Interpretation of Assessment Data for Psychology- MyAssignmenthelp

Question: Discuss about theInterpretation of Assessment Data for Psychology. Answer: Analysis of Assessment in Reading: The purpose of this analysis is to provide a summary of the assessment data collected from running a record on the students. Running records are the tools that the teachers and the educators use in order to understand the strengths and weakness of the students learning capability (Bailey, Devine-Wright Batel, 2016). Based on the analysis, the teachers would be able to identify the areas that need improvement. Thus, the process is extremely helpful as it helps both the students and the educators to ascertain certain level of knowledge that would eventually help to improve the learning capability of the children based on the outcome of the analysis. A detailed analysis of the two levels of understanding has been carried on. The capability gained by the children that help them to improve their learning on the same subject. Reading Level 14 Analyses: The accuracy percentage gained after the level 14 analysis is 94.8%. This level was based on the narrative text Mollys Tooth. It has been found that she has scored well in this reading level. In the retelling indicator summary, the score is 4 which are execellent. In the comprehension summary, the student has received a satisfactory grade that is between 3 and 4. The analysis report has showed the right evidence of the outcome of the knowledge that the student has gained. For instance, in case of knowledge and skill developing, it has been found that the student was able to understand about the concepts about print established. She has also good understanding of the high frequency words used in the text. However, it has been evident that she was not successful in decoding some words based on the sound and word relationship. Thus, it is the major area that has been identified where the student needs improvement. In terms of the strategies developing, it has been found that by the beginning of the process she had the right adjusting pace. In terms of attending the meaning, she was successful as well; she has predicted the right things as well. A very important point of concern that is cross checking the text is to confirm the answer that has been successfully achieved by the student. However, in terms of fluency, the result was not very satisfactory. It has been found that the phrasing reflecting was very limited in terms of understanding. The only thing that she was good at was to read some of the text with the correct rhythm and phrasing the reflecting understanding. Therefore, there needs to be improvement in the fluency of English for this student. For the same reason, it is expected that the educators and the teachers have to focus on this part of the study to improve the knowledge and understanding of the students. There is definitely lack fluency in the student that needs to be checked (Jirek, 2016). Reading Level 20 Analyses: The student is in level 20 and it has been found that she has developed right level of knowledge and understanding on the subject. Therefore, it was important to carry out an examination of the progress level of the student. The reading assessment from the narrative text Amys song on the level 20 showed an accuracy of 92%. The reading level was based on instructional. The retelling indicator summary also resulted in a gaining 4 which is an excellent score; this determines that the level of understanding was excellent that resulted in scoring 4. Thus, it can be said that the level of understanding of the student is excellent. On the comprehension based reading, the student has scored another excellent mark that is 6. In the retelling section, it has been found that she was able to retell the events of the story without even taking help from the teacher or support from the book. The supporting details that she has exclaimed were also to the point. This showed her level of understanding and confidence. When the comprehensive questions were asked, she could promptly answer the same. All the three questions were answered clearly. If the inferential capability of the student is considered, it has to be said that she has that inferential capability that was evident when she could easily answer all the questions. Therefore, it can be said that her performance was very good and that she has developed good level of understanding on the subject. It can be concluded that she can pass the current level of her studies and can be promoted to the next level. Justification and Text Selection: As stated by Murray, (2015), that when children start going to schools, they are often exposed to narrative text. Narrative stories are often engaged with telling stories and engaging the students in deep thoughts. This is the reason that teachers should focus on teaching narrative essays to the children. The importance of narrative essay is to foster creativity among the children. As pointed out by Cortazzi, (2014), beginning from the kinder garden only, children are often found to be engaged with different mix of activities like drawing, dictation and writing. As students proceed with the learning in the later stage of life, it becomes important for them to develop a level of imaginative and critical thinking among them. It is important to develop a certain level of imagination among the children that would help them to improve their imaginative power and understanding related to a particular topic (Kkner Orr, 2016). The two narrative writings that have been selected for teaching the students and test their ability and understanding on a particular subject have been effective enough because it has definitely helped to understand the ability of the children on the particular subject. The writing styles in these narrative pieces of writing were not like the normal level but there was a high level of writing style (Benson, 2014). This has been able to create a better focus on the overall activities of the children. It has to be understood that as children move from one stage of the schooling to the other, it becomes very important for them to move with the higher level of knowledge as well. Keeping all these perspectives into consideration, the two narrative pieces of writings were correctly chosen. Both Amys song and the Mollys Tooth supported the reading and learning of the children. The selection of words and phrases in these writings were absolutely right selection for the purpose of teaching good level of English to the children. In fact, the Mollys Tooth is the best piece of writing that would determine the level of fluency among the children. The content of the book is enough attractive that it would create a continuous affection among the children (Saunders, Sherwood Usher, 2015). The children could easily resemble themselves with the characters of the writing. Keeping all these instances into consideration, these two writing pieces have been rightly selected for teaching and analyzing the strengths and weaknesses of the children. In fact, the result obtained from the analysis of the understanding and the capability of the children to deal with the different spheres of the English language. Narrative writing increases the capability of self reasoning and imagination pow er (Vetere Dowling, 2016). In fact, it has also been found the children gain the ability of creating their own narrative stories as well, which is a better move towards the learning stage of English. References: Bailey, E., Devine-Wright, P., Batel, S. (2016). Using a narrative approach to understand place attachments and responses to power line proposals: The importance of life-place trajectories.Journal of Environmental Psychology,48, 200-211. Benson, P. (2014). Narrative inquiry in applied linguistics research.Annual Review of Applied Linguistics,34, 154-170. Cortazzi, M. (2014).Narrative analysis(Vol. 12). Routledge. Jirek, S. L. (2016). Narrative reconstruction and post-traumatic growth among trauma survivors: The importance of narrative in social work research and practice.Qualitative Social Work, 1473325016656046. Kkner, J. M., Orr, A. M. (2016). Narrative inquiry in the teacher education classroom: A review of Narrative Inquiries into Curriculum Making in Teacher Education. Murray, M. (2015). Narrative psychology. InQualitative psychology: A practical guide to research methods(pp. 85-107). Sage London. Saunders, V., Sherwood, J., Usher, K. (2015). If You Knew the End of the Story, Would you Still Want to Hear It?: The Importance of Narrative Time for Mental Health Care.The Qualitative Report,20(10), 1594. Vetere, A., Dowling, E. (Eds.). (2016).Narrative therapies with children and their families: A practitioner's guide to concepts and approaches. Routledge.