Ktea Ii Scoring Manual 2017
Ktea Ii Scoring Manual Template

Read Free Ktea Brief Scoring Manual information provided in the test manuals. A complete guide is included for digital administration and scoring using Q-interactive, automated scoring using Q-global, and hand scoring. Essentials of KTEA-3 and WIAT-III Assessment makes score. KABC-II NU Manual Supplement KBIT-2 Scoring and Administration Manual KLPA™-3 Q-global Manual KLPA-3 Q-global Sound Change Bklt KTEA™-3 Brief QG Digital Administration Manual KTEA-3 Brief QG Digital Examinee Stimulus Book KTEA-3 Brief QG Digital Examiner Stimulus Book and Audio Files KTEA-3 Brief QG Digital Technical & Interpretive Manual.

Part 3 of “What Do These Test Scores Mean?” will focus on understanding academic achievement testing.

Academic achievement tests measure specific academic skills compared to other children at the same grade or age level. They focus on Broad Reading, Writing, Math, and Oral Language skills and also different aspects of the broad areas. Within the Reading domain, there will typically be a task measuring comprehension, a task measuring reading fluency, a task measuring site word recognition, and a task measuring decoding. Math is typically broken down into computations, fluency, and a task measuring mathematical reasoning. Within the Writing domain, there will be a task measuring spelling, writing fluency, and the ability to express oneself through writing. The testing occurs in an individualized setting with a test examiner and the student. The examiner will help the student stay focused and complete the tasks, but will not provide assistance on test items.

Unlike classroom assessments that measure a specific skill that has just been taught, these tests measure basic academic skills. A student’s performance will be compared to other children of the same age. If your child just turned 9, his performance will be compared to others who just turned 9 in the standardized sample. The test measures the level of skills that have been acquired compared to “typical” 9 year olds. Like other standardized tests, achievement tests have also been normed with a standardized sample of children of all ages to develop a range of typical scores. Scores between 90-109 are typically the Average range and consist of the level of skills acquired by most children. 100 is the Mean and the farther away from 100 the score is, the more atypical. In a regular education classroom the majority of students would score in the Average range, Low Average range (80-89), or High Average range (110-119).

Typically, a student’s academic achievement scores will be quite similar to the cognitive ability scores. When the scores are well below measured cognitive potential, it may signify a Learning Disability if other factors are present. However, there are a variety of reasons that cause academic achievement to be discrepant from cognitive abilities.

Some of the most common tests of academic achievement:
-Wechsler Individual Achievement Test, Second Edition (WIAT-II)
-Woodcock Johnson, Tests of Achievement, Third Edition (WJ-III)
-Kaufman Test of Educational Achievement, Second Edition (KTEA-II)

See also:
What Do These Scores Mean? – Cognitive Assessments
What Do These Scores Mean? – Behavior Rating Scales

By Elizabeth O. Lichtenberger Kristina C. Breaux

John Wiley & Sons

Copyright © 2010 John Wiley & Sons, Ltd
All right reserved.
ISBN: 978-0-470-55169-1

Chapter One

OVERVIEW

Over the past few years, there have been many changes affecting those who administer standardized achievement tests. New individually administered tests of achievement have been developed, and older instruments have been revised or renormed. The academic assessment of individuals from preschool to post-high school has increased over the past years due to requirements set forth by states for determining eligibility for services for learning disabilities. Individual achievement tests were once primarily norm-based comparisons with peers but now serve the purpose of analyzing academic strengths and weaknesses via comparisons with conormed (or linked) individual tests of ability. In addition, the focus of academic assessment has been broadened to include not only reading decoding, spelling, and arithmetic but also reading comprehension, arithmetic reasoning, arithmetic computation, listening comprehension, oral expression, and written expression (Smith, 2001).

These changes in the field of individual academic assessment have led professionals to search for resources that would help them remain current on the most recent instruments. Resources covering topics such as how to administer, score, and interpret frequently used tests of achievement and on how to apply these tests' data in clinical situations need to be frequently updated. Thus, in 2001, Douglas K. Smith published a book in the Essentials series titled Essentials of Individual Achievement Assessment, which devoted chapters to four widely used individually administered tests of achievement. Smith's book was the inspiration for writing this book, which focuses on the recent second editions of two of the instruments written about in Essentials of Individual Achievement Assessment: the Wechsler Individual Achievement Test (WIAT) and the Kaufman Test of Educational Achievement (KTEA). Because both of these instruments are widely used achievement tests in school psychology and related fields, the third edition of the WIATand the second edition of the KTEA are deserving of a complete up-to-date book devoted to their administration, scoring, interpretation, and clinical applications. Essentials of WIAT-III and KTEA-II Assessment provides that up-to-date information and includes rich information beyond what is available in the tests' manuals. An entire chapter is devoted to illustrative case reports to exemplify how the results of the WIAT-III and KTEA-II can be integrated with an entire battery of tests to yield a thorough understanding of a student's academic functioning. In a chapter devoted to clinical applications of the tests, the following topics are discussed: the integration of the KTEA-II and WIAT-III with their respective conormed tests of cognitive ability, focusing on the conceptual and theoretical links between tests, and the assessment of special populations, including specific learning disabilities and attention-deficit/hyperactivity disorder.

PURPOSES AND USES OF ACHIEVEMENT TESTS

The WIAT-III and KTEA-II are used for many reasons including diagnosing achievement, identifying processes, analyzing errors, planning programs, measuring academic progress, evaluating interventions or programs, making placement decisions, and conducting research. Some pertinent applications of these tests are described next.

Diagnosing Achievement

The WIAT-III and KTEA-II provide an analysis of a student's academic strengths and weaknesses in reading, mathematics, written expression, and oral language. In addition, these tests allow for the investigation of related factors that may affect reading achievement, such as Phonological Awareness and Naming Facility (RAN) on the KTEA-II and Early Reading Skills, Oral Word Fluency, Expressive Vocabulary, Receptive Vocabulary, and Oral Discourse Comprehension on the WIAT-III.

Identifying Processes

Pairwise comparisons of subtests on both the WIAT-III and KTEA-II allow examiners to better understand how students take in information (Reading Comprehension versus Listening Comprehension) and express their ideas (Written Expression versus Oral Expression).

Analyzing Errors

The KTEA-II provides a detailed quantitative summary of the types or patterns of errors a student makes on subtests in each of the achievement domains (Reading, Math, Written Language, and Oral Langauge), as well as for Phonological Awareness and Nonsense Word Decoding. Tracking error patterns can help examiners plan appropriate remedial instruction specifically targeting the difficulties a student displays, and the KTEA-II ASSIST software offers instructional strategies to help examiners design appropriate interventions based on a student's error pattern.

The WIAT-III provides skills analysis capabilities that also yield a detailed quantitative summary of the

Ktea Ii Scoring Manual