Wiat iii indtest report

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WIAT III Administration and partial Scoring PPT presentation to Individual Assessment Class of 1st Term AY 2012-2013 for MS Psychology degree program

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  • record form, response booklet, examiner’s manual, Technical Manual CD, Stimulus book, Oral Reading Frequency Booklet, Word card, pseudowprd card, scoring workbook, audio CD, scoring assistant and WIAT III sample report
  • Note: a solid arrow indicates that the subtest contributes to the composite for all composite grade levels; a dashed arrow indicates that the subtest contribute for some, but not all, possible composite grade levels. All subtests except the 3 math fluency subtests contribute to the total achievement test.
  • The standard reverse rule, which only applies when a student does not start with item 1, indicates when to administer items prior to administer items prior to a start point. This rule is designed to extend the floor for young students or students who may be achieving below grade level. The standard reverse rule requires that if the student scores 0 points on any of the first 3 items given, the items must be administered in reverse order from the start point until 3 consecutive items given, the items must be administered in forward order. Do not readminister any items. After subtest administration is complete (and reverse and discontinue rules have been followed correctly), credit should be awarded for each of the unadministered items precede the reversal items.
  • Track 22 – to familiarize with the pronounciation
  • This can be administered without the audio CD by reading each item aloud to the student. Speak clearly at a natural, conversational pace, and model the speaking rate, tone, inflection and pronunciations used in the audio recording of the items. If the subtest is administered without the audio CD, results must be interpreted with caution and should not be used for decisions about educational eligibility.
  • Grades 3-12
  • Grades 1-12
  • Wiat iii indtest report

    1. 1. DIMAPILIS RAMOS FENIX POLICARPIO
    2. 2. • Background • Purpose • Qualifications of Administration and Scoring • Materials • Administration Guidelines • Description of Subtests • Scoring Procedure • Interpretation of Scores • Issues in the use of the test
    3. 3. • Is a comprehensive individual test that is nationally standardized; for prekindergarten to grade 12 (4 years and 0 months to 19 years and 11 months) • 16 subtests to evaluate listening, speaking, reading, writing, and mathematical skills. • 8 Composite scores: Oral language, Total Reading, Basic Reading, Reading Comprehension, and Fluency, Written Expression, Mathematics, Math Fluency, and total achievement. • DURATION OF ADMINISTRATION varies depending on the grade level of the student and the number of students administered
    4. 4. • Difference from WIAT-II: • Updated norms through high school, new subtests, revised subtests with new items, and improved content coverage, updated artwork, and modifications to administration and scoring procedures; more user friendly
    5. 5. • Identify academic strengths and weaknesses of a student • Inform decisions regarding eligibility for educational services, educational placement, or a diagnosis of a specific learning disability, and • Design instructional objectives and plan interventions
    6. 6. • Trained professionals who are involved in psychological or educational testing • Untrained examiners under the supervision of an experienced professional. • Only those who are trained in educational or psychological assessment should interpret the
    7. 7. • Examiner‟s Manual • How to administer, score and interpret, scoring rules and samples. • Technical Manual • Describes the development, standardization, reliability, and • validity and normative and interpretative tables. • Record Form • All administration and item directions are in the Record Form; no need to refer to the manual during testing
    8. 8. • Audio recorder • Scratch paper • Pencil without an eraser • Stop watch
    9. 9. • Administration time • Item sets • Start points • Reverse Rules • Discontinue Rules • Stop points
    10. 10. • Use of stopwatch for accuracy • Begin timing after the last word of instruction • Stop when limit is reached or if the student indicates that he/she is finished before reaching time limit. • For untimed subtests, approx. 30 seconds is sufficient enough for the student to respond. • If no answer yet after 30 seconds, say “Do you have an answer?” • If the student did not answer, say “Let‟s try another one.” • The administrator may grant additional time for untimed subsets
    11. 11. • Allow administration of items that are moderately difficult for the student. This provides the most information about his or her achievement level. • For Reading Comprehension and Oral Fluency Subtests • Item sets span a range of difficulty levels. They are delineated by grade-based start and end points.
