Assessment of students who are pursuing their educational career at an educational institution refers to an empirical process involving the collection of the data and reports with regard to the performance of the students and thereby determining whether the student is either progressing or deteriorating (Suskie 2018). In simple words, assessment refers to the task of arriving at conclusions about the performance of a student which shall be quantifiable and measureable. The basic reasons behind conducting an assessment are aimed at determining the level of progress of a student. Assessment enables the school authorities, the teachers, the parents, to get an idea of the strength and weaknesses of the students, alongside the interest areas which fascinate the student (Attali & Arieli-Attali 2015). Assessment also enables the school authorities, the teachers, the parents of the student to take adequate steps to help the student strengthen and equip the student with the necessary skills and guidance for the sake of performance enhancement (Mislevy et al. 2017). With regard to performance, the reading, writing, linguistic, comprehension, grammar, physical fitness and mathematical skills of the students are taken up for consideration, on a general basis. These have been agreed upon as the standard benchmarks for assessing the overall. Assessment is however not an adequate method to determine the capability of the students, especially when it seeks only to judge how much right or wrong the student is (Bruhn et al. 2016). It is not an astonishing factor that some students do not fit into the mainstream system of education hence their assessment cannot be ideally done with the generic system.
In this particular section some standard methods employed in the assessment of students shall be discussed.
The Wechsler Individual Achievement Test (WIAT) is quite similar to the Intelligence Quotient Test. The test has been designed to be applicable for both children and adults, and can be used to assess the intelligence of people falling between the age bracket of four to eighty five. The test is applied on school students to determine their respective strengths and weakness. It can be administered individually for assessing the verbal, written and mathematical skills of school students. Apart from that, the method is also used in private clinics and residential treatment facilities to assess the development of the patients (Klingner, Vaughn & Boardman 2015).
Kaufman Assessment Battery is used to diagnose the psychological state of the children to determine the cognitive development. This particular tool of assessment uses both psychological and statistical readings in order to determine the results which account for its scientificality, and thereby contributes to its accuracy. The functional aspect of this particular method is same as that of the Wechsler Individual Achievement Test method, which is for assessing the verbal, written and mathematical skills of school students (Kaufman 2018).
The Gray Oral Reading Tests (GORT) is one of the most widely used assessment tools used in the United States of America for determining the verbal fluency and the comprehension skills of the students. This particular model of assessment is made up of a series of tests, sixteen of which are concerned about testing the reading skills, and five are concerned about comprehension skill testing (Beck et al. 2015).
The Test of Written Language (TOWL) is a diagnostic assessment tool which seeks to identify the particular problems which a student faces with regard to the expressive faculty in terms of composition skills. It is also quite beneficial in segregating the good writers from the poor ones. This particular method might seem quite similar to the Gray Oral Reading Tests method, with regard to assessing the comprehension skills of students, but it is different in the sense that Test of Written Language is concerned about the writing skills more (Dockrell et al. 2015).
Having provided an overview of certain chosen tools of assessment, the discussion shall be proceeding to assess its applicability in the situations provided.
1.This particular situation demands that Wechsler Individual Achievement Test and the Kaufman Assessment Battery be employed to diagnose the situation of the student who is suffering from the problem of retaining the information and even grasping the required materials. The WIAT shall be helpful in finding the respective strengths and weaknesses of the student which is needed to find the necessary solution to help the student to overcome the weakness and work more of the strong areas. The Kaufman Assessment Battery must be implemented to find out the reason behind the cognitive disorder of the students and thereby reach at the reason behind the poor performance of the student. With proper counselling and specialized pedagogic techniques which are care oriented, the student’s performance can be enhanced. Precautions must be taken to ensure that the student is not made to do something undesirable and that causes the student to lose interest in the things which he or she likes.
2.For this particular situation, firstly the Gray Oral Reading Tests must be conducted to assess the level of difficulty faced by the student. On the basis of the readings derived from the test, the student must be made to undergo practice reading sessions whereby the texts shall be highlighted, and goals shall be set. It is very necessary that the personal touch does not goes missing.
3.The most worthy alternative to Wechsler Individual Achievement Test is the application of the Kaufman Assessment Battery. The aims of both the methods are the same, and the Kaufman Assessment Battery by virtue of the fact that it includes both scientific and psychological parameters to make a situational analysis of the student and reach at some conclusion to find out a necessary solution for improving the verbal, written and mathematical skills of the student.
4.For this particular student both the GORT and the TOWL test must be conducted to diagnose the actual problem which the student is facing. Thereby, the necessary solution shall be to counsel the child to perform better. A little personal touch in tutoring the student shall be quite beneficial in enhancing the learning skills, which shall bring about positive results from the assessment.
Conclusion
It is quite evident that the methods mentioned do overlap with each other and the advantage that lies in it is that of substitution of one method by the other in case it is difficult to resort to one method. These methods are only for the sake of diagnosing the problem of the student, and not solutions, hence the adequate steps must be taken on the basis of the readings to eradicate the problems of the student.
References
Attali, Y., & Arieli-Attali, M. (2015). Gamification in assessment: Do points affect test performance?. Computers & Education, 83, 57-63.
Beck, S. W., Llosa, L., Black, K., & Trzeszkowski?Giese, A. (2015). Beyond the Rubric. Journal of Adolescent & Adult Literacy, 58(8), 670-681.
Bruhn, A. L., Kaldenberg, E., Tan Bappe, K., Brandsmeier, B., Rila, A., Lanphier, L., … & Slater, A. (2016). Examining the effects of functional assessment-based interventions with high school students. Preventing School Failure: Alternative Education for Children and Youth, 60(2), 106-116.
Dockrell, J. E., Connelly, V., Walter, K., & Critten, S. (2015). Assessing children’s writing products: the role of curriculum based measures. British Educational Research Journal, 41(4), 575-595.
Kaufman, A. S. (2018). Contemporary intellectual assessment: Theories, tests, and issues. Guilford Publications.
Klingner, J. K., Vaughn, S., & Boardman, A. (2015). Teaching reading comprehension to students with learning difficulties, 2/E. Guilford Publications.
Mislevy, R. J., Haertel, G., Riconscente, M., Rutstein, D. W., & Ziker, C. (2017). Evidence-centered assessment design. In Assessing Model-Based Reasoning using Evidence-Centered Design (pp. 19-24). Springer, Cham.
Suskie, L. (2018). Assessing student learning: A common sense guide. John Wiley & Sons.
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