InTASC Standard Six: Assessment

The teacher understands and uses multiple methods of assessment to

engage learners in their own growth, to monitor learner progress,
and to guide the teachers and learners decision making.

Name of Artifact: Portfolio 3 Cognitive Development- Ryan Ramsey

Date: March 24, 2013
Course: EDUC 121: Child and Adolescent Development

Brief Description: I chose Ryan, a 15 year old male with Aspergers Syndrome,
to do a variety of Cognitive tests. I wanted to see how his autism would affect the
outcome of the tests given to him.
Rationale: I gave the male subject a series of three tests, one for memory, one
for social interaction, and then a standard multiple intelligence test. I had hoped
giving him different tests would give me a better idea of his development at this
point in time. I was intrigued by the results.
The first test was memory. I wanted to see if he could remember a sequence of
lights and sounds when done together in a test. He was very quick to memorize
the sequences and able to reconstruct them instantly. I also showed him a series
of cards with pictures on them. He was able to put them in the order I had
shown him 4 out of 5 times.
The second test was for social interaction so I could see how he would learn in a
social situation. This is where I noticed his autism affects him the most. When
put into a social situation, he was very distracted and had a hard time focusing

on the task given him. He would not ask for more direction so he could finish
the task given him.
The last test was a multiple intelligence test. It showed that linguistically and
mathematically he was very high on the scale. I could see this is true when
interacting with him and noticing the complex language he uses when speaking
normally. It also showed that he was very low on the interpersonal level, which I
also noticed when trying to get him to perform a task during a social situation.
The subject tested very high when it came to using logic and memory but not
very high when it came to discussing abstract ideas in a way that would be easy
for the listener to understand his way of thinking. When coming up with a
course of action to help him with his educational goals, his inability to perform
certain tasks would have to be taken into consideration. He would need support
in the areas such as writing reports because of the inability to successfully
verbalize his ideas. He would also need support in situations where there are too
many students around during certain times like when testing is done so that the
distractions do not cause problems.

Subject: Ryan
Age:15
Gender: Male

Test: Memory
Light and sound- given ten different sequences to memorize in a span of 15
minutes. Completed all sequences perfectly.
Picture cards: Was given first 5 cards to memorize, with 2 more cards added with
each sequence. He was able to memorize the sequences until I got to 13 cards.
Test: Social interaction
I asked the subject to play a game that involved 4 people. With the added people,
he became very distracted and could not remember how to play the game. He
needed continual prompting to play and would not ask for help in any way.
Test: Multiple intelligence inventory
I pulled up the multiple intelligence inventory on IDRC.CA to see where he would
score. This is his scoring:
Linguistic
Mathematics
Visual/Spatial
Body/Kinesthetic
Naturalistic
Music
Interpersonal
Intrapersonal

32
43
33
34
34
39
26
29