Archive of Assessment & Qualification

WOODCOCK JOHNSON IV UPDATE Thumbnail

WOODCOCK JOHNSON IV UPDATE

Posted on May 05, 2014

WOODCOCK JOHNSON IV UPDATE  As part of my role at the UPDC, I have been the specialist responsible for teaching standardized assessments, and in particular the WJ III. The newest version is due to be released this June, and I have been asked many questions regarding the changes and my observations concerning possible adoption and training. To date, there has been very little specific information released regarding the newest incarnation of the Woodcock suite of assessments. I participated in

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Specific Learning Disabilities and the Language of Learning Thumbnail

Specific Learning Disabilities and the Language of Learning

Posted on April 04, 2014

Specific Learning Disabilities and the Language of Learning: Explicit, visit web Systematic Teaching of Academic Vocabulary What is academic language? Academic language is the language of textbooks, in classrooms, and on tests.  It is different in structure and vocabulary from the everyday spoken English of social interactions.  Many students who speak English well have trouble comprehending the academic language used in high school and college classrooms. The main barrier to student compre

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Cognitive Processing and the WJ III for  Reading Disability (Dyslexia) Identification Thumbnail

Cognitive Processing and the WJ III for Reading Disability (Dyslexia) Identification

Posted on April 04, 2014

Cognitive Processing and the WJ III for Reading Disability Identification March 5, 2010 NASP Convention, Chicago Presenters:  Nancy Mather & Barbara Wendling Topics What is a specific reading disability (dyslexia)? How do Cattell-Horn-Carroll (CHC) Factors relate to reading difficulties? What other cognitive and linguistic factors are important for the diagnosis of dyslexia? Overview of the WJ III Discrepancy and Variation Procedures WJ III Case Study Examples W

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New Changes to SLD Eligibility in Utah

Posted on March 03, 2014

03/2014 UTAH SPECIAL EDUCATION RULES Changes to SLD Eligibility The purpose of this paper is to clarify recent changes (2013) regarding Specific Learning Disabilities (SLD) eligibility in Utah, for sale for Local Educational Agencies (LEAs) who use the discrepancy or combination method for SLD eligibility. Frequently asked questions regarding SLD eligibility and these changes are addressed. Discrepancy Method: August 2007 rules: (iii)      The comparison of the standard scores on the

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PMfocus.org – Progress Monitoring Focus is Live and Working Thumbnail

PMfocus.org – Progress Monitoring Focus is Live and Working

Posted on October 10, 2012

Utah Personnel Development Center is pleased to announce that the much awaited PMfocus tool has been released to teachers in the state of Utah.  Visit: http://PMfocus.org to Sign up and Sign in.  To Learn more, visit web check out the article we published last month about PMfocus in the Essential Educator. Progress Monitoring Focus is a new web-based application that allows the user to track student progress on any academic or behavior skill as defined by the user. A student’s response

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“Math Class is Tough”, Ms. Barbie Doll, 1997 Thumbnail

“Math Class is Tough”, Ms. Barbie Doll, 1997

Posted on March 03, 2012

In the world that Barbie lives, we can laugh about her math difficulties. Maybe like Barbie, we have had our own difficulties with math, knew someone who felt they had poor math skills, didn’t like math in school, had adverse feelings towards math in school or just couldn’t “get it”. Why do some kids “get it” and some struggle with basic math skills? Math instruction does not have the extensive research that has benefited literacy instruction, but there is research starting to

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Assessment Interpretation: Predicted Achievement/Achievement Discrepancy Procedure Thumbnail

Assessment Interpretation: Predicted Achievement/Achievement Discrepancy Procedure

Posted on January 01, 2012

In discrepancy analysis, assessing the student with co-normed cognitive and achievement batteries holds many advantages, as opposed to using one brand of cognitive and another of achievement. Co-normed data represents true discrepancies, while different branded data must be statistically estimated. The Predicted Achievement/Achievement Discrepancy Procedure is designed to predict a student's learning potential in a narrow achievement area for the near term. It is not designed to predict achie

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Preemies Have a Higher Risk of Autism

Posted on January 01, 2012

The risk of developing autism among children who are born prematurely is five times greater than among kids born after a full-term pregnancy, according to a new study. "Although this group is not the first to report a higher prevalence of autism in the low birth weight infant population, they've done a better job than anyone else in confirming the diagnosis with gold standard tools," said Dr. Karl Kuban, chief of pediatric neurology at Boston Medical Center, who did not participate in the

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Can Standardized Tests Save Education? Thumbnail

Can Standardized Tests Save Education?

Posted on December 12, 2011

The myths of standardized testing Are the following statements true or false?  Students’ knowledge and skills can be assessed by a sample of content that makes up a 45-question test.  High test scores of students at any particular school prove that there is high student achievement and quality teaching at the institution.  Punishments or rewards to teachers or students based on test scores motivate them to do better.  A standardized test score is a better reflection of student learning

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Scholarships for Narrowing the Achievement gap Thumbnail

Scholarships for Narrowing the Achievement gap

Posted on December 12, 2011

How one school district won prestigious prize for narrowing achievement gap Charlotte-Mecklenburg Schools in North Carolina took home the prestigious Broad Prize for Urban Education this year, ampoule and with it $550, try 000 in scholarship money for high school seniors. The prize, which has been awarded for the past 10 years, recognizes urban districts for strides in improving overall student achievement as well as narrowing the achievement gap for minority and low-income students. "Char

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