
- •Contents
- •Series Preface
- •Acknowledgments
- •Purposes and Uses of Achievement Tests
- •Diagnosing Achievement
- •Identifying Processes
- •Analyzing Errors
- •Making Placement Decisions and Planning Programs
- •Measuring Academic Progress
- •Evaluating Interventions or Programs
- •Conducting Research
- •Screening
- •Selecting an Achievement Test
- •Administering Standardized Achievement Tests
- •Testing Environment
- •Establishing Rapport
- •History and Development
- •Changes From KTEA-II to KTEA-3
- •Subtests
- •Mapping KTEA-3 to Common Core State Standards
- •Standardization and Psychometric Properties of the KTEA-3
- •Standardization
- •Reliability
- •Validity
- •Overview of the KTEA-3 Brief Form
- •Brief Form Standardization and Technical Characteristics
- •How to Administer the KTEA-3
- •Starting and Discontinuing Subtests
- •Sample, Teaching, and Practice Items
- •Recording Responses
- •Timing
- •Queries and Prompts
- •Subtest-by-Subtest Notes on Administration
- •How to Score the KTEA-3
- •Types of Scores
- •Subtest-by-Subtest Scoring Keys
- •How to Interpret the KTEA-3
- •Introduction to Interpretation
- •Step 1: Interpret the Academic Skills Battery (ASB) Composite
- •Step 2: Interpret Other Composite Scores and Subtest Scores
- •Subtest Floors and Ceilings
- •Interpretation of Composites
- •Clinical Analysis of Errors
- •Qualitative Observations
- •Using the KTEA-3 Across Multiple Administrations
- •Repeated Administrations of the Same Form
- •Administering Alternate Forms
- •Using the KTEA-3 Brief Form
- •Progress Monitoring
- •Screening for a Comprehensive Evaluation
- •KTEA-3 Score Reports
- •History and Development
- •Changes From WIAT-II to WIAT-III
- •Age Range
- •New and Modified Subtests
- •Composites
- •Administration and Scoring Rules
- •Skills Analysis
- •Intervention Goal Statements
- •New Analyses
- •New Scores
- •Validity Studies
- •Materials
- •Scoring and Reporting
- •Description of the WIAT-III
- •Subtests With Component Scores
- •Mapping WIAT-III to Common Core State Standards
- •Standardization and Psychometric Properties of the WIAT-III
- •Standardization
- •Reliability
- •Validity
- •Starting and Discontinuing Subtests
- •Sample, Teaching, and Practice Items
- •Recording Responses
- •Timing
- •Queries and Prompts
- •Subtest-by-Subtest Notes on Administration
- •How to Score the WIAT-III
- •Types of Scores
- •Score Reports
- •Subtest-by-Subtest Scoring Keys
- •Listening Comprehension
- •Early Reading Skills
- •Reading Comprehension
- •Sentence Composition
- •Word Reading and Pseudoword Decoding
- •Essay Composition
- •Numerical Operations
- •Oral Expression
- •Oral Reading Fluency
- •Spelling
- •Math Fluency—Addition, Subtraction, and Multiplication
- •Introduction to Interpretation
- •Step 1: Interpret the Composite Scores
- •Subtest Floors and Ceilings
- •Skills Analysis
- •Intervention Goal Statements
- •Qualitative Data
- •Using the WIAT-III Across Multiple Administrations
- •Linking Studies
- •Overview of the WISC-V, WISC-V Integrated, and KABC-II
- •Qualitative/Behavioral Analyses of Assessment Results
- •Identification of Specific Learning Disabilities
- •Interpretation and Use of Three New Composite Scores
- •Accommodations for Visual, Hearing, and Motor Impairments
- •Ongoing Research on Gender Differences in Writing and the Utility of Error Analysis
- •Female Advantage in Writing on KTEA-II Brief and Comprehensive Forms
- •Strengths and Weaknesses of the KTEA-3
- •Assets of the KTEA-3
- •Test Development
- •Two Forms
- •Standardization
- •Reliability and Validity
- •Administration and Scoring
- •Interpretation
- •Phonological Processing
- •KTEA-3 Flash Drive
- •Limitations of the KTEA-3
- •Test Development
- •Standardization
- •Reliability and Validity
- •Administration and Scoring
- •Test Items
- •Interpretation
- •Final Comment
- •Strengths and Weaknesses of the WIAT-III
- •Assets of the WIAT-III
- •Test Development
- •Normative Sample
- •Reliability and Validity
- •Administration and Scoring
- •Interpretation
- •Better Listening Comprehension Measure
- •Technical Manual
- •Limitations of the WIAT-III
- •Floor and Ceiling
- •Test Coverage
- •Poor Instructions for Scoring Certain Tasks
- •Item Scoring
- •Audio Recorder
- •Final Comment
- •Content Coverage of the KTEA-3 and WIAT-III
- •Case Report 1: Jenna
- •Reason for Evaluation
- •Background Information
- •Behavioral Observations
- •Assessment Procedures and Tests Administered
- •Test Results
- •Neuropsychological Implications and Diagnostic Impressions
- •Recommendations
- •Psychometric Summary for Jenna
- •Case Report 2: Oscar
- •Reason for Evaluation
- •Background Information
- •Behavioral Observations
- •Assessment Procedures and Tests Administered
- •Test Results
- •Diagnostic Summary
- •Recommendations
- •Resources
- •Psychometric Summary for Oscar
- •Case Report 3: Rob
- •Purpose of the Evaluation
- •History and Background
- •Behavioral Observations
- •Assessment Procedures and Tests Administered
- •Results
- •Summary and Diagnostic Impressions
- •Recommendations
- •Psychometric Summary for Rob
- •Q-interactive Versus Q-global
- •Equivalency Studies
- •Essential Features of Q-interactive
- •Key Terminology
- •Central Website
- •Assess Application
- •References
- •Annotated Bibliography
- •About the Authors
- •About the Digital Resources
- •Index

