TAIP SECTION 2
EMMA02
SectionIIFormal_NormReferencedtemplate_AgesandStages-1.docxYOUR LAST NAME: FORMAL/NORM-REFERENCED ASSESSMENT
First-open the header of this document, edit the YOUR LAST NAME section of the header, make the text black, then save this Save file as a WORD document with this file name format: Your last name_Your first name_Section II Norm Referenced Assessment.docx. It is wise to also consult the course syllabus description and scoring rubric for this section of the project. All text appearing in black on this template should not be deleted or unless indicated, changed in any way. This includes the line spacing and indents. Delete these instructions. Throughout this document, once you type in your own information, remove all instructions (in blue) and change the font color to black. All information is to appear in paragraph format
Section II: Formal/Norm-Referenced Assessment (Ages and Stages Questionnaire, 3rd Edition)
Your full name here
EEX 3226
Dr. Darling
Semester/Year
Assessment Situation
Please note: All sections of the TAIP report should be written in third person, objective.
Third person: This means reference to "I" or first person should not be used. In lieu of “I,” you are to use the “test administrator” to refer to yourself. For example, instead of “I gave the test on June 4,” this should be phrased as “the test was administered on June 4.” Whenever there is reason to refer to yourself in the report (“I”), you are to use “test administrator.”
Begin with stating the child’s name (pseudonym), birthday and age on the day of assessment. So the reader can get a clear picture of what happened, you are to describe the time, day, and situation and include details such as the child’s demeanor and/or willingness to work with you on the assessment tasks. You should also describe your relationship to the child and how well you know him or her. This will be helpful in determine the authenticity of the child’s performance.
Instrument Description
A page break has been inserted here, so the protocol ( Data Sheet) begins on the next page.
Instrument Protocol & Scoring Record Worksheet
Since this paper will be turned in electronically, you will need to scan the completed protocol (the Information Summary), save as a picture (.JPEG) and insert the picture of the protocol within the WORD document here. Be sure that all portions of the protocol are clearly written and scored. Recopying and color coding for tallying section totals will be helpful as well.
You must rely heavily on the instructions in the tests’ manual to interpret the child’s performance on this formal, standardized assessment. By definition, standardized assessments have very specific instructions for not only administration, but also scoring. Failure to follow these specific instructions will lead to invalid scores.
Child’s Performance
There should be an overall statement here about how the child performed on the assessment in general. Use information from the first page of the protocol to describe the child’s overall performance. Typically, standardized assessments will yield an overall age, grade or other standard determination based on the child’s performanc. In this case, since we are using a screener, the results will indicate a Total Score and recommendation (e.g. “further assessment may be needed”). Here, the overall determination is based on the child’s total score from sections of the questionnaire and the accompanying qualitative description of overall strengths and Remember, all of this is to be written in paragraph format, indented as it is here.
Communication These subheadings must match the instrument protocol/data sheet from the instrument you administered. In this case, the Ages and Stages Questionnaire (ASQ) 3rd Edition assesses communication, gross motor, fine motor, problem solving, personal-social, and overall.
Begin with an overall statement of development in this domain. You are to objectively report all scores, ranges, equivalents and qualitative ratings, ending with within and between domain specific strengths and weaknesses. This section should be organized following the information you noted on the questionnaire (see Physical Development section).
Gross Motor
Begin with an overall statement of development in this domain. You are to objectively report all scores, ranges, equivalents and qualitative ratings, ending with within and between domain specific strengths and weaknesses. This section should be organized following the information you noted on the questionnaire (see Gross Motor section).
Fine Motor
Begin with an overall statement of development in this domain. You are to objectively report all scores, ranges, equivalents and qualitative ratings, ending with within and between domain specific strengths and weaknesses. This section should be organized following the information you noted on the questionnaire (see Fine Motor section).
Problem Solving
Begin with an overall statement of development in this domain. You are to objectively report all scores, ranges, equivalents and qualitative ratings, ending with within and between domain specific strengths and weaknesses. This section should be organized following the information you noted on the questionnaire (see Problem solving section).
Personal Social
Begin with an overall statement of development in this domain. You are to objectively report all scores, ranges, equivalents and qualitative ratings, ending with within and between domain specific strengths and weaknesses. This section should be organized following the information you noted on the questionnaire (see personal social section).
Rationale for Goals
First you are to provide a brief description of the domains the annual goals targeted by the annual goals and why. Then, there should be specific rationale for each goal listed below. Rationale should relate directly to a specific “weakness” in the child’s performance in the domain or if there were no weaknesses, then determine what might be the next logical developmental target-remember child development.
Annual Goals In practice screening results are not used to determine goals or instructional levels, but since you cannot get too much practice writing appropriate annual goals and objectives, I am asking you to violate this rule. Based on these assessment results, you are to write three annual goals for your child. Annual goals are to address areas of weakness (if applicable) or target developmental growth in domains deemed to be average, age or individually appropriate-remember DAP.
Annual Goal #1
Annual goal #1 is to be listed here. This goal must be written in ABCD ( Audience, Behavior, Condition Degree) format and does not contain the words “be able to”. Behavior should be directly observable! Goals must also be specific, measurable, achievable (within one calendar year’s timeframe), relevant and timely.
Annual Goal #2
Annual goal #2 is to be listed here. This goal must be written in ABCD ( Audience, Behavior, Condition Degree) format and does not contain the words “be able to”. Behavior should be directly observable! Goals must also be specific, measurable, achievable (within one calendar year’s timeframe), relevant and timely.
Annual Goal #3
Annual goal #3 is to be listed here. This goal must be written in ABCD ( Audience, Behavior, Condition Degree) format and does not contain the words “be able to”. Behavior should be directly observable! Goals must also be specific, measurable, achievable (within one calendar year’s timeframe), relevant and timely.
Last, all text that appears in blue on this document should be considered to be description/instructions. You are to insert the appropriate information, change the text to black, then remove these description/instructions. All sections are to be in paragraph format
Once you have completed the assignment.
1. Save file as a WORD document with the file name format: your last name_Your first name_Section II Norm Referenced Assessment
2. Change all text to black, then
3. Remove these (and all) instructions.
4. Upload to the assignment link. Pay attention to the no penalty and final paper due dates.
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