Administer, Score, and Interpret the results of the Informal/Criterion-Referenced Instrument, write and submit Section III: Informal/Criterion-Referenced A

Four year old: Criterion Referenced Pre-K(ages 4.0-4.11).pdf.

Additional instructions for rhyming words and initial/final sound sections.

For the rhyming words – For expressive, ask the child to generate a word that rhymes with the word, for example, “tell me a word that rhymes with cat.” For the receptive, give the child two rhyming and two non-rhyming words and ask which of the two words rhyme. For example, “which of these two words rhyme.. “mall and ball, or pan and bat?”

For the  initial and final sound recognition- For expressive (initial sound), ask the child to tell you the name of the letter that starts the word, for example, “tell me the letter that starts the word apple.” For expressive (final sound), ask the child to tell you the name of the letter that ends the word, for example, “tell me the letter that ends the word ball.” For receptive (initial sound)-ask the child to mimic the initial sound of the word, for receptive (final sound), ask the child to mimic the final sound.

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YOUR LAST NAME: INFORMAL/CRITERION-REFERENCED ASSESSMENT

First-open the header of this document, edit the YOUR LAST NAME section of the header, make the text black, then save this Save file as a WORD document with this file name format: Your last name_Your first name_Section III Criterion Referenced Assessment.docx. It is wise to also consult the course syllabus description and scoring rubric for this section of the project. All text appearing in black on this template should not be deleted or unless indicated, changed in any way. This includes the line spacing and indents. Delete these instructions. Throughout this document, once you type in your own information, remove all instructions (in blue) and change the font color to black. All information is to appear in paragraph format

Section III: Informal/Criterion-Referenced Assessment

Your name

EEX 3226

Dr. Darling

Semester/Year

Assessment Situation

Please note: All sections of the TAIP report should be written in third person, objective.

Third person: This means reference to "I" or first person should not be used. In lieu of “I,” you are to use the “test administrator” to refer to yourself. For example, instead of “I gave the test on June 4,” this should be phrased as “the test was administered on June 4.” Whenever there is reason to refer to yourself in the report (“I”), you are to use “test administrator.”

Begin with stating the child’s name (pseudonym), birthday and age on the day of assessment. So the reader can get a clear picture of what happened, you are to describe the time, day, and situation and include details such as the child’s demeanor and/or willingness to work with you on the assessment tasks. You should also describe your relationship to the child and how well you know him or her. This will be helpful in determine the authenticity of the child’s performance.

Instrument Description

You are to fully describe the instrument you used for this section of the project, including, but not limited to full instrument name, target age group, purpose/domains assessed, and other relevant information. Since this is a criterion-referenced assessment, by definition, you probably will not have reliability and validity information. Instead you are to describe the benefits (e.g., advantages) of using this type of assessment in spite of not having reliability and validity information and the role that this type of assessment plays in a comprehensive system of assessment.

A page break has been inserted here, so the pictures begin on the next page.

Instrument Protocol

Since this is a criterion referenced assessment, you may not have had specific instructions for administration and scoring, if you did have this information from the test creators, briefly explain here. If you employed your own system, briefly explain your process here.

Since this paper will be turned in electronically, you will need to scan the completed protocol, save as a picture (.JPEG) and insert the pictures of the protocol within the WORD document here.

Child’s Performance

There should be an overall statement here about how the child performed on the assessment in general, across all domains. If there was an overall age, grade, or other standard determination made based on the child’s performance that should be described here, along with a brief descriptor of the areas in which the child performed well and/or not so well. Please remember to provide summaries of child’s overall performance and overall performance for each domain assessed using objective language, such as whether the child (1) child is at, above or below age or grade expectations, (2) at, above or below developmental expectations, or (3) if the child appears to be typically or atypically developing. This is to be written in paragraph format, indented as it is here. You are to use sub-headings for this section, subheading headers Child strengths and weaknesses should be described as per the domains/curricula areas assessed by the instrument.

Insert the name of the domain.(Please note, this is just a sample heading-you will need to add additional paragraphs to sufficiently report all the domains assessed by the instrument.). These subheadings must match the headings on the instrument protocol from the instrument you administered) Each of these sections should report : (a) Begin the section by reporting the raw score quantitative score (reports numbers) the child earned in this domain-this may have to be calculated by you or using instructions from the instrument, for example, this could be 10 out of 15 items correct, 75%, 9 items listed as Emerging, 10 at proficient, etc.; (b) A qualitative rating of the score-determine and report what the child’s score means-does the score mean the child is performing at, above, or below age or developmental expectations? For some instruments, the raw score can be converted to a qualitative rating, such as ”proficient” or “emerging.” Find out if your instrument has similar ratings and use them to ‘interpret’ the child’s score or performance., and, (c) the section should end with description of the child’s strengths and weaknesses in this domain, Go back to the protocol and identify specific examples from the tasks on the test where the child demonstrated strengths (items correct, proficient, present) and weaknesses(items incorrect, emerging, not present).

ADD additional paragraphs to sufficiently report all the domains assessed by the instrument

Rationale for Goals

First you are to provide a brief description of the domains these instructional objectives will target and why. Then, there should be specific rationale for each goal listed below. Rationale should relate directly to a specific “weakness” in the child’s performance in the domain or if there were no weaknesses, then determine what might be the next logical developmental target-remember child development.

Objectives In practice instructional objectives should not be based on one assessment, but since you cannot get too much practice writing appropriate annual goals and objectives, I am asking you to violate this rule. Based on these assessment results, you are to write three instructional, short-term objectives (or benchmarks) for your child. These objectives are to address areas of weakness (if applicable) or target developmental/academic growth in domains deemed to be average, age or individually appropriate-remember DAP.

Objectives are to be in ABCD format, meaning: A=Audience (child)

B=Specific, observable, measurable behavior

C=Condition (or circumstance, setting, or activity where the child will perform the behavior), and D=Degree (the criterion to measure if the child has met the objective).

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