122 ESSENTIALS OF KTEA™-3 AND WIAT®-III ASSESSMENT
(Continued)
Supplementing |
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the Brief Form |
Q-global Scoring |
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With |
Considerations |
Hand Scoring Considerations |
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Option 2 |
• Brief Form standard scores |
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• Within the Comprehen- |
may be used as if those |
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scores had been obtained |
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sive Form B assessment, |
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using Comprehensive Form |
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enter raw scores from |
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B (for example, combine |
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both the Brief Form and |
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the LWR standard score |
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Comprehensive Form B. |
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from the Brief and the |
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Caution! If you use option 2, |
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NWD standard score |
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you lose documentation of |
from the Comprehensive |
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which subtests were |
to obtain the Decod- |
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administered as part of the |
ing composite score; use |
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Brief Form, which may have |
the LWR standard score |
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been on a different |
from the Brief as part of an |
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administration date. |
AAD/PSW analysis.) |
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Caution! The examinee’s |
• Error analysis may be con- |
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chronological age may differ if |
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ducted on Brief Form |
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the Brief Form and 22222222111111111 |
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subtests by referring to |
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Comprehensive Form were |
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the Form B error analysis |
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administered on different |
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norms. |
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days. If scoring using age |
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norms, option 2 may yield |
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inaccurate scores if the |
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chronological age differs |
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between the assessments. |
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KTEA-3 SCORE REPORTS
This section provides an overview and comparison of the KTEA-3 Brief and Comprehensive Form score reports that are currently available in Q-global. The Brief Form o ers one standard report in Q-global. The Comprehensive Form o ers three reports: a standard report, a parent report, and a GSV Charts report. For users who purchase both the Brief Form and Comprehensive Form assessments on Q-global, one additional standard report is available: the Brief + Comprehensive Score Report. The features included in each standard report are summarized in Rapid Reference 2.16.
KTEA™-3 123
Rapid Reference 2.16
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Comparing KTEA-3 Brief Form, Comprehensive Form, and Brief + Comprehensive Score Reports
Report Types |
KTEA-3 |
KTEA-3 |
Brief + |
Brief |
Comprehensive |
Comprehensive |
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Standard Report |
X |
X |
X |
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Parent Report |
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X |
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GSV Charts Report |
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X |
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Standard Report Features |
KTEA-3 |
KTEA-3 |
Brief + |
Brief |
Comprehensive |
Comprehensive |
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Option to include GSV scores, |
X |
X |
X |
age/grade equivalents, NCEs, |
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stanines |
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Option of 85%, 90%, 95% |
X |
X |
X |
confidence level |
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Age or Grade norms |
X22222222111111111 |
X |
X |
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Score summary with graphical |
X |
X |
X |
profile |
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Subtest/composite score |
X |
X |
X |
comparisons |
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Option of 10 or 15 pt. |
X |
X |
X |
descriptive categories |
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AAD and PSW Analyses |
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X |
X |
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CHC Abilities Score Report |
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X |
X |
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Error Analysis (score |
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X |
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summary, teaching objectives, |
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interventions, word list, math |
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problems) |
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Qualitative Observations |
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X |
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Note: Score reports and their features may change over time. Refer to www.helloq.com for the most current information.
124 ESSENTIALS OF KTEA™-3 AND WIAT®-III ASSESSMENT
TEST YOURSELF 
.. . ............. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ . . . . . . .
1.In addition to the four Cross Domain composites (Comprehension, Expression, Orthographic Processing, Academic Fluency), which other composite is new to the KTEA-3?
(a)Oral Fluency
(b)Reading Understanding
(c)Oral Language
(d)Decoding
2.The KTEA-3 Academic Skills Battery composite includes the following subtests at every age/grade except
(a)Letter & Word Recognition
(b)Math Concepts & Application
(c)Listening Comprehension
(d)Written Expression
3.Which of the following should examiners consider when deciding whether to report KTEA-3 results using the 15-point or the 10-point classification system?
(a)The examinee’s score profile
(b)Consistency with the other tests administered to the examinee
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(c) Personal preference
(d) Any or all of the above
4. Students are not penalized for misspelled words on the Written Expression and Writing Fluency subtests.
(a) True
(b) False
5. All KTEA-3 subtests offer an error analysis.
(a) True
(b) False
6. Which value is used to represent a student’s overall “average level of performance” on the KTEA-3 during the interpretive process?
(a) The mean of all core composites
(b) The Academic Skills Battery (ASB) composite
(c) The mean of only Reading and Math Composites
(d) The mean of Reading, Math, and Writing Composites
7. The suggested KTEA-3 interpretive steps base academic strengths on normative comparisons as well as ipsative (person-based) comparisons.
(a)True
(b)False
KTEA™-3 125
8.KTEA-3 error analysis is intended for use with students who perform well above the mean.
(a)True
(b)False
9.Pairs of KTEA-3 Comprehensive subtests (i.e., Reading Comprehension and Listening Comprehension, and Written Expression and Oral Expression) were developed specifically to have similar formats to enable useful comparisons that can help the examiner distinguish specific problems in reading or writing from more general language problems.
(a)True
(b)False
10.Which one of the following academic domains measured in the KTEA-3 Comprehensive Form is not measured by the KTEA-3 Brief Form?
(a)Reading
(b)Mathematics
(c)Written Language
(d)Oral Language
Answers: 1. b; 2. c; 3. d; 4. a; 5. b; 6. b; 7. a; 8. b; 9. a; 10. d.
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