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Appendix D: Paper Excerpt
- An excerpt from my paper
“Test Administration and Report: The WIAT-II” describing preparations on the first day of testing a special education
student from my class
- This excerpt illustrates my participation in this very unique assesment, and of the necessity
for accurate, professional evaluation, as well as the recognition of my students’ special needs.
- It reflects an understanding and use of the following standards
by category:
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CCCT
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CTTC |
ISTE/NETS |
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I-1a,b; 4b; 5b; 6a,b
II -3e,f; 5b; 7e
III- 1; 2b; 3a; 5c; 6b
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II-D;
III-C;
IV-C |
1a1-1a6; 1a11; 1a13
2c;
3b;
4a,b |
The test was not given in my normal classroom. Instead, I reported to one
of three Resource Rooms that are always used for this type of testing. While
I do not think I am territorial, I must admit that this change in location for me was slightly disconcerting.
Jessie, (not her real name) a fourteen-year old eighth-grader, already sat at the table that would become her test location
for the next three days if necessary. She looked up expectantly and smiled when
she saw me. I honestly think she believed my presence meant that she was not
going to be tested that day! Instead, the special education teacher explained
to her that I was going to be delivering her exam, and that she was to do her best, including cooperating with appropriate
behavior. This has been an ongoing problem with Jessie this year. Meekly she replied “OK” and my first testing experience began.
Jessie is a “pro” in these circumstances. She has been under a special education designation for all of her life, and tests
of this type are just another part of that experience to her. I have participated
in her Parent/Teacher planning sessions, and know that her mother is very concerned about Jessie’s transition to high
school from 8th grade. Fortunately, Jessie has an older sister (also
a former student) at the high school who will be a great asset once Jessie arrives.
Secondly, her mother worries about Jessie’s abilities in the “outside world” – specifically,
socialization and employment. While these may have been important considerations
for her mother, the faculty, and support personnel, none of these thoughts were evident in Jessie’s demeanor today. Moreover, though she was not getting out of the test, she did seem to be pleased that
I would be the one testing her. She promised to “help me do it right.”
My biggest concern was to do just that. Finally,
after asking if I had any questions, and covering some minutia about lunch and bathroom breaks, the special education teacher
prepared to leave the room. Her last comment was “Do your best, Jessie! You too Mr. Adams.” It was time to do
my job.
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