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Assessment Tools Paper

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Assessment Tools Paper Liberty University Online

Abstract
The paper covers six different assessment tools used to determine children’s learning profiles. This includes his or her interests, ability/intellectual level, achievement level, and personality type. Findings contain the Strong Interest Inventory, the Reynolds Intellectual Assessment Scales (RIAS), the Stanford-Binet Intelligence Scales, Fifth Edition (SB5), the National Assessment of Educational Progress (NAEP), the End-of-Course-Tests (EOCT), and the Myers-Briggs Type Indicator. Each section will answer key questions and give a short description of the given assessment tool. The goal of the paper is to understand the assessment tools available to discover the differences in students so that a teacher can adapt instruction to their needs.

I. Interests A. Strong Interest Inventory The Strong Interest Inventory’s theoretical framework was developed in 1974 by John Holland. This theory is represented by a hexagon with the six themes that characterize most people. The order of the themes is called the R-I-A-S-E-C order and those most closely related are adjacent and those most dissimilar are across from each other. The Strong Interest Inventory assesses which theme or combination of themes characterizes an individual. The inventory contains 291 items that cover occupation, subject area, activities, leisure activities, people, and characteristics. The administration lasts between 35-40 minutes. I was unable to determine whether or not it is offered in a paper-and-pencil format, but it is conducted on a computer. It can be taken individually or with a group. The administrator must meet certification guidelines. While the inventory-taker may not score the assessment, the administrator can provide the score upon completion. The results will show General Occupational Themes, Basic Interest Scales, Occupational Scales, Personal Styles Scales, and a Profile Summary. Based on the information gleaned from the inventory, a teacher can create activities geared toward the identified themes. He or she can also help guide mastery of skills in areas where the students are headed. II. Ability/Intellectual Levels A. Reynolds Intellectual Assessment Scales (RIAS) The RIAS is a tool that measures verbal and nonverbal intelligence and memory. It gauges verbal problem solving, verbal reasoning, reasoning and spatial ability, short-term memory skills, and recall. A benefit of the RIAS is that it is fast, taking only 30-35 minutes to administer. It is neither paper-and-pencil or on a computer but consists of verbal and manipulative formats. It does need to be given individually by a licensed administrator. This person may also score the RIAS within 15 minutes of completion. The results can help make decisions with regard to classification, selection, and educational placement. They also measure the fluid and crystallized forms of general intelligence. This information can guide the teacher to create tiered assignments for the varied ability levels. Students will have more opportunities to be successful when the work load is within their range. B. Stanford-Binet Intelligence Scales, Fifth Edition (SB5) The SB5 is an assessment of intelligence and cognitive abilities. It addresses fluid reasoning, knowledge, quantitative processing, visual-spatial processing, and working memory. Each subtest takes approximately 5 minutes, so the duration will vary. Like the RIAS, it is in a verbal/nonverbal format. There is no paper, pencil, or computer involved in the process. Individual administration is required. There are no certification qualifications, so parents, teachers, counselors, and others can administer the SB5. They can also score it without sending it off. Results are similar to the RIAS and can give teachers accurate information to create lesson plans that are on the same academic level as their students. III. Achievement Levels A. National Assessment of Educational Progress (NAEP) Our nation utilizes the NAEP to evaluate subject-matter achievement, instructional experiences, and school environment. It covers twelve different subject areas: the arts, civics, economics, foreign language, geography, mathematics, reading, science, technology and engineering literacy, U.S. history, world history, and writing. Each assessment takes 90 minutes. Currently it is a paper-and-pencil test, but it is moving into computer based applications. It is conducted in a group setting and submitted to another party for scoring. The results do not provide individual scores. The goal of this assessment is to represent a report card for the nation as a whole. However, each state can get the data for its region. Educators can use this information to collaborate and determine what general areas need improvement or greater focus. B. End-of-Course-Tests (EOCT) Georgia requires that students take EOCT’s at the completion of a particular class in high school. It assesses the mastery of content and counts as 20% of the student’s final grade. There are two different forms of the test: state and local. State assessments focus on the content areas of Coordinate Algebra, Analytic Geometry, Mathematics II, GPS Geometry, United States History, Economics, Biology, Physical Science, 9th Grade Literature and Composition, and American Literature and Composition. All other courses have a local EOCT. It is a standardized assessment that takes two 60 minute sessions to complete. While some tests are offered on a computer, the majority are paper-and-pencil. It can be administered individually if necessary, but overall it is given in a group setting. State EOCT’s are submitted back to the state for scoring and local EOCT’s are turned into the county’s board of education to be graded. The results will show the amount of information retained over the duration of the course. Teachers can use this data to determine what needs more attention for the next year. Also, past scores show teachers how well a particular student did in the previous school year which provides guidance for lesson development. IV. Personality Types A. Myers-Briggs Type Indicator The Myers-Briggs Type Indicator measures psychological preferences in how people perceive the world and make decisions. It is comprised of 93 forced-choice questions. The taker must choose between only two given answers. Assessment length lasts between 20-30 minutes. Formats are available as paper-and-pencil and on the computer. Individual and group settings are permissible. Scoring is done by the taker or another party, depending upon how in depth of an analysis of the results is desired. The Myers-Briggs Type Indicator helps to determine an individual’s preference on four dichotomies. • Extraversion (E) or Introversion (I) • Sensing (S) or Intuition (N) • Thinking (T) or Feeling (F) • Judging (J) or Perceiving (P)
These results can help the educator recognize a student’s strengths and thereby provide encouraging and practical implementation activities to promote growth and diversity.

References
CPP, Inc. (2012). mbti: The Myers-Briggs Assessment. Retrieved from https://www.cpp.com/pdfs/MBTI_Product_Data_Sheet.pdf
CPP, Inc. (2009). Strong Interest Inventory. Retrieved from https://www.cpp.com/products/strong/index.aspx
Georgia Department of Education. End of Course Tests (EOCT). Retrieved from http://www.gadoe.org/Curriculum-Instruction-and-Assessment/assessment/Pages/EOCT.aspx
National Center for Education Statistics. (2014). National Assessment of Educational Progress (NAEP). Retrieved from http://nces.ed.gov/nationsreportcard/
Nelson Education. (2003). Stanford-Binet Intelligence Scales, Fifth Edition (SB5). Retrieved from http://assess.nelson.com/test-ind/stan-b5.html
PAR. (2012). Reynolds Intellectual Assessment Scales (RIAS). Retrieved from http://www4.parinc.com/Products/Product.aspx?ProductID=RIAS

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