    12. 12. • When reluctant to respond, say “Just try your best.” • When eliciting additional responses, say “What do you mean?” or “Tell me more.” • Write a “Q” for every instance used by recording beside the response. • A query should not be used to improve a clearly incorrect response. • When clarifying, say “I did not hear you clearly.” • When written response is ineligible, say “I cannot read what this says.”
    13. 13. • Q – queries • R – repetition of instructions • DK – for don‟t know response • NR – for no response
    14. 14. Determined by the student‟s current grade level. If not currently enrolled or in between levels, the last grade completed should be used It is generally acceptable to begin administering a subtest at an earlier or later start point if the grade-appropriate start point
    15. 15. • Standard: • Oral Discourse Comprehension • Math Problem Solving • Numerical Operations • Spelling Item • Item Set: • Reading Comprehension • Oral Reading Fluency • Discontinue after 4 consecutive “0” scores • Do not give credit for items past the discontinue point
    16. 16. • General Administration Directions: • Say, I‟ll be asking you to do a number of things today. Some of the things may be easy for you, but some things may seem hard. Most people do not know every answer or finish everything, but please try to do your best. Do you have any questions?
    17. 17. Materials Repetitions Recording and Scoring Stimulus book Grades PK – 12+ Item 1 Discontinue after 4 consecutive scores of 0 Item prompts may be repeated as needed DK, 1 & 0 Grade Level Description Task Grades PK – 12+ Measures listening vocabulary The student points to the picture that best illustrates the meaning of each word he or she hears
    18. 18. Material s Repetitio ns Recordin g and Scoring Stimulus book, audio CD player with speaker s Grades PK – 3: Item 1 (Track 2) Grades 4 – 12+: Item 6 (Track 7) If score of 0 on any of the first 3 items given, administer preceding items in reverse order until 3 consecutive Discontin ue after 4 consecuti ve scores of 0 Do not repeat CD tracks DK, 1 & 0 Grade Level Description Task Grades PK – 12+ Measures ability to make inferences about, and remember details from an oral discourse. Measures the ability to make inferences about, and remember details from, oral sentences and discourse. The student listens to sentences and passages and orally responds to comprehension questions.
    19. 19. • RECORDING AND SCORING • Raw Score of Receptive Vocabulary + Raw Score of Oral Discourse Comprehension = score to get Listening Comprehension Standard Score • Use the Technical Manual for score conversion • Identify the Norms used to determine the table to be used
    20. 20. STANDARD SCORE • RECEPTIVE VOCABULARY Raw Score Sample = 11 • ORAL DISCOURSE COMPREHENSION Raw Score Sample = 18 • Look for the standard score at the Technical Manual • p. 92, Appendix B, Table B.1 • Grade-Based Standard Scores for Subtests: Fall – Grade 3 • Raw 11 = _____ Standard; Raw 18 = _____ Standard • Add Standard Score 107 and 120 = _____ • Using the same table, Look for the standard score under the Listening Comprehension Column • From a range of 227-228, we get a standard score of _____
    21. 21. STANDARD SCORE
    22. 22. CONFIDENCE INTERVAL • Look for the standard score at the Technical Manual • p. 248, Appendix B, Table B.3 • Confidence Interval Magnitudes for the Grade-Based Subtest Standard Scores • At the Listening Comprehension Column and Grade Level Row, We found that the 95% Confidence Interval is ±____ • From a 117 standard score, • 117 – ____ = 107; 117 + _____ = 127 • We get a range of ___-___
    23. 23. CONFIDENCE INTERVAL
    24. 24. PERCENTILE RANK • Look for the percentile rank at the Technical Manual • p. 397, Appendix D, Table D.1 • Percentile Ranks, Normal Curve Equivalents, and Stanines Corresponding to the Subtest Composite Standard Scores • From 117 standard score, we get 87 percentile rank • From 107 standard score, we get 68 percentile rank
    25. 25. PERCENTILE RANK
    26. 26. GRADE EQUIVALENT • Look for the grade equivalent at the Technical Manual • p. 398-401, Appendix D, Table D.2 • Grade Equivalents Corresponding to the Subtest Total Raw Scores and Weighted Raw Scores • From raw score of 11, the grade equivalent is _____. • From raw score of 18, the grade equivalent is _____. • Get the average of the grade equivalent = _____.
