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Educational Achievement Report

Formal Assessments

SPED 525.621

Dr. Darlene Fewster

April 21, 2015

Kristen N. White

Educational Achievement Report

Demographic Information
Name: Beau Dombeck
School: Stoneleigh Elementary
Address: 1234 Hummingbird Way Baltimore, MD 21209
Teacher: Mrs. Schindler
Phone: 123-456-7890
Grade: 4th Grade
Date
of Birth: 09/05/2004
Referred by: Dr. Seuss
Date of
Testing: 03/27/2015
Examiner: Kristen White
Chronological Age: 10 years, 7 months
Date of Report: 4/21/2015
Primary Language of Student: English
Primary Language of Test: English

Reason for Referral

Beau was evaluated on March 27, 2015. At the time of the evaluation, Beau was doing
well in the fourth grade and not experiencing much, if any, difficulty in various academic areas.
However, his parents and teachers requested the evaluation in order to gain a better
understanding of Beaus academic strengths and weaknesses.
Examiner Criteria Statements
In the opinion of the examiner:
__X__ The scores obtained are a valid representation of students current educational
performance levels.
__X__ The test(s) selected is a valid tool for the stated purpose and is valid for
the student.
__X__ Linguistic, cultural, and /or economic differences did not
influence testing.
Background Information
Family History: Beau is the son of Teresa Marconi (52) and Bruce Dombeck (47), and
the younger brother of Clay Dombeck (15). Bruce graduated from C. Milton Wright High
School where upon he entered the family business at Heavy Seas Brewing Company. Teresa
graduated from Towson State University in 1985 with a bachelors degree in mass
communication, and has been working in the hospitality industry for the past twenty years. The
family is a close-knit group that extends to include many cousins, aunts, uncles, and all four
grandparents; Teresa is one of six children while Bruce is one of three. According to Teresa, the
entire family gets together on multiple occasions throughout the year to celebrate their love and
beliefs. Beau has been raised in a Catholic family, and attends church every Sunday.

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Developmental History: Beau was born and raised in Maryland; his native language is
English. According to his parents, he hit his milestones much faster than his older brother. His
mother recalls his preschool and kindergarten teachers exclaiming that she had the most
intelligent child, and that he was always highly intuitive. Beau does not have any pertinent
medical issues; however, his older brother is diagnosed with attention-deficit-disorder (ADD).
Beau does well with sleeping and eating; he claims to have an excellent appetite. He also reports
that he is very independent because I walk my dog and can take care of myself.
Academic History: From ages two to three, Beau attended Idlewylde Methodist Nursery
School, and then transitioned to Immaculate Heart of Mary for preschool. From kindergarten up
to the present, he has been a student at Stoneleigh Elementary. He attends school on a regular
basis; only missing occasionally for random circumstances such as a cold or a family obligation.
Beau has never received any related or remedial services such as speech services, or tutoring.
Furthermore, there have never been any significant findings in regards to vision, hearing, or
health screenings. Unlike his brother, who had an individualized education program from grades
one to three, Beau has never required any accommodations or modifications during testing or
classroom instruction.
According to his mother, Beaus current teacher is impressed by his writing abilities. She
stated that Beaus writing skills are more elevated than most fourth graders. Additionally,
Beau is in the top groups for reading and mathematics. Since the letter grades started last year in
third grade, Beau has received straight As except for a B in math on his last report card. His
teacher explained to his mother that he received a B simply because he was not taking his time,
but that he has the ability to earn an A. Beaus teachers also informed Teresa that he is a leader
in the classroom; that other students look to him to start discussions. Beau agreed with this
sentiment by exclaiming that what he likes best about himself is that, I have a good attitude and
am a leader! He stated that reading and science are his favorite subjects, while social studies is
his least favorite because, its dumb. Beau has never been held back or skipped a grade; he
seems to easily and successfully progress in a normal fashion.
Social History: Beau is involved in many organizations; his favorite being soccer which
he plays year round. He is both a goalie and an offensive player. He used to play baseball, but
stated that he hated waiting for his turn, and that the thing he likes least about himself is that he
was not a good hitter. Beau is also a member of the chess club in his school. One of the best
things that ever happened to him is that he recently beat a fifth grader in a chess match. During
the summer, he enjoys swimming and playing outside with his brother and friends. His mother
stated that whenever they go to the beach for vacation, Beau is in the ocean the entire time. He is
also a self-proclaimed artist; he loves to draw and take pictures. When spending time with his
friends, he enjoys trading Pokmon cards, playing video games, and riding his bike and/or
scooter around the neighborhood. Additionally, he claims that one of the best things that ever
happened to him was getting his dog, Abby, who he loves to take on walks. Overall, Beau is

