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Andrew Miron
12/5/13
Identifying Information
a. Jake Michaels, Grade 12
II.
Background Information
a. Jake was born overseas. The majority of his education was at private American
embassy run schools in Indonesia. The schools were intended to give an American
education to students overseas who would want to attend a university in the
United States. Jakes parents were teachers at the embassy run school so he
benefited from the free education at the otherwise costly institutions. Jake has
never been referred to any type of problem solving team or special education
team. He was a consistent A and B student throughout school. After his freshmen
year of high school his family moved to the United States and they now reside in
Adrian where he attends the high school. Jake is now a senior in high school and
after high school plans to pursue a nursing degree in college. With that being said,
he often talks about how he doesnt feel challenged by the education at his new
school and has lost a large amount of his motivation in school. He no longer
strives to intellectually test himself and often settles for doing decent in school
instead of excelling as he did in the past.
III.
Indirect Assessments
a. I am related to the student, so we have always had an open and easy going
relationship. The cooperation at the beginning was very good and the student was
excited to take the test. There was no evident anxiety in the test taker and he
appeared to be relaxed. However as the test went on, the sheer length of time that
the assessment took started to take a toll on Jake. He became tired and restless and
his eagerness to end the test may have affected the validity of the test to an extent.
There were a few incidents where I feel that he answered questions without
completely thinking them through, but was trying to get through a section with
haste.
IV.
Methods of Assessment
a. The assessment that I used was the Key Math 3 Diagnostic Assessment. It is an
assessment and instruction system that provides the tool to assess the math skills
of students 4-21 or K-12. Key Math 3 is a norm-referenced measure of essential
mathematical concepts and skills. The three general areas that are addressed
include, Basic Concepts (conceptual knowledge), Operations (computational
Test Results
Grade
Equivalent
Percentile
Rank
form. Geometry tests the students overall knowledge of different shapes and their relationships to
one another. Measurement tests the students overall ability to understand the concepts of
measuring while Data Analysis and Probability is a part of the test that asks the students to
demonstrate their skills in reading different ways that data can be presented. The second subtest
of this assessment was Applications which had the two sections of Foundations of Problem
Solving and Applied Problem Solving. Both sections, as it says in their names, asked the student
to demonstrate their knowledge in deciphering and answer word problems. I believe that
although his percentile rankings are very high, his consistent below average grade equivalent
shows some room for improvement on his overall mathematical skills.