
- •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

Seven
Q-INTERACTIVE FOR KTEA™-3
AND WIAT®-III
Thomas Witholt , Kristina C. Breaux , and
Elizabeth O. Lichtenberger
Pearson Clinical Assessment, San Antonio, TX
With Contributions by James A. Henke
Q-interactive Product Specialist, Pearson Clinical Assessment, Bloomington, MN
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Practitioners have the option to administer and score the KTEA-3 and the WIAT-III using Q-interactive, Pearson’s digital system for tablet-based assessment. Q-interactive is designed to streamline the assessment process for the examiner to reduce administration and scoring errors, minimize scoring time, and allow the examiner to focus more on the examinee and less on the mechanics of
assessment.
The information provided in this chapter is intended to benefit a wide audience. The basics of how to use Q-interactive are clearly explained for new and novice users, while more advanced tips and explanations are provided for more experienced users. This chapter is organized into five sections:
1.Q-interactive versus Q-global
2.Equivalency research
3.Essential Features of Q-interactive
4.Basic Steps to Using Q-interactive
5.Administering KTEA-3 and WIAT-III Subtests on Q-interactive
Q-INTERACTIVE VERSUS Q-GLOBAL
Q-interactive and Q-global are both Pearson systems that facilitate digital scoring and reporting. However, only Q-interactive delivers tablet-based assessments. Q-global is
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380 ESSENTIALS OF KTEA™-3 AND WIAT®-III ASSESSMENT
used primarily for web-based scoring and reporting and does not support tablet-based administration.
Q-interactive key features include the following:
•Web-based management of clients and assessments with the capability to administer and score o ine
•Administration of assessments using two iPads: one iPad functions as a stimulus book for the examinee, the other functions as a digital record form and manual for the examiner
•O ers digital scoring and reporting
•Provides digital resources such as manuals on the Central website (www.qiactive
.com, for users only)
Q-global key features include the following:
•Delivers some self-administered on-screen assessments, which require only one screen
•O ers web-based scoring and reporting
•Provides digital resources such as manuals, scoring keys, and audio files in the Resource Library (qglobal.pearsonclinical.com, for users only)
For the most up-to-date information about Q-interactive and Q-global, visit www.helloq.com.
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Don’t Forget
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Get Started with Q-interactive
Gather information and set up an account at www.helloq.com.
Devices you will need (not sold by Pearson):
Two Apple® Full Size iPads® (iPad 2 or newer with 16 GB of memory or higher)
iPad cases that allow the iPads to prop up (some tests require the Client Device to lay flat on the table while other tests require the Client Device to be propped up)
A stylus for the examiner
Testing materials you will need:
Pencils (with and without erasers) for written responses
Scratch paper for KTEA-3 Math Concepts & Applications and WIAT-III Math Problem Solving
Response Booklets: KTEA-3 and WIAT-III Response Booklets (and KTEA-3 Written Expression Booklets) are required. Subtests with written responses are still administered using Assess, but the examinee writes their responses in a booklet.
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Q-INTERACTIVE FOR KTEA™-3 AND WIAT®-III 381
(Continued)
Testing materials you will not need:
Record forms
Stimulus books
Stopwatch
Audio files/CD
Audio playback and recording device
Don’t Forget
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Key Benefits of Q-interactive
•Create custom batteries that combine subtests from one or more tests
•Administer subtests correctly and efficiently
Guidance for choosing the correct item set and start/stop point for an examinee
Prompts the examiner to reverse or discontinue
Audio capture of oral responses happens automatically
Audio stimuli are available at the touch of a button
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Timing capabilities are built in (no stopwatches are required)
Add new subtests or change the battery during administration to test hypotheses
• Score easily and quickly
All scoring is consolidated in one place with no need for additional forms, such as those used for error/skills analysis
Grade and age-based scores are displayed immediately after subtest administration and item scoring is complete
• Generate complete score reports
Data for interpretive score reports are collected directly from the software without the need to enter additional information
Sync data to generate a report
EQUIVALENCY STUDIES
Before a test is delivered on Q-interactive, each new type of subtest undergoes an equivalency study to evaluate whether scores from Q-interactive testing are interchangeable with those scored from paper-and-pencil testing. If a subtest is similar
Note: Much of the information included in this section was adapted from the resources provided at www.helloq.com/research.