    27. 27. GRADE EQUIVALENT
    28. 28. GROWTH SCALE VALUE • Look for the growth scale value at the Technical Manual • p. 408, Appendix D, Table D.4 • Subtest Raw Score to Corresponding Growth Scale Values • From raw score of 11, the growth scale value is _____. • From raw score of 18, the growth scale value is _____. • Get the average of the growth scale value = _____.
    29. 29. GROWTH SCALE VALUE FINAL FURNISH OF LISTENING COMPREHENSION SUBTEST SCORE SUMMARY
    30. 30. Materials Timing Repetitio ns Recording and Scoring Stimulus Book Grades PK- 3: Item 1 None: Administer all items Allow sufficient time for the student to respond Item prompts may be repeated as needed. DK, 1 & 0 Description Task Allows examiners to asses skill strengths and weaknesses of students with reading difficulties. Measures several skills deemed important for developing reading skills. Names letters of the alphabet, identifies and generates rhyming words, identifies words with the same beginning and ending sounds, blends sounds, matches sounds with letters and letter blends, and matches written words with pictures that illustrate their meaning.
    31. 31. RECORDING AND SCORING • Scored with 1 or 0. • For items that ask for rhyming word > write response verbatim beside item in RF. • Correct responses are listed in RF for each item. • Equivalent answer > encircle then give a score of 1. • Answer does not match the one in RF > Write verbatim then 0. • For verification of score later. • To calculate total raw score > sum the scores of all items.
    32. 32. • Reading Comprehension requires a combination of • – word identification skills • – reading vocabulary • – language comprehension skills Description Task Measures untimed reading comprehension of various types of text, including fictional stories, informational text, advertisements, and how-to passages. Examinee reads passages aloud or silently. After each passage, the student orally responds to literal and inferential comprehension questions read aloud by the examiner. May refer to passage to answer questions.
    33. 33. Material s Recording and Scoring Stimulus book Grade 1: Item 1 Grade 2: Item 5 Grade 3: Item 11 Grade 4: Item 25 Grade 5: Item 32 Grade 6: Item 38 Grade 7: Item 46 Grade 8: Item 54 Grade 9-12+: Item 60 Grade 1: Item 1 Grade 2: Item 5 Grade 3: Item 11 Grade 4: Item 25 Grade 5: Item 32 Grade 6: Item 38 Grade 7: Item 46 Grade 8: Item 54 Grade 9-12+: Item 60 If the sum of scores for all reversal items is 2 or less, go back one start point and continue administration. The reverse rule may be applied a maximum of 3 times do not go back more than 3 start points from the grade- Record student responses beneath each question, and then score responses according to the criteria provided. DK, 1, 2 & 0
    34. 34. • Items measure literal and inferential comprehension. • Scores are based on examinee‟s performance on set of items.• ITEM SET REVERSE RULE Grade Passage 1 1-18 2 5-24 3 11-31 4 25-45 5 32-53 6 38-59 7 46-67 9 54-75 9-12+ 60-84 • If reading time exceeds the reversal time limit on the first passage of the item set, go back one start point and continue administration. • The reverse rule may be applied up to maximum of 3 times.
    35. 35. • SCORING • 1) Calculate Raw Score • 2 – full credit; 1 – partial credit; 0 – no credit • Criteria for scoring • Encircle close response of the student and the corresponding score • If the response is not close to those enlisted in the record form, transcribe student‟s response verbatim and encircle “0” point.
