116ESSENTIALS OF KTEA™-3 AND WIAT®-III ASSESSMENT

2.The response is a di erent word, such as a real word that approximates the stimulus word. Record errors in the applicable error categories for each part of the word read incorrectly in addition to marking a Whole Word error. Write WS (word substitution) next to the word when recording errors.

3.In Letter & Word Recognition, if the mispronunciation contains a misplaced accent, write MPA (misplaced accent) next to the word when recording errors.

As we stressed in the administration and scoring sections, recording a student’s exact responses is crucial for these subtests. In addition to being familiar with how to record students’ responses phonetically, you should be familiar with the error categories before testing, which informs the most pertinent error information to record for error analysis scoring.

Qualitative Observations

The KTEA-3 Comprehensive Form assists examiners in gathering and analyzing qualitative observations. Each observation statement may be answered Yes, No, or DK. Qualitative observations are not provided for Phonological Processing, Associational Fluency, Object Naming Facility, and Letter Naming Facility because these subtests measure cognitive processes rather than academic performance.

Q-global provides a qualitative observations tab that includes suggested

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observations—in general and for the 15 specific subtests. After responding to the qualitative observations by answering yes or no to each one, you may select Qualitative Observations as a report option. The Q-global standard report will display a table of areas of cognitive processing by achievement domain, as shown in Figure 2.9. An X indicates that one or more qualitative observations suggested a particular

Figure 2.9 Qualitative Observations Analysis in Q-global Standard Report

Source: Kaufman Test of Educational Achievement–Third Edition (KTEA-3). Copyright © 2014 NCS Pearson, Inc. Reproduced with permission. All rights reserved.