Kayla is a 17 year 1month old young lady in the 12th grade in the Dickenson County Public School System. Per self reporting she enjoys school and is an A-B student. She plans on attending college in the veterinarian field. She loves animals. Her favorite subject is English and least favorite is math. She is having a good year and is excited about her upcoming graduation. She shared she recently took her SAT and had just received her scores. She scored a combined score on English and math of 1090. She scored a 600 on English and 490 on math. She was very pleased to score enough to attend UVA’s College at Wise next year. Kayla’s Grandmother signed permission for Kayla to be tested in a previous testing session. Her Grandmother has full legal
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During testing she subvocalized her thought process on the Block Design subtest. She appeared focused and concentrating on the task at hand. She worked through the first items quickly and accurately. On item number 11 she doubted herself. She said, “This is bad, no it’s fine.” Prior to starting she thought she could not figure it out, but then once she started the hands on component she completed it accurately within the time limit. On item number 12 she stated, “This hurts my brain.” On item number 12 she remarked, “The red is a different shade. It throws me off.” This brought my attention to the shade on the blocks. They do not match the stimulus pages in the book; however, she completed the item correctly.
Next on the Similarities subtest, Kayla was to the point and did not make any unusual remarks. I struggle with grading the Similarities subtest. On item 8, I scored it a 1 because her response was “They are both purchased.” That indicates consumer goods. On item number 11 she answered, “Two weird things to pare up. They both have waves.” I initially scored it a 1, but upon review I saw waves as a 2-point answer and corrected …show more content…
Testing administration went smooth. As with the Similarities subtest I struggle with scoring. On number 25 I struggled with scoring Ominous. She responded, “Bad stuff.” I thought at first it was a zero, but upon review during a bathroom break I noticed it was a score of 1. I had discontinued too early; however, after break I went back and administer one more item. She met the discontinue rule.
Kayla was offered a bathroom break and water. She took a five-minute break. During break I reviewed the prior scoring of the subtests. I found an error in the scoring of the Vocabulary Subtest and as stated above had to administer one more item before the discontinue rule was met.
The next section, Arithmetic, started strained. She said, “I am not good at math.” She requested item number 12 to be repeated. In addition, she subvocalized on several items. On Items 13 she repeated the question prior to answering. On item number 14 she said, “That does not make sense.” On item 15 Kayla worked the problem out by finger writing on the table. On item number 18 she asked, “Does he get days off, That’s not…” She also subvocalized on item number 20. She really became stressed during this part. She broke out in red hives on her neck and chest. Her face was flushed and we took a few minute break after the math
During testing she subvocalized her thought process on the Block Design subtest. She appeared focused and concentrating on the task at hand. She worked through the first items quickly and accurately. On item number 11 she doubted herself. She said, “This is bad, no it’s fine.” Prior to starting she thought she could not figure it out, but then once she started the hands on component she completed it accurately within the time limit. On item number 12 she stated, “This hurts my brain.” On item number 12 she remarked, “The red is a different shade. It throws me off.” This brought my attention to the shade on the blocks. They do not match the stimulus pages in the book; however, she completed the item correctly.
Next on the Similarities subtest, Kayla was to the point and did not make any unusual remarks. I struggle with grading the Similarities subtest. On item 8, I scored it a 1 because her response was “They are both purchased.” That indicates consumer goods. On item number 11 she answered, “Two weird things to pare up. They both have waves.” I initially scored it a 1, but upon review I saw waves as a 2-point answer and corrected …show more content…
Testing administration went smooth. As with the Similarities subtest I struggle with scoring. On number 25 I struggled with scoring Ominous. She responded, “Bad stuff.” I thought at first it was a zero, but upon review during a bathroom break I noticed it was a score of 1. I had discontinued too early; however, after break I went back and administer one more item. She met the discontinue rule.
Kayla was offered a bathroom break and water. She took a five-minute break. During break I reviewed the prior scoring of the subtests. I found an error in the scoring of the Vocabulary Subtest and as stated above had to administer one more item before the discontinue rule was met.
The next section, Arithmetic, started strained. She said, “I am not good at math.” She requested item number 12 to be repeated. In addition, she subvocalized on several items. On Items 13 she repeated the question prior to answering. On item number 14 she said, “That does not make sense.” On item 15 Kayla worked the problem out by finger writing on the table. On item number 18 she asked, “Does he get days off, That’s not…” She also subvocalized on item number 20. She really became stressed during this part. She broke out in red hives on her neck and chest. Her face was flushed and we took a few minute break after the math