Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Examining Cognitive And Educational Assessments
For MET teams to establish eligibility and placement for special education services, the cognitive and educational evaluation is a key data source. Based on the evaluation report results, all team members must make decisions and argue for educational instruction, tactics, and placement. Collaboration with parents on communicating evaluation results and obtaining parental authorization for special education services is also a professional and legal requirement. Teachers should learn significant skills and information in the areas of cognitive and educational evaluation analysis, decision-making, and sharing outcomes.
Part One: Formal and Informal Evaluation
For student Adam Gallery, read the “Analyzing Cognitive and Educational Evaluation Report.” Create a table based on the report, containing a column for each formal and informal assessment. Fill in the following information in the table, labeling each column and row:
Make a clear distinction between each assessment in the first row.
Explain how each assessment is technically sound and minimizes rater bias in the second row.
Provide a summary of Adam’s findings on each assessment in the next row to aid in making suitable educational options. (Don’t just cut and paste the information.)
Explain why the chosen assessment instrument is appropriate for identifying Adam’s strengths and requirements in the last row.
Advocate for suitable educational decisions for this student based on the evaluation results beneath the table in a 500-750 word analysis. The following should be included in the analysis:
Recommendations for any necessary classroom accommodations or modifications, as well as content area placement.
Appropriate accommodations for Adam’s exams or testing conditions, which may include the use of technology.
Reflection on special education instructors’ duty as advocates for students, assisting them in realizing and developing their particular gifts and skills.
Part 2: Parental Guidance
Compose a 250-500 word script requesting Adam’s parents’ agreement for special education services using the “Analyzing Cognitive and Educational Evaluation Report.” Your screenplay should contain a hypothetical interaction with the parents (e.g., present the actual verbiage/wording that would be exchanged), in which the MET report results are appropriately relayed and explicit wording seeking approval for treatment is provided.
Where appropriate, cite the “Analyzing Cognitive and Educational Evaluation Report” to back up your claims.
While APA style is not needed for the body of this work, good academic writing is anticipated, and in-text citations and references should be formatted according to the APA documentation criteria provided in the Student Success Center’s APA Style Guide.
A rubric is used in this task. Before starting the task, go over the rubric to familiarize yourself with the expectations for a successful completion.
This assignment must be completed and submitted to LopesWrite. If you need help, look in the Course Materials for a link to the LopesWrite technical support pages.
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Examining Cognitive And Educational Assessments |
Examining Cognitive And Educational Assessments