- •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
326 ESSENTIALS OF KTEA™-3 AND WIAT®-III ASSESSMENT
(Continued)
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.
Don’t Forget
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Timing Oral Reading Fluency
As explained in Chapter 3 of this book, after reading the instructions and “Start here. Begin,” start timing as soon as the examinee begins reading the first word.
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C A U T I O N
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Scoring Oral Reading Fluency
Passage “The Moon”
As Chapter 3 of this book mentions, the comprehension questions 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.
Oral Reading Fluency
Although the directions for timing the reading passages are clear in the box at the top of the record form (“start timing when the student reads the first word of the passage”), the instructions simply say, “Start here. Begin. Start timing.” Shouldn’t they say “Start timing when the student reads the first word”?
One story, “Amelia the pigeon” seems awfully implausible. A WW1 “tiny camera” being sent to a great-granddaughter is supposed to still work AND have film available to use!
The passage “The Moon” asks “What does the author like to do by moonlight?” The very first sentence says “I like to watch the moon as it shines at night.” Is “watch the moon” an acceptable answer?
Audio Recorder
An audio recorder is specified for recording the student’s oral responses to several subtests (Word Reading, Pseudoword Decoding, Oral Expression, and Oral Reading Fluency). Will examiners actually do this, since it is a recommendation rather than a requirement? The need to audio record an examinee’s responses increases the amount of equipment needed to correctly administer the test,