Section V written analysis
Moise: INFORMAL/CRITERION-REFERENCED ASSESSMENT
Section III: Informal/Criterion-Referenced Assessment
Theska Moise
EEX 3226
Dr. Darling
Spring 2025
Assessment Situation
An assessment was conducted on a boy referred to as Logi—born on September 22nd 2020, and at the age of 4 years and 5 months old during the assessment. The assessment occurred on 14th March 2025 during a planned one-on-one session in a calm class environment. The child objected that he was the one who was too tired of the evaluation and seemed to be the most uncooperative. There had been some familiarity between the test administrator and Sam from a class setting, hence the ease in interacting with him.
Instrument Description
The used assessment was the Criterion-Referenced Assessment for Pre-K (Ages 4.0-4.11) created by the teachers of Ruth and Edward Taubman ECC @ B’Nai Torah. This assessment is designed to assess the baseline of literacy and numeracy skills, key learning areas that include:
Upper/lowercase letter recognition
Initial and final sound recognition
Number recognition and counting ability
Rhyming word identification and production
Criterion-referenced tests measure a child’s achievement against certain objectives set down instead of comparing with peers or other students. The strengths of this approach are that it enables an individual to pinpoint strengths and weaknesses, thus being useful for teaching.
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Instrument Protocol
The assessment was conducted as per the directions given in the administration of the assessments’ documents. For the letter and number recognition, the child was given printed letters and numbers, and they were asked to name them.
For Initial and Final Sound Recognition:
Expressive (Initial Sound): In this part of the assessment, the child was orally administered the following prompt: “Tell me the letter that starts the word apple.”
Expressive (Final Sound): In this subtest, the child was asked what letter makes up the end of a particular word (for example, ‘Tell me the letter that ends the word ball").
Receptive (Initial Sound): The child was instructed to repeat the first sound of the word (s) said to him/her.
Receptive (Final Sound): The last phoneme imitation was done by the child when he or she was asked to replicate the sound made at the end of the word.
For Rhyming Words:
Expressive: The child was required to produce a word that is homophonous with a certain word (e.g., “Name a word that sounds the same as cat”).
Receptive: For this assessment, the child was given two sets of words; the first set of words had rhyming words, and the second set had words that did not rhyme, and the child was asked to identify the two words that rhyme.
Child’s Performance
Child’s Performance
Overall Performance
Logi was on the way to improving his competency in many areas of development. He seems to have developed a good understanding of most of the letters in terms of upper and lowercase and got an average on the identification of the initial sounds as well as the numbers. Specifically, it was found that there is a need for improvement in the final sound identification and the production of the rhyming word.
Upper/Lower Case Letter Recognition
Date Administered: March 14, 2025
Score: As for the uppercase, 20 out of 26 are being recognized; for the lowercase, 18 out of 26 are being recognized.
Interpretation: Performance is near age comparison in indicating letters but has not adequately differentiated between small letters.
Strengths: Strong recognition of common letters (A, B, C, D, E, F, etc.).
Flaws: A brief amount of time is spent on the letters Q, X, and Z—can distinguish them as not used often.
Initial and Final Sound Recognition
Date Administered: March 14, 2025
Immediate results, out of 12 attempts, correctly identified 10 first and 6 of the last sounds.
Interpretation: The symbol displays that it is above average in the initiating elements of speech, and it is below average in the concluding elements of speech.
He was able to name correctly the first letter of an object when pointing out your objects for him, i.e., the first object had a “B” labeled on it, and he was able to call it Ball, as well as the second object had “D” on it, and he was able to name it as Dog as well.
Its weaknesses were, however, more pronounced at the end of words and especially with consonant clusters.
Number Recognition and Counting
Date Administered: March 14, 2025
Score: Identified 15 out of the 20 numbers; accurately quantified the dots for 12 numbers from the 20 numbers.
Assessment: Conventional with regards to age-level recognition but lacks one-to-one correspondence count practice.
Strengths: Recognized numbers 1-10 fluently.
Flaws: He/she did not feel comfortable counting beyond 15 and had difficulties when determining the totals in a large group.
Rhyming Words
Date Administered: March 14, 2025
Score: generated 5 out of the 10 words needed to rhyme; identified 7 out of the 10 pairs of receptive language.
Interpretation: Developing skills but below expected proficiency.
Strengths: Good at creating word rhymes for words that were already given, for instance, “cat” and “hat.”
This is observing that Sadar’s strength lies in recalling commonly used words, and weaknesses are that the model needed prompting for less familiar rhymes and produced many non-rhyming words.
Rationale for Goals
According to the observed performance of Logi, it will be appropriate to design highly specific instructional objectives for final sound identification as well as number matching and rhyming word production. These are good practice areas in young children's education for addressing aspects such as literacy and mathematics.
Objectives
Objective #1
Audience: Logi
Behavior: will be able to segment the last sound in a word.
Condition: When given a word list consisting of three words.
Degree: With 80% accuracy over three consecutive sessions.
Objective #2
Audience: Logi
Behavior: Will be to count objects up to 20.
Condition: When the model receives diagrams of the objects.
Degree: With 90% accuracy in four out of five trials.
Objective #3
Audience: Logi
Behavior: Will directly speak one correct rhyming word.
Condition: Only when the activity contains a stimulus word.
Degree: In 8 out of 10 trials across three consecutive sessions.
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