Date of Award
Fall 11-24-2024
Document Type
Dissertation (799 registration)
Degree Name
Master of Science in Special Education
Department
Graduate Studies
Committee Chair
Keri DeSutter
Keywords
Evaluation, Woodcock-Johnson, Descriptors, Academic. Math Fluency, Broad Reading, Broad Math
Abstract
In special education evaluations, a common assessment is the Woodcock-Johnson IV Test of Achievement. Special educators struggle to write clear and concise subtest descriptions that allow future educators and support staff to read the students’ results and come away with a clear understanding of the student’s present levels at the time of the evaluation. When giving the Woodcock-Johnson Assessment the evaluator must be familiar with the assessment, how it is given, and how to write the results. With personalized results for each sub-test, the reader should be able to pull information to determine the student’s present levels of learning, recovery of information, where the student struggled with responses, possible accommodation, and placement of the student due to their academic need. Providing suggestive descriptions and giving examples of personalized results leads to increasing information on writing and reading evaluation results.
Recommended Citation
Sturgis, Katerina, "Descriptions that tell" (2024). Dissertations, Theses, and Projects. 972.
https://red.mnstate.edu/thesis/972