118 ESSENTIALS OF KTEA™-3 AND WIAT®-III ASSESSMENT
procedural learning e ects (recent exposure to the same item type). However, these score di erences tend to be small, as indicated by the e ect sizes reported on the alternate-form reliability study in the KTEA-3 Technical & Interpretive Manual (Kaufman & Kaufman, 2014b).
USING THE KTEA-3 BRIEF FORM
Two of the most common uses of the KTEA-3 Brief include progress monitoring and screening for a comprehensive evaluation. This section provides additional information about using the Brief Form for these purposes.
Progress Monitoring
To monitor progress or response to intervention, KTEA-3 Brief Form results may supplement data provided by curriculum based and criterion-referenced measures, although the KTEA-3 Brief Form is not typically administered as frequently. As a general guideline, wait at least 8 months to 1 year before readministering the KTEA-3 Brief Form.
To reduce practice e ects when reevaluating an examinee, the KTEA-3 Brief Form may be alternated with the KTEA-3 Comprehensive Form A.
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Using growth scale values (GSVs) is highly recommended when comparing an examinee’s performance across administrations. GSVs obtained from the Brief Form are comparable with those obtained by the same examinee on the Comprehensive Form.
Screening for a Comprehensive Evaluation
Low performance on one or more KTEA-3 Brief Form subtests or significant score di erences on the Brief Form may suggest the need for a comprehensive evaluation. The Brief Form includes score comparisons between the Brief Achievement (BA-3) composite and each of the three subtests in that battery (Letter & Word Recognition, Math Computation, Spelling) as well as score comparisons between the more comprehensive Academic Skills Battery (ASB) composite and each of the six subtests in that battery. These score comparisons identify academic strengths and weaknesses that are significantly di erent from the student’s overall academic achievement level. Subtest score comparisons are also available for identifying discrepancies between reading, math, and written language domains.
The Brief Form subtests may be included in ability–achievement discrepancy (AAD) and Pattern of Strengths and Weaknesses (PSW) analyses when administered as part of a more comprehensive evaluation. Unlike the KTEA-II Brief Form, the KTEA-3 Brief Form subtests are identical to the core subtests in the Comprehensive
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Form and have su cient skill coverage, reliability, and validity to be used within AAD and PSW analyses.
AAD and PSW analyses are available only when the Brief Form is used in conjunction with a more comprehensive test battery because these analyses are not typically conducted when administering a brief achievement measure. Such analyses are more appropriate when conducting a comprehensive assessment with the Comprehensive Form.
When using the Brief Form as the only achievement measure, examiners may also administer a brief test of cognitive ability such as the Kaufman Brief Intelligence Test–Second Edition (KBIT-2; Kaufman & Kaufman, 2004c) in order to have an understanding of a person’s general level of cognitive functioning.
Refer to the Caution box for additional information about using the Brief Form to screen for dyslexia or specific learning disabilities.
C A U T I O N
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Limitations of Using the KTEA-3 Brief Form for Dyslexia or SLD Screening
Oral language measures are not included in22222222111111111the Brief Form. Hence, the Brief Form will not identify:
(a)Weaknesses in oral language that may be hindering academic performance, or
(b)Critical discrepancies between oral and written language areas (Listening Comprehension vs. Reading Comprehension, Oral Expression vs. Written Expression).
One key symptom of dyslexia/reading disorder is that reading comprehension skills are lower than listening comprehension skills (RC < LC). If both reading and listening comprehension skills are low, then either a language disorder or a global reading impairment (characterized by low overall ability) may be suspected.
Reading fluency, writing fluency, and math fluency subtests are not included in the Brief Form. Hence, specific fluency deficits may not be detected.
Subtests to identify processing deficits in phonological processing and naming facility are not included in the Brief Form.
Using the Brief Form With the Comprehensive Form
Results from the Brief Form may warrant more in-depth testing using the Comprehensive Form. In such cases, the Brief Form and Comprehensive Form (A or B) may be integrated e ciently without readministering subtests.
Refer to Rapid Reference 2.15 for instructions on how to generate a Brief + Comprehensive Score Report in Q-global. The Don’t Forget box summarizes scoring considerations when using the Brief Form with either Comprehensive Form A or B.
120 ESSENTIALS OF KTEA™-3 AND WIAT®-III ASSESSMENT
Rapid Reference 2.15
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How to Generate a Brief + Comprehensive Score Report
Step 1: Enter score results from the KTEA-3 Brief Form in Q-global and generate the report. This assessment must be in Report Generated status.
Step 2: Enter score results from the KTEA-3 Comprehensive Form in Q-global and generate the report. This assessment must be in Report Generated status.
Step 3: On the Examinee page, select both the KTEA-3 Brief Form assessment and the KTEA-3 (Form A or Form B) Comprehensive Form assessment, and then select Generate Report. Q-global will ask you to select the report you want to generate. Select the KTEA-3 Brief + Comprehensive Report.
Step 4: Select the report options you want to use for this report.
Don’t Forget
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Using the Brief Form With the Comprehensive Form
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Standard scores from the Brief and Comprehensive Forms (A or B) are comparable and derived from the same normative sample.
Scores from the Brief Form may be integrated or reported alongside scores from the Comprehensive Form if both forms were administered within a month or so. If more than a few months have passed, consider reporting the administrations separately.
Brief Form subtests may be included in AAD and PSW analyses when administered as part of a more comprehensive evaluation.
Supplements to the Brief Form and Scoring Considerations
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