Study Guide

Field 134: Psychometrist 
Sample Constructed-Response Assignment

Recommendation for individuals using a screenreader: please set your punctuation settings to "most."

The following materials contain:

• Test directions for the constructed-response assignment
• A sample constructed-response assignment
• An example of a strong and weak response to the assignment, and a rationale for each
• The performance characteristics and scoring scale

Test Directions for the Constructed-Response Assignment

This section of the test consists of one constructed-response assignment. You are to prepare a written response of approximately 300–600 words on the assigned topic. You should use your time to plan, write, review, and edit your response to the assignment.

Read the assignment carefully before you begin to write. Think about how you will organize your response.

As a whole, your response must demonstrate an understanding of the knowledge and skills of the field. In your response to the assignment, you are expected to demonstrate the depth of your understanding of the content area through your ability to apply your knowledge and skills rather than merely to recite factual information.

Your response to the assignment will be evaluated on the basis of the following criteria:

 start bold PURPOSE: end bold  the extent to which the response achieves the purpose of the assignment
 start bold SUBJECT MATTER KNOWLEDGE: end bold  accuracy and appropriateness in the application of subject matter knowledge
 start bold SUPPORT: end bold  quality and relevance of supporting details
 start bold RATIONALE: end bold  soundness of argument and degree of understanding of the subject matter

The constructed-response assignment is intended to assess subject matter knowledge and skills, not writing ability. However, your response must be communicated clearly enough to permit valid judgment of the scoring criteria. Your response should be written for an audience of educators in this field. The final version of your response should conform to the conventions of edited American English. Your written response must be your original work, written in your own words, and not copied or paraphrased from some other work.

Be sure to write about the assigned topic. You may not use any reference materials during the test. Remember to review what you have written and make any changes you think will improve your response.

Sample Constructed-Response Assignment

Subarea IVsubarea roman numeral 4 
Case Study

 start bold Use the information in the exhibits to complete the assignment that follows. end bold 

Analyze the information provided in the exhibits and, citing specific evidence from the exhibits, write a response of approximately 300–600 300 to 600  words in which you:

• identify one area of academic strength and one area of academic need for Angela based on a review of the formal and informal diagnostic assessment data provided (e.g., cognitive, achievement, communication, and/or adaptive assessments; work sample; teacher observation);
• apply the data to identify the special education category or categories for which Angela does or does not qualify;
• describe one appropriate academic recommendation to support Angela's learning, work production, and educational success; and
• describe how the psychometrist could effectively present assessment results and recommendations about Angela's strengths and needs to the multidisciplinary team.

 start bold Exhibit 1 end bold 

 start bold Student Background Information and Existing Data end bold 

Angela is a third grader who is nine years, 6 months old. Angela has been referred for a comprehensive evaluation to a psychometrist.

 start bold and underline BACKGROUND INFORMATION AND REVIEW OF EXISTING DATA end bold and underline 

• bullet point  No complications at birth, reached most major developmental milestones (e.g., crawling, walking, toileting) during the expected age ranges

• bullet point  No medical or neurological concerns

• bullet point  Normal visual and auditory acuity reported

• bullet point  No prescription medication use

 start boldand underline PRESENTING CONCERNS end bold and underline 

• bullet point  Working below grade level in one or more basic skills

• bullet point  Behavior is consistent with that expected of student's age

• bullet point  Speech/language skills are consistent with those expected of student's age

• bullet point  Initial data review

 start bold and underline SERVICE HISTORY end bold and underline 

• bullet point  Other intervention services

---

 start bold and underline DOCUMENTATION OF INTERVENTIONS end bold and underline 

Targeted Behavior/Skill: Learning components of 10 by practicing with flash cards

Goal: Review flash cards with 80% 80 percent  automaticity during timed practice—second grade

Accomplished? No, still using this strategy

---

Targeted Behavior/Skill: Reviewing current math classwork

Goal: Participating in small-group work twice a week for 30 minutes each time, with 80% 80 percent  accuracy on work—third grade

Accomplished? In process

 start bold Exhibit 2 end bold 

Wechsler Intelligence Scale for Children® registered symbol  — Fifth Edition (WISC®– V) 
Mean = 100; Standard Deviation = 15

Subtest Score Summary
Scale	Subtest Name	Scaled Score	Percentile Rank
Verbal Comprehension	Similarities Vocabulary	10 10	50 50
Visual Spatial	Block Design Visual Puzzles	9 9	37 37
Fluid Reasoning	Matrix Reasoning Figure Weights	7 7	16 16
Working Memory	Digit Span Picture Span	7 9	16 37
Processing Speed	Coding Symbol Search	8	25

Student Cognitive Test Scores

Composite Score Summary
Composite	Composite Score	Percentil­e Rank	Qualitative Description
Verbal Comprehension (VCI)	100	50	Average
Visual Spatial (VSI)	94	34	Average
Fluid Reasoning (FRI)	82	12	Low Average
Working Memory (WMI)	90	25	Low Average
Processing Speed (PSI)	95	37	Average
Full Scale IQ (FSIQ)	92	30	Average

 start bold Exhibit 3 end bold 

 start bold Student Achievement Test Scores end bold 

 start italics Woodcock-Johnson end italics ® registerd symbol  IV roman numeral 4   start italics Tests of Achievement end italics  (WJ IV™)

