Curriculum Assessment Project (CAP)

Curriculum Assessment Project (Cap) Student’s Name Institutional Affiliation Course Instructor Due Date Curriculum Assessment Project (Cap) Student Description For this curriculum assessment project, the chosen student is a ten years old 5th grader by the name Adam. This curriculum assessment project will critically examine this student’s performance. In doing so, the assessment will pay special attention to the fact that the learner has speech and language delays. Based on these delays, Adam attends a particular education class, which gives him a chance to access resources, learning materials, and aids relevant to his kind of special needs. According to Lyons and Roulstone (2018), students with speech and language delays may feel anxious and stressed, which makes it even harder for them to talk with others and express themselves accordingly. For example, such learners may speak slowly, and the teacher has to make them feel as comfortable as possible. Part of this involves giving them ample time to express their thoughts, not interrupting them, and not completing sentences for them, as these may embarrass them. Based on the understanding of how a classroom setting for a child with speech and language delay should be, it is evident that Adam’s learning atmosphere observes this. Precisely, the classroom is set such that he sits in the front of the class and closer to the teacher. The move to place Adam close to the teacher is crucial since it increases his chances of asking questions and being assisted with the assignments. The teacher also indicates that during classroom sessions, she ensures the learning is at a slow pace to allow Adam and others to understand and write their assignment correctly, hence avoiding the possibility of confusion (Scharf et al., 2017). Additionally, even when given an assignment, the teacher gives him extra time to complete tasks when needed. Classroom teaching also involves using technology to ease the learning process. For example, there are times when learning involves using videos with captions to help Adam and other learners with special needs follow the teaching. What is deciphered from Adam’s classroom setting is that he learns in a resource room that has all he needs to grow academically and functionally. Besides the classroom setting, the IEP is designed by first focusing on the learner’s cognitive abilities, such as mental processing speed, fluid reasoning, visual processing, as well as short- and long-term memory. Examinations focusing on fluid reasoning help gauge the learner’s ability to use the skills learned in the classroom to solve presented problems. Visual processing also plays an essential role in assessing a learner’s ability to interpret visual patterns in learning. Lastly, the curriculum also measures a student’s ability to store information in the short- and long-term. As it turns out, a close examination of Adam’s academic performance shows that although he has speech and language delays, he is good with numbers, as evidenced by his strength in counting and solving numerical mathematical problems. In contrast, Adam is not good with mathematical problems presented in words because of his speech and language delay. He does not comprehend mathematical problems in words because he does not understand what operation he needs to use. According to Tamzarian et al. (2012), Adam’s learning and behavior may be significantly influenced by other factors, such as language, culture, and family. The three will likely influence his learning since they shape how he perceives, interprets, and responds to the learning environment. First, language affects his learning abilities since it is the primary communication medium. Therefore, it is vital to ensure that the instructions given to Adam are in a language he understands since only then can he receive, process, and communicate information. In relation to this, Adam’s speech and language development means he is not proficient in the language. As a result, this affects his ability to process information, mainly because he does not understand most word instructions. Culture is also a significant influencer in Adam's learning abilities. Cultural influence on this student's learning abilities is ascribed to culture, shaping a person's beliefs, values, and behaviors. Lastly, family background is a notable influence on a student's learning process since it influences the learner's academic performance, attitude toward education, and future aspirations. As per the current situation, Adam's family supports and motivates him to perform better by being there for him when he needs assistance. Wechsler Individual Achievement Test and The Constructs Measured in The Test In determining the academic achievement of the chosen student, Adam, the measurement tool that will be used is the Wechsler Individual Achievement Test-III (WIAT-III). The WIAT-III is a standardized academic achievement test that measures a student's comprehension and performance in previously learned areas of reading, mathematics, language, and oral language. The performance scores of this test method are classified based on age norms. An excellent example of how this test method works is presented below. It reports the test and reported scores in percentile rank (PR) and standard score (SS). SS                    PR                   Classification 131-above 98 Very Superior 121-130 92-97 Superior 111-120 76-91 High Average 90-110            25-75              Average 80-89 9-24 Low Average 70-79              3-8                   Low 69-below 0.1-2 Very Low For a comprehensive examination of a learner’s comprehension of mathematics, oral language, reading, and language, WIAT-III is made of various sub-tests and observations, which include early reading skills, word reading, reading comprehension, total reading, basic reading, oral reading fluency, pseudo-word decoding, reading comprehension flue...