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socially adjusted, has many interests/hobbies, is open to trying new things, has solid peer
relationships, and gets along well with his older brother.
Behavioral Observations
1. Initial Interview with Beau: When I first arrived at the home of Beau Dombeck to
administer the test, he greeted me at the door and was ready to begin. I did not sense any
anxiety; he came across as a self-assured young man. He led me to the dining room table
and was eager to know what he would be doing. I briefly explained the purpose of the
assessment (for my personal academic assignment) and thanked him for his time. When
answering questions about his likes/dislikes, hobbies, family, and friends, he was honest
and precise. His demeanor and self-awareness made me feel like he was older than his
mere ten years. His conversational proficiency seemed advanced for his age level.
2. Behavior during Testing: During the actual testing, he continued to appear at ease,
comfortable, and attentive to the tasks. However, there were moments when he answered
impulsively, and had he taken his time, would have gotten the item correct. Even though
he occasionally responded too quickly, he generally persisted with difficult tasks. If he
did not know an answer, he would say that he did not learn it yet. For example, during
the Calculation subtest, he skipped the applications that he had not yet learned in his math
class. On one occasion, he self-corrected an answer. During the Understanding
Directions subtest, he asked for me to repeat the prompts three different times; however,
since I could not, he realized that he had to pay closer attention. About a half an hour
into the examination, I could tell that he was getting impatient and wanted it to be over.
He would say things such as, This is long, and, This is silly. After being reminded
that he could take a break, he would insist on continuing. Going into the assessment
administration, I knew that he had a birthday party to attend later in the evening. I
strongly believe that had this not been looming on his mind, he would have been less
anxious. Even though he was cooperative throughout the administration, he would get
side-tracked when his dog or father came into the room. I had to remind everybody that
we needed a quiet work space without distractions. Overall, he was cooperative,
attentive, and at ease. If I could change one thing, it would be to administer the test in a
neutral environment such as the library. I believe that this type of setting would allow
him to be completely focused on the tasks at hand.
Test and Procedures Administered
1. Parent intake
2. Student intake
3. Woodcock-Johnson Test of Academic Achievement
a. Letter-Word Identification
b. Reading Fluency
c. Story Recall

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d.
e.
f.
g.
h.
i.
j.
k.
l.
m.

Understanding Directions
Calculation
Math Fluency
Spelling
Writing Fluency
Passage Comprehension
Applied Problems
Writing Samples
Story Recall-Delayed
Handwriting