Cluster/Test	Standard Score	Proficiency
BROAD READING	101	Average
BASIC READING	110	Average
READING COMPREHENSION	90	Average
Letter-Word Identification	113	Advanced
Word Attack	108	Advanced
Passage Comprehension	90	Average
Reading Vocabulary	98	Average
Reading Fluency	100	Average
Oral Comprehension	112	Advanced
WRITTEN EXPRESSION	97	Average
BROAD WRITTEN LANGUAGE	100	Average
Editing	104	Average
Spelling	104	Average
Writing Fluency	98	Average
Writing Samples	96	Average
BROAD MATH	69	Very limited
BASIC MATH	74	Very limited
MATH REASONING	73	Very limited
Calculation	75	Very limited
Math Fluency	65	Very limited
Applied Problems	70	Very limited
Number Matrices	73	Very limited

 start bold Exhibit 4 end bold 

Student Informal Assessment

Name: Angela Date: 10/14

Computational Fluency Assessment – Timed, One Minute

Number Correct: 4

---

1. 9  − minus  4 3
2. 3  − minus  1 2
3. 8  − minus  2 6
4. 14  − minus  6 7
5. 14  − minus  8 9
6. 17  − minus  8 8
7. 18  − minus  9 7
8. 8  − minus  4 4
9. 16  − minus  7 8
10. 15  − minus  9 3
11. 13  − minus  8 5
12. 15  − minus  6 student response blank
13. 7  − minus  4 student response blank
14. 6  − minus  2 student response blank
15. 5  − minus  4 student response blank
16. 17  − minus  10 student response blank
17. 14  − minus  7 student response blank
18. 8  − minus  5 student response blank
19. 3  − minus  2 student response blank
20. 8  − minus  7 student response blank

Sample Strong Response to the Constructed-Response Assignment

 start bold Please note: The sample response provided below is for review purposes only and should not be used in a response on an operational exam. Use of the exact words and phrases presented in this sample response will result in a score of "U" (Unscorable) due to lack of original work. end bold 

Rationale for the Sample Strong Response

Please note that the response is evaluated based upon the four performance characteristics of Purpose, Subject Matter Knowledge, Support, and Rationale. Please also note how the score point descriptions are based upon how the examinee attends to the performance characteristics. You should be very familiar with the CEOE performance characteristics and score scale and refer to them when reviewing this rationale.

The purpose of the assignment is largely achieved. The response generally fulfills the purpose of the assignment (refer to the instructions for the assignment) by identifying an area of strength (i.e., reading) and weakness (i.e., math), applying data to identify the special education eligibility (i.e., specific learning disability), using one appropriate academic recommendation (i.e., receiving an IEP), and presenting the data to the multidisciplinary team (i.e., talking about strengths and what services would be provided to Angela). The response provides a generally appropriate discussion of the first bullet by identifying and using data from the given exhibits to address Angela’s academic need and strength. The response provides an accurate and appropriate application of subject matter knowledge by going into detail about the reasoning behind Angela’s eligibility for special education services. In addition, the response describes what services Angela could receive (i.e., an IEP with specified services). Moreover, the writer generally supports the discussion of the third bullet by demonstrating an understanding of the processes that may be connected to academic weaknesses (i.e., fluid reasoning relating to math). A stronger response would have provided greater elaboration upon and provided additional, high-quality examples in the response to the fourth bullet. Overall, this response reflects a general understanding of the topic.

Sample Weak Response to the Constructed-Response Assignment

Rationale for the Sample Weak Response

Please note that the response is evaluated based upon the four performance characteristics of Purpose, Subject Matter Knowledge, Support, and Rationale. Please also note how the score point descriptions are based upon how the examinee attends to the performance characteristics. You should be very familiar with the CEOE performance characteristics and score scale and refer to them when reviewing this rationale.

The purpose of the assignment (refer to the instructions for the assignment) is only partially achieved. While the writer does attempt to addresses all four bullet points, the response to each of the bullets is limited in scope. For instance, the response to the first bullet does not go into detail about Angela’s academic strengths or academic weaknesses (i.e., simply noting the scores). The response also provides a limited description of the services that Angela would have access to. Lastly, the writer does not appear to have an understanding as to how to explain the testing results in a clear manner to the multidisciplinary team. The response is limited in relation to identifying how the strengths and weaknesses come into play within the school and home setting. Overall, the response reflects a limited application of subject matter knowledge and provides a poorly reasoned understanding of the topic.

Performance Characteristics

The following characteristics guide the scoring of responses to the constructed-response assignment.

Scoring Scale

Scores will be assigned to each response to the constructed-response assignment according to the following scoring scale.

Copyright © 2018 by the Office of Educational Quality and Accountability and Pearson Education, Inc. or its affiliate(s).
All rights reserved.
Pearson, 300 Venture Way, Hadley, MA 01035