    36. 36. • SCORING • 2) Calculate Weighted Raw Score • Convert the raw score to weighted raw score • Using the weighted raw score, get the corresponding standard score using the normative tables
    37. 37. Material s Recording and Scoring Stimulus book, Paper, Pencil Grade PK: Item 1 Grade K: 8 Grade 1-2: Item 16 Grade 3: Item 26 Grade 4-5: Item 30 Grade 6-8: Item 34 Grade 9-10: Item 35 Grade 11-12+: Item 40 If score of 0 on any of the first 3 items given, administer preceding items in reverse order until 3 consecutive sores of 1. Discontin ue after 4 consecuti ve scores of 0. DK, 1& 0 Circle Y if the student uses paper and pencil. *No calculator Description Task Measures untimed math problem solving skills in the following domains: basic concepts, everyday applications, geometry, and algebra. The examinee provides oral and pointing responses in response to questions presented orally (and often with visual cues) requiring the application of math reasoning skills.
    38. 38. SCORING • Column provided to indicate items were the client used pencil and paper > review frequency of using pencil and paper and the response written. • Sum the scores of all items administered for the raw score • If applicable, give credit for items that precede the start point or reversal item. • If discontinued, do not give credit for items past the discontinue point.
    39. 39. Materials Time Limit Recording and Scoring Response Booklet, Pencil without eraser, Stopwatch Grades PK-3: Item 1 Allow a maximum of 30 seconds to complete. If all letters are written prior to the time limit, or the student cannot write any more letters, record the completion time Record the elapsed time in seconds. Description Task Measures the ability to write letters of the alphabet within a 30-second time limit. The student will write as many letters of the alphabet as quickly he/she can. The student may write letters in order, in cursive or print, in uppercase or lowercase.
    40. 40. • SCORING • Stop the student after 30 seconds • Each letter is scored with 1 or 0 • Letters B to Z are printed in Record Form both in uppercase and lowercase. Circle each letter (uppercase or lowercase) that receives credit. • Record the errors that receives no credit. • To get the raw score, count the number of letters with credit. • Scoring Criteria are in Appendix B.1
    41. 41. ERROR - Repetition - Overwriting - Reversed (q for p) - Transposed (a d c b) - Upside down NO ERROR - Reformation - Stray Marks - Placement - Poorly formed letters
    42. 42. Material s Repetition s Recording and Scoring Respons e Booklet Grades 1- 12+: Sample A If score is 0 on first 2 items, record a raw score of 0 for Sentence Combining and Proceed to Sentence Building Item prompts may be repeated as needed. Check the prompt box as appropriate, for each item Description Task Measures sentence formulation skills and written syntactic maturity. The student combines two or three sentences into one sentence that preserves the meaning of the original sentences.
    43. 43. • EXAMPLE:The boy has hair. The girl has hair. The boy and girl have hair. • SCORING • Prerequisite Scoring Criteria and Criteria for Semantics and Grammar, Mechanics, and Extra Credit are provided. • Record Form provides space for reading essential scoring info per item. • Column meets prerequisites - encircle Y if student met all 3; encircle N if otherwise. • Column Semantics & Grammar, Mechanics & Extra Credit – record appropriate scores • Record Form provides space for recording errors for each category.
    44. 44. SEMANTICS AND GRAMMAR Conveys same meaning as the original sentences and uses correct grammar and syntax. Conveys same meaning and includes 1 or 2 errors in grammar/syntax. Does not convey same meaning or includes 3 or more errors in grammar/syntax. Score = 2 Score = 1 Score = 0
    45. 45. MECHANICS No errors in spelling, capitalization, or punctuation. 1 or 2 errors in spelling, capitalization, or punctuation. 3 or more errors, or lacks sufficient meaning to determine accuracy of punctuation. Score = 2 Score = 1 Score = 0
    46. 46. EXTRA CREDIT Award 1 point Award 0 points 1. Does not use the word and to join two independent clauses; and 2. Uses good sentence structure; and 3. Conveys same meaning as original sentences. 1. Uses the word and to join 2 independent clauses, OR 2. Uses poor sentence structure, OR 3. Does not convey the meaning of the original sentences.