Due to Beaus inconsistency with his grades, the Woodcock-Johnson Test of Academic
Achievement III (WJ-ACH III) was administered. The WJ-ACH III is an individually
administered test of achievement measuring five curricular areas- reading, mathematics, written
language, oral language, and academic knowledge. The test provides a comprehensive system
for measuring general intellectual ability, specific cognitive abilities, scholastic aptitude, oral
language, and academic achievement. The WJ-ACH III was selected to be administered to Beau
to gain more information about his general academic performance that include the following
skills: (1) reading skills that include broad reading, basic reading skills, and reading
comprehension, (2) oral language skills that include listening comprehension and oral
expression, (3) math skills that include broad math, math calculation skills, and math reasoning,
(4) written language skills that include broad written language, basic writing skills, and written
expression, and (5) an academic knowledge cluster that assesses academic skills, academic
fluency, academic applications, and phoneme/grapheme knowledge.
Results
Reading Assessment Results
The Broad Reading cluster provides a comprehensive measure of reading achievement
including basic reading skills and reading comprehension. The Standard Battery of the
Woodcock-Johnson includes the following subtests: (1) Letter-Word Identification, (2) Reading
Fluency, and (3) Passage Comprehension which were administered to Beau.
The Letter-Word Identification subtest measures word identification skills. Beau was
required to identify letters and to pronounce words correctly. Beaus performance on this task
was at an age equivalent of a twenty-six year old. The Reading Fluency subtest measures the
ability to quickly read simple sentences and decide if the sentences are true. Beaus performance
for this task was equal to that of an average thirteen and four month old individual. The Passage
Comprehension subtest measures the ability to match the pictographic representation of a word
with an actual picture of the object. In addition, Beau was required to point to a picture
represented by a phrase. Then he was required to read a short passage and identify a missing key
word that makes sense in the content of that passage. Beaus performance on this subtest was
equivalent to a student who is eight years and seven months old.

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Mathematics Assessment Results
The Broad Math cluster provides a comprehensive measure of math achievement
including problem solving, numeration, fluency, and reasoning. For the Standard Battery, the
following subtests were administered: (1) Calculation, (2) Math Fluency, and (3) Applied
Problems.
The Calculation subtest is a measure of computational skills and automaticity with basic
math facts and provides a measure of basic mathematical skills. This subtest required Beau to
accurately perform mathematical computations. Also included are problems requiring
manipulation of fractions and more advanced calculations using algebra, geometry, trigonometry,
and calculus. Beaus performance on the Calculation section was at an age equivalent of a
thirteen and nine month year old. The Math Fluency subtest measures the ability to solve
simple addition, subtraction, and multiplication facts quickly. For this test, Beaus performance
was equivalent to a ten and eight month year olds. The Applied Problems test required Beau to
understand and solve practical mathematics problems that are presented orally. Pictures or the
written problem is available for the student to see. The problems required Beau to listen to the
problem, recognize the procedures to be followed, and then perform relatively simple
calculations. Beaus performance on this subtest was comparable to someone who is fourteen
years and seven months old.
Oral Language Assessment Results
The Oral Language cluster provides a comprehensive measure of oral expression and
listening comprehension. For the Standard Battery, two tests are administered, Story Recall and
Understanding Directions.
The Story Recall subtest measures aspects of oral language including language
development and meaningful memory. During this portion of the test, Beau was required to
recall increasingly complex stories that are presented on an audio tape. Beaus performance was
equal to someone older than twenty years old (>20). Beaus performance on the Story RecallDelayed subtest was equivalent to an average eight year and four month old. The
Understanding Directions subtest is an oral language measure. The task required Beau to listen
to a sequence of audio-taped instructions and then follow the directions by pointing to various
objects in a colored picture. Beaus performance on this task was equivalent to a fifteen year and
eight month old.
Written Language Assessment Results
The Broad Written Language cluster provides a comprehensive measure of written
language achievement including spelling of single-word responses, fluency of production, and
quality of expression. The tests administered on the Standard Battery included Spelling, Writing
Fluency, and Writing Samples.

