Kyle Johnson

Andrea Trussell
SED 343
11 November 2013
Multiple Assessment Measures
You are concerned about Stacy, one of your 5th grade students. Although she seems to have good
math computation skills, she often has difficulty applying these skills when solving word
problems. You believe that Stacy likely knows her math facts but may be confusing the
sequence(s) of steps involved, especially with multi-step multiplication and division problems.
What would you do for further assessment?
1. Formal Assessment- I would assess the student using Key-Math 3. Key-Math 3 designed
to measure mathematical concepts, operations, and applications. With Key-Math 3, I
would receive a list of the areas in which Stacy is strong and weak in. From the scores I
received, I could note all of Stacys strengths and weaknesses which would result in a
more accurate intervention strategy. The scores would eliminate the guessing game of
what I believe Stacy is struggling with. From the scores I received, I could also note
where Stacy is at according to her peers. With these results, I could then see how far
Stacy would have to progress to meet the performances of her peers.
2. Informal- Task analysis. This can be completed through observations with the student.
Have Stacy work one on one with you. During that time observe how Stacy performs on
various math sequencing problems. Give Stacy a few multi-step multiplication problems
and division problems. During this time, have Stacy talk you through her thought process.
Record the steps Stacy is taking when looking at these problems. Compare them to the

task analysis as to how someone should tackle the problem. Point out the steps that Stacy
is missing. Keep working with her until she can successfully complete the task analysis
with no reminders or prompts.
3. Informal Interview Stacy. Ask Stacy what she feels is difficult about the problems she
is struggling with. Perhaps she is missing a foundational skill that can easily be fixed.
Ask Stacy what she finds difficult about certain concepts. Get her opinions and give
suggestions as well as give your input on the mistakes you see her making. Make Stacy
feel that her education is important to you and that you want her to succeed. While
interviewing her, record the areas she feels she is struggling with so you can continuously
try to hit on them throughout your teaching.
During a building Student Assistance Team meeting, a first grade teacher expresses concern
regarding a new student, Brad, to her classroom. The teacher feels that Brad is exhibiting several
characteristics of autism. He has a limited ability to communicate with others, is off-task
throughout much of the day and shows little interest in other children during play activities.
What would you do for further assessment?
1. Formal- I would first assess Brad using the Vineland II. The Vineland II is designed to
measure adaptive behaviors in the areas of communication, socialization, and motor
skills. Brads teacher has noted that he has limited ability to communicate with others.
The Vineland-II has strong reliability so the results will be accurate which will indicate
whether or not Brad has the same socialization abilities as his peers. If the results yield
towards the Autism spectrum, then further interventions will occur.
2. Informal- I would test Brad with an on-task off-task checklist. I will observe Brad
periodically throughout the day for 15 second segments noting when Brad is on-task or

off-task. This will target Brads behavior of his attention span. With these results we can
note whether or not Brad is having problems paying attention throughout the day. If the
results yield to be consistent, Brad may need to be tested for ADHD or ADD.
3. Informal- I would interview Brad. Relationships with students can be the driving factor
with their education. I would let Brad know that I have been noticing that he shows little
interest in spending time with other children during play activities. I would try to see
whats bothering Brad and why he doesnt want to play with his classmates. I would also
ask Brad what I could do within the class to make him stay more on-task. I would record
the responses Brad gave me so I could try to be more accommodating to his needs and to
help him get more involved with other students.