Can you please help me to answer the highlighted are in the following doc, can you please take a general look of the document and share your opinion if it is correct with my answer? Thank you.

Name: Issues in Assessmentfor Children and Families Application Activity: Scores Part 2 For this opportunity, you will apply what you're learning about standardized scores. We will practice nding and understanding T scores and percentile ranks, and to identify cut scores and calculate condence intervals! 1. Write the sample statement we worked up in class here. - Jimmy's mother rated his overall behavioral ad emotional functioning in the normal range in comparison to others his age (Tscore of 58). His mother's rating on these times placed Jimmy's in the 80"1 percentile, meaning concerns for Jimmy's overall behavior challenges and emotional risk were greater than 80 percent of other children his age. 2. Using Sonja's mother's ratings on the BESS and the norm table, nd her T Score and percentile rank. Then, based on what we discussed in class on descriptive labels, identify what level of risk her mom sees her as. Craft a sentence or two that you might share in a report or in a meeting. Write that here. - Raw Score: 45 T-score: 72 Percentile: 97th - Sonja's mother rated her overall behavioral and emotional functioning in the extremely elevated range in comparison to others her age (T-score of 72). Her mother's rating on these items placed Sonja's overall behavior challenges and emotional risk greater than 97 percent of other children her age. 3. We're looking at some scores from a Behavior Assessment .S'ystemfbr Children third Edition (BASCj') in class. What are important scores to pay attention to? Why? Write down a few sentences discussing. - It is important because it can tell us how the child ranges in things such as externalizing behaviors or internalizing behaviors (Hyperactivity, Depression) using the set of scores given (Raw score, T-score, and Percentile Rank). 4. We're also looking at more scores from Sonja's assessment (the Kaufman Test of Educational Achievement Third Edition; K 1 YEA-3 ) in class. What do you notice, wonder? Why? Write down a few sentences discussing. - The results provide information about Sonja's academic skills in the areas of reading, math, and writing. Sonja's math score is higher compared to her scores in reading and writing. Also, with the results, we can determine her capacity for language and where she is struggling like in writing and in reading. 5. We turn next to cut scores. a. We practiced some examples together in class. Write your calculations here. Name: i. Exercise A: Mean: 62 O' = 4 62+4=66 - It is going to tell me 66 and above are withing the 15 percent of the students. - We want to establish a cut score where we'll be intervening with approximately 15% of our population. ii. Exercise B: Nlean: 3.28 0' =0.242 Establishes a cut score where we'll intervening with approximately 3% of our population. (High-Scores = More Concerning) b. Now on your own! Using the normal distribution, answer the following questions. i. If] wanted to find a score that identified ~15% ofindividuals who were higher than their peers on a measure, how many standard deviations would I need to go (above or below?) the mean? ii. I am screening for reading problems. Lower scores mean more challenges. Using the mean and standard deviation (M=72, SD=6), how would I nd ~3% of students to work on immediate interventions? Finally... Condence Intervals! a. We practiced with J in together in class. Write your calculation & statement here. i. 95% CI:+/-3 - We take the observed score and we add and subtract 3 - Jin scored 77 - The range is 74 80 With 95%condence Jin's true score lies between 74 and 80. Name: b. Now on your own with Maria! Calculate the range and write a statement for both. i. 95% CI: +/-2 Maria scored 34 32-36 With 95% confidence, Maria's true score lies between 32 and 36. ii. 99% CI: +/-6 Maria scored 34 28-40 With 99% confidence, Maria's true score lies between 28 and 40