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The Spelling subtest is a measure of the ability to write orally presented words correctly.
Test items measure prewriting skills and required Beau to produce uppercase and lowercase
letters, and to spell words correctly. Beaus performance was equal to an average twenty-three
year olds. The Writing Fluency subtest measures skill in formulating and writing simple
sentences quickly. Each sentence must include a set of three stimulus words and describe an
accompanying picture. Beaus performance on this subtest was equivalent to an average fifteen
year and five month old individual. The Writing Samples subtest measures skill in writing
responses to a variety of demands. Beaus performance on this task was equivalent to an
individual over age thirty (>30). Beaus Handwriting performance is equivalent to an average
six year and four month old.
Interpretation of Assessment Findings
Reading Assessment Results
The age equivalent for Beaus Broad Reading results is comparable to a thirteen year and
nine month old; this is three years above his chronological age. Out of all of the subtests, he
scored the highest on the Letter-Word Identification (age equivalent of twenty-six years). On
this subtest, he responded correctly to seventy-one out of seventy-six items; a ceiling was never
reached. He stated that the words he missed are ones that he has not yet learned. His
performance clearly indicates that he is a strong reader with the ability to use his prior
knowledge to sound out less familiar words. Personally, I do not think that there are any
classroom activities involving reading that are out of his reach. As aforementioned in the
Academic History section, he is in the top reading group for his grade. What would be beneficial
for Beau in a classroom setting would be to continue his practice and incorporate enrichment
opportunities that would allow him to learn more complex vocabulary. Overall, his basic reading
skills are superior for his age.
On the Reading Fluency subtest, Beau still scored about three years above his actual age.
He was able to get all of the attempted items correct; with more time allotted, he would have
possibly scored even higher. This shows that he has a strong ability with quickly comprehending
what he is reading. I observed how he automatically reads silently to himself without being
prompted to do so; this suggests that he is confident with his reading skills. During the initial
interview, he reported that he loves to read, so his teachers and family members should foster
continued growth in this passion by supporting and challenging him. Both at home and in the
classroom, Beau should be provided opportunities to read a variety of genres and types of
literature (i.e. fiction, nonfiction, informational texts, poetry, and newspapers).
On the Passage Comprehension subtest, Beau actually scored one of his lowest overall
scores; it was comparable to an eight year and seven month old, which is two years below his
chronological age. He did well until the second part of the subtest when he had to identify the
missing key word that would make the content of the passage make sense. The ceiling was

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reached at item thirty-eight. I think this happened because his lexicon is not as highly refined as
his ability to read more advanced vocabulary, as shown in the Letter-Word Identification subtest.
In a classroom, he needs to be provided with opportunities to practice definitions and synonyms.
I believe that he has the mental capacity to develop a very strong vocabulary, but he just needs
exposure and practice. Overall, Beau is advanced with his direct reading and word identification
skills. With a more adept internal vocabulary, his scores would have been even within the Broad
Reading cluster; however, he still scored three years above his actual age, which places his
performance at a level comparable to the end of eighth grade. Beau would be an excellent peer
tutor for those who are not as proficient with their reading skills.
Mathematics Assessment Results
The age equivalent for Beaus Broad Mathematics results is comparable to a thirteen year
and two month old. Again, this is about two years higher than his chronological age. On the
Calculation subtest, he scored what would be equal to someone at the end of eighth grade. While
completing this portion of the assessment, he was comfortable with skipping the questions that
he did not know. For example, he did not answer any of the trigonometry, algebra, geometry, or
calculus problems because he has not yet learned how to do these types of calculations.
However, he did very well on the problems that he was familiar with. Regarding fractions, he
did not answer any of the division problems; I am not sure if he has learned how to do so or not.
He probably needs extra support in this area from his teacher. I feel comfortable with
hypothesizing that he will continue to do well with higher level applications once they have been
taught. As previously stated in the Academic History section, he is in the top group for math in
his grade, so he should be provided with enrichment opportunities that could turn equations into
real world scenarios.
On the Math Fluency subtest, Beau scored right on point with his actual age. He was
obviously rushing himself, so unfortunately he missed two easy problems that he definitely
knows how to do. For example, he said 3 + 3 = 9 instead of 6. It is very possible that he knew
he was being timed, even though I tried to keep the timer discreet. In a classroom, he should be
instructed to slow down so he can elude making avoidable mistakes on homework assignments
and tests. Overall, he is doing well in this area and is confident in his skills.
On the Applied Problems subtest, Beau scored about one year higher than his
chronological age. During administration, I observed him taking his time to think about how to
answer each problem. He only used the provided worksheet four times, and did the rest of the
computations in his head. His performance indicates that he is efficient with internal processing;
he never asked me to repeat a question. The ceiling was hit at item fifty-six; however, I feel that
he could have scored higher, but toward the end he lost focus and stopped applying himself.
Overall, this was his best score in the Broad Mathematics cluster. He possesses excellent math
reasoning skills, and is able to see the whole picture.

