34 ESSENTIALS OF KTEA™-3 AND WIAT®-III ASSESSMENT

Table 2.4 KTEA-3 Composites Correlations With KABC-II, DAS-II, and WISC-V Global Scales

Note: FCI = Fluid Crystallized Index; MPI = Mental Processing Index; NVI = Nonverbal Index; GCA = General Conceptual Ability; SRC = School Readiness Composite; FSIQ = Full Scale Intelligence Quotient. Data for the KABC-II and DAS-II are adapted from

Tables 2.15 and 2.16 of the KTEA-3 Technical & Interpretive Manual (Kaufman & Kaufman, 2014b). Data for the WISC-V are adapted from Table 5.11 of the WISC-V Technical and Interpretive Manual (Wechsler, 2014b).

As shown in Table 2.4, correlations between the KTEA-3 core composite and the global scales of the KABC-II, DAS-II, and WISC-V range from .49 to .82. Generally, the KTEA-3 core composites correlate highest with measures of crystallized ability, fluid reasoning, and learning/school readiness. Correlations with the KTEA-3 Academic Skills Battery composite range from .69 and .82. Correlations with the KTEA-3 Reading composite are in the .50s111111111 and low .60s across the global scales with the exception of the WISC-V FSIQ (.75). Correlations with the KTEA-3 Math composite are mostly in the .70s with the exception of correlations with the KABC-II NVI (.67) and DAS-II GCA (.62). Correlations with the KTEA-3 Written Language composite range from .49 to .71.

The Reading, Math, and Academic Skills Battery composites correlated most strongly with the WISC-V FSIQ. The correlation was high (.69) between the WISC-V FSIQ score and the Written Language composite, although the Written Language composite correlated just slightly higher (.71) with the KABC-II FCI. As expected, the NVIs from the KABC-II and WISC-V correlate more strongly with the Math and Academic Skills Battery composites than the Reading and Written Language composites.

OVERVIEW OF THE KTEA-3 BRIEF FORM

The KTEA-3 Brief o ers many benefits to practitioners (adapted from Kaufman & Kaufman, 2015b, pp. 3–4), including the following:

•User friendly to administer and score

•Time e cient: the Brief Achievement (BA-3) composite may be obtained in about 20 minutes

•Flexible administration options: administer only the subtests you need

•Materials are engaging to examinees and child friendly

•Highly reliable and valid measure of basic academic skills

36 ESSENTIALS OF KTEA™-3 AND WIAT®-III ASSESSMENT

Despite a number of significant changes, the purposes and intended uses of the KTEA-3 Brief remain unchanged from the previous edition and include academic screening, evaluation of academic strengths and weaknesses, monitoring academic progress as part of a response-to-intervention program, and conducting research.

The KTEA-3 Brief subtests measure the same constructs as the KTEA-II Brief subtests (Reading, Writing, Math) but provide greater content coverage and clinical utility by providing separate subtest scores for domains within reading (Letter & Word Recognition, Reading Comprehension), writing (Written Expression, Spelling), and math (Math Concepts & Applications, Math Computation). The Don’t Forget box summarizes key similarities and di erences between the Brief Form and the Comprehensive Form.

Don’t Forget

.....................................................................................................................

Comparing the KTEA-3 Brief Form with the

Comprehensive Form

Oral Composites

Oral Language

Oral Fluency

Cross Domain Composites

Comprehension

Expression

Orthographic Processing

Academic Fluency

(continued)

Brief Form Standardization and Technical Characteristics

The KTEA-3 Brief Form was standardized using the same sample of 2,050 examinees as the KTEA-3 Comprehensive Form. Since the KTEA-3 Brief Form is comprised of six subtests from Comprehensive Form B, it was standardized simultaneously with the parallel Comprehensive Form A of the KTEA-3. Hence, the standardization and psychometric properties described for the core subtests and composites of the Comprehensive Form also apply to the Brief Form. These data are summarized briefly in this section, although only the new data 111111111pertains to the Brief Achievement (BA-3) composite, which is unique to the Brief Form.

The KTEA-3 Brief Form has strong internal consistency reliability. The average split half reliability values were .97, .96, and .95 for the Letter & Word Recognition, Math Concepts & Applications, and Spelling subtests, respectively, by grade (grades Pre-K–12) and by age (ages 4:0–25). The split-half reliability values for the Brief Achievement Composite were .98 for both the grade and age norms. Alternate Form reliability was also strong (.94–.96 for the Brief Achievement composite).

The KTEA-3 Brief Form was administered along with other tests of achievement and cognitive ability during standardization. Correlations were calculated between the KTEA-3 Brief Form and KTEA-II Comprehensive Form. In a sample of 92 students administered both the KTEA-II Comprehensive and KTEA-3 Brief Forms, the correlation between the KTEA-II Comprehensive Achievement Composite (CAC) and the KTEA-3 Brief’s Academic Skills Battery composite was .93 and the correlation between the CAC and Brief Achievement composite was .88.

The correlations between the KTEA-3 Brief Form and other achievement tests were also examined (Kaufman & Kaufman, 2015b). Specifically, the WoodcockJohnson III Tests of Achievement (WJ III Ach; Woodcock, McGrew, & Mather, 2001) and the WIAT-III were each administered together with the KTEA-II Brief Form to samples of 68 and 73 students, respectively. The KTEA-3 Brief Achievement composite correlated .88 with the WJ III Brief Achievement Composite and .92 with the WIAT-III Total Achievement Composite.