Two
KTEA™-3
The Kaufman Test of Educational Achievement–Third Edition (KTEA-3) was developed to assess the academic achievement of individuals ages 4 through 25 (prekindergarten through adult). The KTEA-3 has two versions: the Brief
Form (Kaufman & Kaufman, 2015a) and the Comprehensive Form (Kaufman & Kaufman, 2014a). The Brief Form assesses three academic domains (reading, math, and written expression). The Comprehensive form assesses a fourth domain (oral language) as well as additional reading-related, oral, and cross-domain areas. The Comprehensive Form includes two independent parallel forms, A and B, which were designed with very few to no overlapping items.
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The six KTEA-3 Brief subtests are exactly the same as the core subtests from Comprehensive Form B. Examiners who need to build on the KTEA-3 Brief results for a more in-depth academic evaluation are able to integrate the results from the KTEA-3 Brief and the KTEA-3 Comprehensive (Form A or B) without readministering subtests.
Much of the information in this chapter pertains specifically to the Comprehensive Form; however, administration and scoring information for the subtests included in both the Brief Form and Comprehensive Form applies to both tests. Additional information specific to the Brief Form is discussed in two sections in this chapter: Overview of the KTEA-3 Brief Form summarizes its benefits and uses, psychometric properties, and di erences from the Comprehensive Form. Using the KTEA-3 Brief Form provides further information about using the Brief Form for various purposes and in conjunction with the Comprehensive Form.
HISTORY AND DEVELOPMENT
Over a 4-year period beginning in 1981, Drs. Alan and Nadeen Kaufman developed the first edition of the Kaufman Test of Educational Achievement (K-TEA). The K-TEA was standardized in both the Spring and Fall of 1983. The normative groups were composed of 1,409 students in the spring and 1,067 in the fall. Upon completion of the standardization, the K-TEA was published in 1985. Then, in the mid-1990s, American Guidance Service, publisher of the K-TEA, restandardized
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KTEA™-3 17
the original K-TEA to match the 1994 U.S. Bureau of the Census estimates of the population. No changes were made to the items and scales of the K-TEA during the restandardization, but the norms were thoroughly updated. The renorming project involved four achievement batteries: the K-TEA, the Peabody Individual Achievement Test–Revised (PIAT-R), KeyMath–Revised (KeyMath-R), and the Woodcock Reading Mastery Tests–Revised (WRMT-R). The instruments all measured one or more domains of academic achievement. During the renorming, each student was administered one of the primary batteries along with subtests from the other instruments. Thus, each of the primary batteries was administered to approximately one-fifth of the standardization sample. The renorming of the K-TEA was finalized with the publication of the K-TEA/Normative Update (K-TEA/NU) by Nadeen and Alan Kaufman in 1997.
Because professionals in school psychology and related fields used the K-TEA and K-TEA/NU so frequently, the test authors decided to revise the test beginning in 1995. Indeed, studies of test usage have shown that both the K-TEA and the K-TEA/NU were used frequently in educational and clinical settings (Archer et al., 1991; Hammill, Fowler, Bryant, & Dunn, 1992; Hutton, Dubes, & Muir, 1992; Laurent & Swerdlik, 1992; Stinnett et al., 1994; Wilson & Reschley, 1996). To ensure that the KTEA-II provided the most useful and practical information to clinicians, the Kaufmans developed their plan for the second edition based on current research and clinical practice. Four main goals were111111111 targeted in the revision of the K-TEA:
(1) improve the measurement of the achievement domains measured by the original K-TEA; (2) add content that is appropriate for preschool and college-age students;
(3) add subtests to assess written and oral expression, listening comprehension, and reading-related skills; (4) make error analysis more informative through the systematic representation of skills, and, on some subtests, a more fine-grained approach to classifying errors.
Generally, the first step in the development of each KTEA-II subtest was to define at a conceptual level which skills should be measured for a particular academic domain (Kaufman & Kaufman, 2004a). Both literature reviews and expert opinion were used to determine what should be measured within each academic domain. The original K-TEA items were reviewed to determine which item formats should be retained and which should be modified. Since four new achievement areas were added in the KTEA-II, expert advisors contributed suggestions for content and item formats for written expression, oral expression, listening comprehension, and reading-related skills. Part of the content development of the subtests involved making sure that certain skills were systematically represented. Developing subtests in this manner helped to make error analysis more informative and also allowed a more fine-grained approach to classifying errors on some subtests.
In 2009, planning and conceptual development of the KTEA-3 began. Several key goals and primary considerations were identified for the revision of the KTEA-II and development of the KTEA-3, which are outlined in Rapid Reference 2.1