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Beau is superior in his numeration and reasoning skills. His performance within the
Mathematics cluster was the most even out of all of the clusters on the WJ-ACH III. He
performed better on the subtests that were not timed; I feel as though he knew he was being
timed and simply rushed himself on the Math Fluency segment. Once again, I believe Beau
would be an excellent mentor/peer tutor for his classmates who are not as advanced. By doing
so, he would be able to sharpen his own skills. His teacher should provide real world problems,
such as building an object with certain dimensions, which would enable Beau to practice the
more advanced applications.
Oral Language Assessment Results
The age equivalent for Beaus Broad Oral Language results is comparable to a sixteen
year and eleven month old. He was able to score six years higher than the norm for his age. On
the Story Recall subtest, his score was even to that of someone over the age of twenty. After
listening to the stories on the audio tape, he was able to recall almost everything that was said,
especially the bold words that counted for points. This shows that his short-term memory is
quite distinguished. There were a few moments where he would pause for about two minutes
before relaying the information; I could tell that he was mentally processing that task at hand.
Conversely, on the Story Recall-Delayed subtest, he scored his second lowest overall score; eight
years and four months. I think that if he had been informed that he would have to remember the
stories, he would have performed better. Even though he missed most of the bold words, he was
able to recall bits and pieces of each. I do not think that this subtest score paints an accurate
picture of his mental/academic abilities.
On the Understanding Directions subtest, Beaus performance was equivalent to that of a
fifteen year and eight month year old. This score suggests, once again, that his short-term
memory is superior for his age (five years beyond actual age). During this assessment, he selfcorrected once during Picture 2. He did not get any items wrong until Pictures 5 and 6; he could
have been losing focus, or there was too much stimuli in these pictures. Overall, his listening
comprehension is higher than average, indicating that there are no issues with his hearing. In the
classroom, he should continue to work on his memorization skills.
Written Language Assessment Results
The age equivalent for Beaus Broad Written Language results is comparable to a twentyone year old. This is the highest out of all of the broad categories. On the Spelling subtest, his
performance was even to an average twenty-three year old. He got forty-seven out of fifty-nine
items correct. He did well with sounding out words, and will continue to improve as he expands
his vocabulary. Beau is proficient with this type of classwork, and would be a helpful peer tutor
in this area, as well. I strongly believe that his parents and/or teachers should encourage him to
participate in a spelling bee which would build his confidence and enhance his spelling skills.

