FORMAL ASSESSMENT??

A word to the wise…

Before you expect anyone to answer your bullet point mannerism of inquery, you should consider introducing yourself in a way that is a bit more - human.

At the very least, attempt to post your questions in eloquent (complete) sentences.

Are you - Wisdom, seeking students, or Students seeking wisdom?

I think IQ test are discriminating .

My child has been assessed with many instruments. The Woodcock Johnson didn’t seem to be very helpful. The Weschler IQ gave us an idea of the things he was gifted in and gave a glimpse that he had an LD but not specificically in what. We have done other test for specific LD but I don’t know the names of those test. Go to the Gifted Development Center web page and you can see what Linda Silverman reccommends. Jan

Formal assesment tests were of little help to ME in understanding my disability. However, it did help me indirectly, through the realization that educators MIGHT have SOME degree of insight into my LD.
I know my LD better than anyone, and I found the whole assesment testing procedure rather perfunctory and systematic…with no interest in me personally. The Woodcock Johnson (oy, what a name) was fairly useless, as it was skimmed over when the analysis was presented to me, and characterized as some sort of augment or control on the important test, the Wechsler.
THere is no objective thing called a “learning disability” in the way that there is a thing called a “cat” or a “chair”. An LD is just an indication of a particular configuration of mental processing, which presents itself in particular ways in the learning process. It’s like a constellation that has meaning only in certain contexts. Assesment tests are a narrow and rigid attempt to illuminate a thing which is much more amorphus and nuanced than educators yet know.