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

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Scoring Guide Tips

•Reasons Why and Elaborations are scored concurrently, so selecting the Scoring Guide for either Reasons Why or Elaborations will result in scores for both criteria.

•If you already know the raw scores for one or more criteria, you may enter those scores manually rather than using the Scoring Guide.

•To review or rescore a section, reopen the scoring guide by selecting the icon next to the criterion that was previously scored. A warning message will appear to verify that you want to override the previous score. Select “Yes,” and the scoring guide will open. You may review your previous responses or change them as needed.

Don’t Forget

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Many of the following tips were adapted from the WIAT-III Scoring Guide (Pearson, 2009b):

Scoring Reasons Why

•Reasons Why and Elaborations are separate scores, but they are scored concurrently. 22222222111111111

•If you reach the maximum score for Reasons Why but have not yet reached the maximum score for Elaborations, continue highlighting additional reasons as instructed.

•Do not highlight or score a thesis statement in the introduction or conclusion as a reason.

•Do not highlight or score a restatement of the thesis statement as a reason.

•A statement can count as only one reason.

•If a reason is repeated, it can count only as one reason (i.e., 1 point).

•A statement must be an independent clause or complete sentence to receive credit as a reason.

•Fragments and incomplete thoughts do not receive credit as reasons.

•A response that uses “cuz” instead of because may still count as a reason (misspelling is not penalized when scoring Reasons Why).

Numerical Operations

All acceptable correct responses for the Numerical Operations items are printed in the record form. For early items, the mode of response for correct answers is designated

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as (W) for written, (O) for oral, and (P) for pointing. Encourage the examinee to respond accordingly. On later items, if you allow the examinee to attempt all items or work beyond the discontinue point to gather additional qualitative information, do not award credit for any items completed after the first four consecutive scores of 0.

Don’t Forget

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Scoring Numerical Operations Items

The following items tend to raise questions for examiners about how the scoring rules were determined. Additional explanation is provided here.

Item 1: Item 1 asks the examinee to count the number of balls and tell how many there are, and then Item 2 asks the examinee to write the number of balls counted. If the examinee miscounted the number of balls for Item 1 (e.g., says 4 instead of 5), which would be scored 0, and then writes that number for Item 2 (writes “4”), Item 2 is also scored 0. Why is the response for Item 2 incorrect even though the examinee followed the directions correctly? Numerical Operations

is primarily a test of written math computation, so writing the correct answer is required on Item 2; however, these early items were designed to provide

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additional information about how the examinee arrived at his or her answer by asking the examinee to provide an oral response first.

Item 52: The answer is 5.375. If the examinee wrote 5.3, is it scored as correct? No, the answer must be 5.375 because the purpose of this item is division of a number with a decimal point.

Item 53: The answer is 17. If the examinee wrote the square root of 289, is it scored as correct? Yes, this is an equivalent answer that reflects an understanding of how to work the problem.

Oral Expression

All acceptable correct responses for the Expressive Vocabulary items are printed in the record form. Queries that result in a correct response are scored 1 point. If the examinee mispronounces a correct response, such as “cestenarian” for centenarian, score 0 points. Providing a similar sounding, related, or mispronounced word may indicate di culties with word retrieval and should be described when reporting results.

For Oral Word Fluency, scoring rules are detailed in Appendix B.8 of the Examiner’s Manual. To calculate the raw score, count the responses that receive credit for Items 1 and 2, and then sum the scores from Items 1 and 2.

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scored as errors: repetitions of words, forming or separating correct contractions, and self-corrections.

Using Q-global or the Scoring Assistant is helpful for scoring Oral Reading Fluency. Simply enter the following information for each passage in the item set: Elapsed time (in seconds), the number of Addition errors, and the number of Other errors (which includes Supplied Words and Substitution/ Omission and Transposition errors). If scoring by hand, you must incorporate the preceding information into the formulas provided in the record form in order to calculate the Fluency and Accuracy raw scores.

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Hand Scoring Oral Reading Fluency

Calculate the three total raw scores using the formulas in the record form, and then round to the nearest whole number. Preserve all decimal places in each step of the calculation and round only the final raw score. A calculator is recommended to avoid calculation error.

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Don’t Forget

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Qualitative Data From Oral Reading Fluency

The comprehension questions and the prosody scale are for qualitative evaluation purposes only and do not contribute to the subtest score.

C A U T I O N

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Scoring Oral Reading Fluency Passage “The Moon”

The comprehension question asks, “What does the author like to do by moonlight?” The first sentence of the passage reads, “I like to watch the moon as it shines at night.” “Watch the moon” is not listed as a correct response (and was not given as a response during tryout or standardization); however, this response is well supported by the first sentence of the passage and should be considered as an alternate correct response. Since the comprehension questions are for qualitative purposes only, accepting this alternate response will not alter standardized procedures or affect the validity of the scores.