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As previously suggested, he should continue to learn definitions and root words in order to
elevate his knowledge.
On the Writing Fluency subtest, Beaus performance was equivalent to that for a fifteen
year and five month old. Once again, he scored above average. The sentences that he produced
were relatively simple, but met the criteria for the WJ-ACH III. He demonstrated his ability to
use uppercase and lowercase letters, along with contractions. He even made some of the
sentences meaningful and personal, such as, I dont like to dig with a shovel. In a classroom
setting, he should be instructed to practice producing more in-depth, creative and imaginative
sentences. He completed twenty-six out of forty items within the allotted seven minutes.
On the Writing Samples subtest, Beaus performance was equal to that of someone over
the age of thirty (>30). However, because the scoring on this subtest is more subjective, his best
overall score was on the Letter-Word Identification subtest (AE = 26). As the examiner, I
noticed that he skipped item twenty-eight which involved more text than the other items. I
believe this is because he did not feel like reading all of it. Also, the vocabulary on this item was
a bit more advanced (i.e. jaunty, embossed, and inquisitive). In a classroom, the instructor
should define these words, and then have Beau complete the task of filling in the blanks. Some
of the sentences he produced were more elaborate, such as, You may crack your head and get a
concussion. Overall, Beau is a skilled writer and has a firm grasp on the mechanics of the
English language. His handwriting is very poor (equivalent to a six year and four month old). I
am not sure if he was just writing quickly and did not care about the handwriting, or if this is his
norm.
Beau was very consistent across and within all of the broad categories, except for the
Handwriting, Passage Comprehension, and Story Recall-Delayed subtests. That being said, there
is not one area in which I would hold him back. I foresee great academic achievement in his
future if he keeps his interest and is pushed by both educators and his parents to challenge
himself. His Brief Achievement score is equivalent to that of an eighteen year and six month
old, so he should be provided with multiple enrichment opportunities to avoid boredom.
Summary/Discussion (Conclusion)
Beau is a ten year and seven month old student who is in the fourth grade and attends
Stoneleigh Elementary school. Beau was referred for an educational evaluation to gain a better
understanding of his academic strengths and weaknesses. Overall, his biggest strengths are his
word identification and spelling skills. His best performance was in the Broad Written Language
cluster; however, he did well across the board. His weaknesses lie in his handwriting, his ability
to identify the missing key word, and his delayed story recall. Even though these are considered
his weakest performances, he was still only two years behind his chronological age. With
appropriate supports, he can easily get up to his age level and beyond. Beaus performance on
the WJ-ACH III consisted mostly of strengths rather than weaknesses. He clearly possesses gifts

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and talents in various academic areas. There is no need for intervention; as previously
mentioned, his comprehensive score is equal to that of an average eighteen year and six month
old.
Recommendations
1. Broad Math (Calculation): When completing math equations, Beau needs to learn how to
take his time to avoid making simple mistakes. Both his parents and his teacher should
remind him to slow down and to check his answers more than once. Since Beau is at or
above age in mathematics, his teacher should continue with the course of instruction
while incorporating harder applications. He should be provided with enrichment
opportunities even if the other students are not on the same level. His teacher could teach
him simple algebra equations, division of fractions, and how to compute percentages.
Furthermore, his homework should include these types of practice problems. The teacher
could also put some of these problems on his tests as bonus questions. By tracking his
homework and test responses, the instructor can assess his performance. In doing so,
he/she can decide if Beau should move onto harder problems, or if he is being pushed too
hard.
2. Broad Written Language (Handwriting): Beaus handwriting is very poor, and at times,
barely legible. His instructor should provide lined paper that young students use when
learning how to write. This paper could also include tracing opportunities for Beau to
practice his individual letters. To avoid embarrassment in the classroom, he could use
this paper at home to complete writing assignments and to simply practice his
handwriting. His parents and older brother can also assist with these homework tasks,
and have him write whenever the situation arises (i.e. grocery lists and to-do lists). His
legibility can be tracked over time.
3. Broad Written Language (Writing Fluency and Writing Samples): Beaus sentences on
these subtests lacked depth and creativity. He was able to meet the criteria for the WJACH III, but did not go beyond. His teacher should instruct Beau to practice
creating/developing more in-depth, imaginative sentences and stories. He should be
required to use a specific amount of adjectives, verbs, nouns, and the like on writing
assignments in order to develop his creativity. Beau could benefit from keeping a journal
that the teacher can read periodically to check his progress. Additionally, he should start
practicing this type of composition by writing about topics of interest and meaning to
him. Through this informal assessment strategy, he will be able to foster his growth in
creative writing.
4. Broad Reading (Passage Comprehension): During this subtest, Beau reached his ceiling
at item thirty-eight. In order to achieve higher in the future, he should practice his rootword vocabulary to enhance his overall lexicon. His teacher could have him work on fill-

