Analyzing Cognitive and Educational Evaluation

Analyzing Cognitive and Educational Evaluation Report
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Part 1: Formal and Informal Assessment
Informal Assessment

How the assessment minimizes rater bias

Adams results that will help guide educational decision

Why the selected tool is appropriate for diagnosing Adam's strengths and needs

Teachers report

The teacher's report is based on his observations and compares Adam's tendencies with the rest of the students based on his professional experience. Additionally, the teacher adds no subjective information and focuses solely on school-related behaviors.

Adam displays an attention deficit in school activities and is a quitter, especially when confronted with difficult tasks. Adam lacks energy both in the classroom and outside and seems to withdraw and have anxiety about classroom activities. Additionally, Adams is antisocial with his peers

The teacher's assessment is appropriate since it links all the system-based perspectives, including his classroom behaviors, academic performance, and social life.

Parents Report

The father's assessment minimizes rater bias since he gives information on all aspects of Adam's life, since he was a toddler, to their family composition, structural changes, and health matters. The father does not speak from an emotional point of view; rather, his assessment is objective.

Adams has had a fairly normal childhood since birth. However, at the time of the assessment, Adams had an antisocial personality, especially with his peers, and was selective about what he liked. Additionally, he is a quitter on difficult tasks and does not maintain attention.

This assessment helps identify the underlying cause of Adam's problems by providing information on his childhood experiences, health experiences, family structure, and social and academic life.

Self-Report

Adam's assessment minimizes rater bias because the report first gives first-hand information, laying out his likes and dislikes.

Adams likes reading about topics that he finds interesting but gets turned off when he faces difficult words. He also enjoys it when his teacher reads out loud and, through the teacher's support, puts down his thoughts on graphic organizers. However, he gets anxious when tasks get too complex. Adam also admits that he has an antisocial personality and has difficulty maintaining concentration and relaxing.

Adam's self-assessment provides valuable first-hand insights based on his self-awareness. He lays out what he likes and what he finds challenging, as well as why. This information will help us understand his learning style and motivation.

Classroom observation

To reduce rater bias, the observer compared Adam's behavior with another student's and sought Adam's teacher's opinion.

The experiment revealed that Adam's major problem was withdrawal, so he had 16 off-task times, was inattentive, and was anxious. The teacher said this was typical for him because the activity involved other students.

The classroom observations are appropriate as they provide objective information on Adam's academic engagement and behavior in the classroom.

Formal Assessments

Woodcock-Johnson III Tests of cognitive abilities

The test is reliable and valid (Bulut et al., 2021).

Adam's intellectual and cognitive abilities lay averagely as those of his peers. Adam's also revealed that his ability to arrive at solutions and to focus his attention was generally below average. When it comes to decision-making, Adam's style was majorly impulsive.

It provides a standardized way of measuring cognitive abilities.

Woodcock-Johnson III Tests of achievement

The test reduces rater bias as it is valid and reliable.

Adam has within-average scores on listening comprehension, oral expression, handwriting legibility, and reading fluency but below average on reading skills and comprehension and writing skills and comprehension. He has a weakness in mathematics.

The assessment is appropriate for diagnosing Adam's achievement in different domains by stating his strengths and weaknesses and outlining the specific percentile rank rate.

Based on the assessment results, Adams's intellectual ability was average compared to his peers. This means he can improve his results only if he attains the required special education tailored to his needs. According to Learning Disabilities Association of America (n.d.), teachers must identify and build on students' strengths. Adams identified some things he enjoyed including; listening to the teacher while reading aloud and using graphic organizers. Hence, the teachers should utilize the two to improve his performance in different subjects, including mathematics. Using visual aids and hands-on activities will help Adam comprehend and retain information. Adams's biggest challenge was withdrawal from his peers, as his parent, the teacher, and himself attested. Adams should practice positive self-talk when he finds himself surrounded by peers. Research indicates that positive self-talk can improve one's attention span, emotional regulation, and performance (Kim et al., 2021). This would help Adam, especially because, according to his father, he always strives to complete his work but gives up when it becomes tough. The measure will enable him to focus more and complete his work while interacting with his peers. Based on specific content areas, Adam should be provided with a special education tutor to train him based on his learning needs. For instance, according to the assessment result, Adam showed a general weakness in mathematics and a low average in reading and writing skills. Hav...