or "confidence intervals," show the degree of error in measuring Ingrid's score, which means we know she scored somewhere within this given interval. The" percentile" scores show the percentage of Ingrid's peers that scored less than or equal to her scores. The "stanine" score represents Ingrid's performance based on a scale with an average of five and a margin of error, or "standard deviation," of two. Based on the these three scoring data, we can estimate Ingrid's achievement in a range of content areas and work with her in areas in which she scored lower. Now that Ingrid's grandmother better understands what the test is assessing and how it is used by her instructors, I can move on to her strengths and weaknesses in particular areas.

Ingrid's lowest scores are in spelling and math computation, with a stanine of four and four, a percentile of thirty-nine and thirty-seven, and with a confidence interval of thirty to fifty and thirty to forty-eight. Based on the confidence intervals, we know that she scored somewhere within these intervals. Ingrid can dedicate more time to these subjects, both in her knowledge and practice of the content, as well as her test-taking skills in these areas. Because we aren't comparing these scores to previous scores, it would be helpful to maintain a portfolio of her work to better assess where she is struggling. Also, many students suffer from test anxiety. If Ingrid found the testing of these subjects to be especially difficult, she may just require practice in completing timed practice exams in both spelling and math computation. A portfolio of her work and extra practice in test-taking are likely to increase her scores next time around.

Ingrid performed moderately in math concepts and extremely well in reading comprehension, science, and social studies. In the math concepts area, we may consider working with Ingrid in a similar fashion as in math computation and spelling. She may benefit from portfolio work or test practice, as well as extra time outside of class. Based on her well above average scores in reading comprehension, science, and social studies, we can gauge that Ingrid has a high ability in synthesizing and evaluating information, as well likely having high skill in critical thought in these content areas. These scores also show that Ingrid may utilize contextual evidence and comprehension skills when evaluating written work or scientific data. I would recommend that Ingrid find more challenging work in these areas, perhaps through taking more advanced courses or participating in academically-oriented extracurriculars.

Though these test scores do not specify particular content knowledge, they do give us a general idea or where she needs extra help and where she excels.

15.1 and 15.2

15.1) Turn to p. 559 in Ormrod’s text. Now, imagine that you are meeting with Ingrid’s grandmother today to explain her scores on the recent standardized achievement test pictured at the bottom of p. 559. What will you tell her about Ingrid’s performance? her strengths? her weaknesses? Even though this is not a criterion referenced test, if Ingrid’s grandmother asks you what she could be doing at home to help strengthen Ingrid’s skills, what will you suggest?

I would start by talking with Ingrid's grandmother about her grandchild, focusing on her grandchild's positive character traits in order to make the grandmother feel comfortable and welcomed. I would explain to Ingrid's grandmother which test we were talking about, and how it is scored. I would explain the meaning of the confidence interval, the stanine scores, and the percentile scores. I would make sure that she understands that standardized tests are an important part of assessing a child's progress, but that they are only one part of the "big picture." I would tell Ingrid's grandmother that Ingrid scored well-above average in reading comprehension, science, and social studies when compared to other students that are the same age and grade. I would tell her that Ingrid scored below average to above-average achievement in math concepts. I would say that Ingrid scored in the below-average to average range in spelling and math computations. I would talk to Ingrid's grandmother in about her school performance in these areas in the classroom, and the specific areas that Ingrid seems to be excelling and struggling in the classroom.  If Ingrid's grandmother asks me what she could be doing at home to help strengthen Ingrid's skills, I would tell her that I am willing to pay special attention to monitoring and assessing Ingrid's progress in these areas. The suggestions that I give Ingrid's mother would depend on Ingrid's performance in the classroom, and on the particular criteria that she struggles with (according to my own criterion referenced assessments and on curriculum based assessments in my classroom). I would tell her that the test doesn't "diagnose" specific problems, it only lets us know to pay more attention to a student's performance in those areas. That being said, I would encourage Ingrid's grandmother to feel comfortable communicating with me when her grandmother seems to be struggling with a particular assignmnet or concept. I would suggest different ways that Ingrid could practice her spelling, like phonetic flash cards and learning activities.

15.2

(15.2) Even though this is not a criterion referenced test, if Ingrid’s grandmother asks you what she could be doing at home to help strengthen Ingrid’s skills, what will you suggest? Provide at least three areas where the grandmother could help Ingrid.

I will suggest that Ingrid’s grandmother try the following three strategies to help Ingrid improve her skills:    

1) Help Ingrid keep a portfolio of her works (homework, quizzes, exams, projects, etc.) in her classes (especially spelling and math classes), which could help Ingrid keep track of her progress.

2)  Encourage Ingrid to reflect periodically on her academic strengths and weaknesses and come up with related short-term goals. Reward Ingrid when she achieves these short-term goals.

3) Go over effective test taking and study strategies (effective study strategies in each subject, self-regulation skills, time management strategies during test, doing easy problems first before tackling challenging ones, relaxation strategies, getting a full night’s sleep before the test, and eating a good breakfast before the test) with Ingrid, but not overemphasize test taking strategies since content mastery is more important than the performance goal of doing well on standardized tests.