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in-the-blank activities that require Beau to pull from his internal vocabulary; he could be
provided with a field of three words and choose the most appropriate for the given
problem. Furthermore, he should practice with SAT word definitions. Even if some of
the words are beyond his capacity, the proximity will be beneficial. He could create his
own flash cards that he could transport from home to school. He could also play
vocabulary games on an iPad or computer that would make his learning more fun and
meaningful. Every so often, his teacher could give him an assessment similar to the
Passage Comprehension subtest to track his progress.
5. Oral Language (Story Recall-Delayed): In order for Beau to enhance his memory, his
teacher should tell and/or read a story and have Beau write down simple notes, or what he
thinks are the main points. After finishing the lesson (an hour or so later), he/she could
ask Beau to summarize the story without looking at his notes. This strategy could assist
Beau with retaining information. This will also be beneficial for developing study skills
for more advanced coursework in the future. In addition, this strategy could be practiced
amongst all curriculum areas. For example, in gym class, the teacher could tell Beau the
rules to a new game and then have him repeat the rules to the rest of the class. He should
also review the material to be retained by practicing a multitude of sensory activities so
different neural networks store the knowledge in multiple brain regions (ex: Read, listen,
and talk about material). The instructor could also have Beau and other students make up
practice test questions, which allows the instructor and parents to see if students know the
most important information.
Reflection
By administering this formal assessment, I was able to enhance my understanding of
CEC/InTASC Standard 6 (Assessment). The standard states, The teacher understands and uses
multiple methods of assessment to engage learners in their own growth, to monitor learner
progress, and to guide the teachers and learners decision making. The WJ-ACH III has shown
me the importance of multiple means of assessment in that it is impossible to gain an accurate
picture of a students academic fluency by only assessing him/her in one subject, or by only
using one form of assessment (i.e. writing). Every student learns differently and possesses unique
strengths, so as a teacher, I must understand how to design, implement, and interpret results from
a range of assessment strategies. The WJ-ACH III provides multiple means in that the examinee
listens, reads, writes, and computes; however, what it lacks is accommodations for diverse
learners such as those with hearing and vision impairments. In my future teaching career, I will
ensure that I use this formal assessment in addition to a multitude of others depending on my
individual students needs. It is imperative to understand that instructional planning focuses on
using a variety of appropriate and targeted instructional strategies to address diverse ways of
learning, to incorporate new technologies, to individualize learning, and to allow learners to take
control of their own education.

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By generating the Educational Achievement Report, I was able to gain a better
understanding of the psycho-educational process. I started with the initial intakes with both
Beau and his mother, and then proceeded to administer the WJ-ACH III. After completing the
administration, I was able to compute the scores and gain a solid perspective of Beaus academic
fluency. From these scores, I was could foresee how well he would perform in a classroom
setting, as well as what should be addressed in terms of improvement. It is clear to me how
formal assessments such as the WJ-ACH III provide insight into both the behavioral and
academic abilities of a specific student. Beau is exceptional for his age; however, this type of
assessment would be extremely beneficial for discernment for a student who is displaying
difficulties in their social and academic conduct.
Overall, I had a positive experience with administering this assessment; yet, there are
things that I would do differently in the future. First of all, I would administer the test in a
neutral environment, such as the library, to avoid unnecessary distractions. Beaus dog and
father occasionally came into the room and disrupted the session. To continue with this thought,
if anyone had to be in the vicinity, I would assure that they would not interrupt. I would also test
the software on the computer I was using to be sure that it worked properly; I struggled with
downloading the software, and had to find another computer. Another thing that I would do
differently would be to practice administering the test on someone else besides the subject, or
take it myself in order to gain a comfort level necessary for success. Furthermore, I would
suggest administering the test on a subject who is in the age group that one would like to teach. I
administered the WJ-ACH III to a ten year old which is fine for my first time, but I want to teach
early childhood, so I would like to administer this to a younger pupil for better practice. All in
all, the administration experience was positive, and I look forward to becoming more familiar
with the WJ-ACH III and other formal assessments in my future career.