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WIAT®–III 175 |
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(Continued) |
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GSV |
Standard |
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Change |
Score Change |
Interpretation |
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Increase |
Decrease |
The increase in the GSVs suggests that the student’s |
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achievement skills have improved. The decrease in |
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standard scores indicates that the student’s peers |
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improved even more during the same time period. |
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In other words, the student improved but at a |
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slower rate than his or her peers. |
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No Change |
Decrease |
The consistency of GSVs across testing sessions |
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indicates that the student has not shown growth or |
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decline in the achievement area. The decrease in |
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standard scores suggests that during the same time |
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period, his or her peers’ skills improved. |
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Note: This table includes the most likely combination patterns of change for GSVs and standard scores. Less likely combinations (e.g., GSV scores decrease, standard scores increase) are intentionally omitted.
Score Reports |
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Three score reports are available: the standard score report, the parent report, and the GSV Charts report. A summary of the score report options for each report type is included in Rapid Reference 3.5. With the exception of GSV charts, the standard score report includes all of the reporting capabilities discussed in this section. The parent score report is a simplified report that provides subtest descriptions and summarizes subtest and composite performance. The parent report is intended to facilitate a discussion of assessment results between examiners and parents/guardians. The GSV Charts report only includes GSV charts and tables. The only way to access the GSV Charts report option is to select two or more WIAT-III assessments for an examinee and then select Generate Report.
Q-global (as well as the original Scoring Assistant) performs all of the basic scoring conversions and calculations and provides tables and graphs of the examinee’s performance. Raw scores are converted into various derived scores (e.g., standard scores, percentiles) for subtest scores, supplemental subtest scores, and composite scores. There is no need to look up weighted raw scores when using Q-global. Always enter raw scores for Reading Comprehension and Oral Reading Fluency. The raw scores will be automatically converted into the weighted raw scores before calculating the derived scores.

176 ESSENTIALS OF KTEA™-3 AND WIAT®-III ASSESSMENT
Rapid Reference 3.5
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WIAT-III Report Options and Report Types
Report |
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Score |
Parent |
GSV |
Feature |
Description |
Report |
Report |
Charts |
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Tables and Graphs |
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Subtest Score |
Includes all subtests administered |
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Summary |
and the corresponding raw scores, |
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standard scores, confidence |
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intervals, percentile ranks, NCEs, |
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stanines, age and grade equivalents, |
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and, if selected, growth scores |
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(GSVs). |
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Subtest Standard |
Plots standard scores and |
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Score Profile |
confidence intervals for all subtests |
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administered, organized by |
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achievement area. |
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Supplemental |
Provides the same types of scores |
X |
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Subtest Score |
as the “Subtest Score Summary” |
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Summary |
for Oral Reading Accuracy and |
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Oral Reading Rate. |
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Cumulative |
Provides the cumulative |
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Percentages |
percentages (base rates) and |
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interpretive statements (statements |
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that describe the examinee’s |
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performance) for Word Reading |
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Speed and Pseudoword |
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Decoding Speed. |
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Subtest |
Provides raw scores, standard |
X |
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Component |
scores, percentile ranks, NCEs, |
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Score Summary |
stanines, and qualitative |
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descriptions of performance for |
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subtest components. |
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Composite |
Provides sums of standard scores, |
X |
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Score Summary |
confidence intervals, percentile |
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ranks, NCEs, stanines, and |
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qualitative descriptions for each of |
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the composites. |
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Composite |
Plots standard scores and |
X |
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Score Profile |
confidence intervals for all available |
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composites. |
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(continued)

WIAT®–III 177
(Continued)
Report |
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Score |
Parent |
GSV |
Feature |
Description |
Report |
Report |
Charts |
Composite |
Lists composite comparisons, |
X |
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Standard Score |
standard score differences, critical |
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Differences |
values, whether the differences are |
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significant, and the base rates. |
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Pattern of |
Provides a table with the score |
X |
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Strengths and |
comparisons, standard scores, |
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Weaknesses |
standard score differences, critical |
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Model |
values, whether the differences are |
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significant, and whether the result |
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supports the hypothesis of SLD. A |
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graph shows the comparisons, and |
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indicates whether each comparison |
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was discrepant. |
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Skills Analysis |
Summarizes the total number of |
X |
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errors by skill, the maximum |
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possible number of errors per skill, |
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and the percent correct by skill and |
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broad feature, if applicable. |
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Goal Statements |
Provides annual goals and |
X |
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short-term objectives for each |
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subtest by skill area, and the items |
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answered incorrectly for each skill. |
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Subtest |
Includes a brief description of each |
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X |
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Descriptions |
subtest administered. |
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Graph of |
Displays the examinee’s |
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X |
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Performance by |
performance on each composite |
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Composite |
beneath a bell curve delineated by |
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qualitative descriptions. |
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Graph of |
Displays the examinee’s |
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X |
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Performance by |
performance on each subtest |
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Subtest |
beneath a bell curve delineated by |
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qualitative descriptions. |
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GSV Charts |
Charts GSV score across two or |
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X |
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more administrations. Compares |
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rate of progress to average rate of |
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peers. |
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(continued)