Post 2: QTC

Christina Daugherty QTC


In meeting with Ingrid's grandmother to explain her scores on the recent standardized achievement test, the instructor would need to express concern regarding spelling and math computation; however, while Ingrid struggled, based on the results, in spelling and math, she excelled in reading comprehension, science, and social studies.  Ingrid's grandmother will be happy with her "expertise" in the well above average, above average, and average scoring; although, she will be concerned in Ingrid's below average performance in spelling and math computation--which she should be, but there are drawbacks of this assessment.  Is Ingrid really below standards in spelling and math computation or was the data skewed based on the notion that the concrete criteria are difficult to assess in light that complex skills are somewhat hard to identify.  An instructor should inform her grandmother that the assessment (norm-referenced) was to display Ingrid's placement among her peers for the instructors viewing and knowledge.  This is where Ingrid ranked among her peers.  In order to address the problems that Ingrid is facing in spelling and math computation a few procedures at home could assist her further learning in the classroom within these subjects.  Beginning with Ingrid's spelling, utilizing games in the home (such as jeopardy which everyone is familiar with) will allow Ingrid a comfortable environment in which to learn; with every correct spelling she should be rewarded boosting her extrinsic motivation.  Also, her grandmother could implement a practice test (utilizing paper-pencil assessment in the home) with rewards for every correct answer.  In dealing with math, which is not an expertise of mine, the same methods could be applied to boost extrinsic motivation.  In boosting her extrinsic motivation, one would believe or hope for intrinsic motivation to ensue.