
- •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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