Allison Maloney
EDUG 787
Prof. Sheehan
December 6, 2012
Psycho-Assessment Final Report
Background:
Name:
School:
Grade:
Age:
W.R. (withheld for privacy)
Pennington School
1st
7
Description of Student:
After getting to know the student and meeting with him a few more times, he has really come
out of his shell. The student is comfortable answering questions, asking his own, and isn’t easily
discouraged. From our initial assessments, it seems to me that the student is meeting or exceeding
standards for his grade level. His reading skills show the presence of both word recognition and reading
comprehension. He was able to identify a multitude of math symbols, operations, and topics that
matched an understanding on his grade level. His writing skills seem to be developing, with some simple
mistakes between b’s and d’s. The student uses strategies in both reading and writing to aid in the
sounding out, pronunciation, and spelling of bigger words. He is quick to ask for help, but if reminded he
can try on his own, he gets right back to work. In our short time together, the student has excelled in
many areas, and I’m sure could improve in many more. The following report reflects the student’s
performance on the administered assessments and my interpretation of the results.
Assessment:
The test administered to this student was the Wechsler Individual Achievement Test Third Edition
(WIAT-III). During the testing session, I administered formal and informal assessments which measured
English Language Arts and mathematic performance. In addition to the administration of the WIAT-III, a
running record and writing sample were scored.
Testing Results: Wechsler Individual Achievement Test Third Edition
WIATT-II Subtest
Standard Score
Percentile
Qualitative Descriptor
Receptive Vocabulary
114
82%
Above Average
Early Reading Skills
101
53%
Average
Reading Comprehension
100*
50%
Average
Math Problem Solving
99
47%
Average
Alphabet Writing Fluency
117
87%
Above Average
Sentence Combining
149
>99.9%
Very Superior
Word Reading
111
77%
Average
Numerical Operations
113
81%
Average
Spelling
107
68%
Average
Writing Sample Results: (from the Roxbury Public Schools Scoring Rubric Grades 1 and 2 – attached)
Stages
Ideas


Organization

Word Choice





Sentence Fluency



Voice

Conventions


Descriptor
Topic is stated in text; story line is
present, but loosely put together
Some ideas are supported with details
but may lack focus
Beginning and middle OR ending are
present, one component is missing
(middle/ending)
Transitions rely on connective “and”
Sequencing is apparent
Vocabulary relies upon “safe” known
words, yet an attempt to incorporate a
few lesser-known words is beginning
Adjectives begin to add description
Simple sentences are used to convey
meaning
Variety in beginnings becomes apparent
Voice supports writer’s purpose
Risk-taking provides a moment or
moments of sparkle
Phonetic spelling is used; some grade
level high frequency words are correct
Ending punctuation exists
Uppercase letters begin sentences
Raw Score
Actual Score
Score
3
3
3
3
4
2
18
3
Reading - Running Record:
Title: Curious George Visits the Zoo
Author: Margaret Rey
Word Count: 388
Pages: 30
Level: J
Student Miscues
13
Self-Corrections
9
Miscues reader did not self-correct
4
Accuracy Rate: 96%
100%
0 miscues
99%
1 miscue
98%
2 miscues
97%
3 miscues
96%
4 miscues
*96%-100% accuracy is necessary to
determine the reader’s independent
reading level. Retest if 5 or more
miscues present.
III – Discussion
Overall, this student preformed on or above grade level for each area tested. Looking through
the subtests of the WIAT-III, the student scored Above Average or higher in sections pertaining to
Receptive Vocabulary, Alphabet Writing Fluency, and Sentence Combining. While mathematics did not
come across as his weak point, he certainly excelled in more areas pertaining to English Language Arts.
The student was receptive to the demands of each assessment and generally eager to answer the
questions asked. Looking at the results of each subtest of the WIAT-III administered, the student shows
no obvious areas of weakness when compared to peers on his grade level.
From the writing sample the student completed, a rubric was used to score the student’s writing
abilities based on his ideas, organization, word choice, sentence fluency, voice, and conventions.
Reading through his writing piece, the student’s ideas and voice are apparent. He has his own “spark”
that shines through, while sometimes compromised due to poor sentence structure or spelling errors.
Overall, the student was confident in using lesser known, more complicated words to convey his voice.
When spelling these words, the student sounded out and came close to the phonetic spelling for most.
The student showed knowledge of capitalization and punctuation rules, but could improve his sentence
structure by avoiding using “and” as a transition. His writing stayed true to his topic of Halloween and
scored an overall score of 3 on the rubric provided. This supports that the student is writing on task for
the average first or second grader, while still having room to improve and grow as a writer.
To assess the student’s reading fluency, a running record was performed using the book Curious
George Visits the Zoo by Margaret Rey. While reading aloud, the student had a total of 13 miscues. Of
the 13 miscues, the student self-corrected 9 times, with 4 miscues he did not self-correct. This is a 96%
accuracy rate on Level J, which is a second grade reading level. His number of self-corrections shows
that the student is using various strategies to decode words and comprehend the text as a whole.
IV –Recommendations
While the assessments showed no obvious areas of deficit or struggle for the student, he could
improve upon the skills he has already begun to master. In reading, the student should focus on
improving his reading fluency by choosing appropriately leveled independent reading books. While his
accuracy rate met the requirements for the Level J, he may want to start on a level below and build
towards fewer miscues before attempting Level J books independently.
In math, it is recommended that the student continue to master simple addition and subtraction
using visuals, moving towards numerical equations using larger numbers. He exhibited various skills
when working through the mathematical subtests and his confidence will be an asset to him has he
begins encountering harder problems in the future.
Based on the assessments administered, the student could benefit from the most by focusing on
building his writing skills. While his voice is strong and his ideas creative, the student should work on the
structure of sentence formation; avoiding run on sentences and transitions using “and” multiple times.
His oral vocabulary surpasses his written vocabulary skills, so many of this spelling errors are due to the
complexity of words he wishes to use in his writing. Even so, his spelling errors follow phonetic spelling
for the most part. The student’s score of 3 on the rubric provided shows he is progressing as he should
with room to improve and grow.
In conclusion, the student was truly a pleasure to work with, genuinely enjoying our time
together. His willingness to learn, ask questions, and participate in new things will serve him well in his
academic career. While the assessments and recommendations above are based solely on our few short
sessions together, the student certainly exhibits many of the skills and qualities needed for success
within the classroom.