    47. 47. • Semantics & Grammar & Mechanics Column = record the first 3 errors. • Column If extra Credit = 0 points • Encircle the reason why the answers received no credit • To get the sentence combining raw score – sum scores of semantics and grammar mechanics and extra credit • Then record the scores under each column then enter the sum in the Sentence Combining Raw Score box.
    48. 48. Material s Repetition s Recording and Scoring Respons e Booklet Grades 1- 12+: Sample A If score is 0 on first 2 items, record a raw score of 0 on Sentence Building. Item prompts may be repeated as needed. Check the prompt box as appropriate, for each item Description Task Measures sentence formulation skills and written syntactic maturity. For each item, the student is asked write one sentence that uses a target word with appropriate context.
    49. 49. SEMANTICS AND GRAMMAR Complete sentence that uses target word meaningfully and uses correct grammar, syntax, and sentence structure. Complete sentence that uses target word meaningfully and includes 1 or 2 errors/ deviations in grammar, syntax, and/or semantics. Does not use target word meaningfully and correctly or includes 3 or more errors in grammar, syntax, and/or semantics. Score = 2 Score = 1 Score = 0
    50. 50. MECHANICS No errors in spelling, capitalization, or punctuation. 1 or 2 errors in spelling, capitalization, or punctuation. 3 or more errors, or lacks sufficient meaning to determine accuracy of punctuation. Score = 2 Score = 1 Score = 0
    51. 51. Materials Timing Repetitio ns Recording and Scoring Word Card, Stop watch, Audio Recorder Grades 1- 12+: Items 1 Discontin ue after 4 consecuti ve scores of 0. Record the item number completed at 30 seconds. (Continue to administer items until the Discontinue Rule is met.) Instruction s may be repeated as needed. DK, 1 & 0 Record a check mark if >3” or self corrects (SC). Record reading Description Task Measures speed and accuracy of decontextualized word recognition. The student reads aloud from a list of words that increase in difficulty.
    52. 52. • Listen to Track 23 to familiarize with the pronunciation that receives credit for each item. *Credit also for regional or dialectical pronunciation of words. • If pronunciation is slow or choppy, prompt once by saying, “Say it all together.” If next attempt is slow or choppy, score “0” and say. “Try the next one.” • If the student skip a word or row, immediately redirect the student to the correct item by pointing on the Word Card and ask to continue. • Record self-correction (SC) and delayed responses (>3”) to be used as part of qualitative error analysis • Transcribe student‟s incorrect responses for error analysis
    53. 53. • Word Reading Speed total raw score - Record the item number completed at 30 seconds; encircle last item read; it reflects the number of words the student read in 30”, regardless of accuracy • If discontinue rule is met before 30” limit, use clinical judgment on whether to stop the administration or not. If administration is stopped before 30”, Word Reading Speed total raw score cannot be obtained. • Word Reading total raw score – Reflects the number of words read correctly under untimed conditions. • Discontinue rule considerations: wait until the student finishes reading a row of words on a Word Card, instead of interrupting in the middle of the row.
    54. 54. SCORING • Scored with 1 or 0. • If multiple attempts to read a word, score the last attempt. • SCs are scored as correct. • If partial pronunciation, write the abbreviated response then give a score of 0. • Items after the discontinue point: no credit. *RECORDING ERRORS: • Slash mark: omitted letter/sounds. • Caret mark: added/inserted letter sounds. • Circle substituted letter sounds and write the substituted sounds above the circled letters. *CALCULATING RAW SCORES: Sum scores of all items administered. • Word reading speed > total raw score is the number of item completed at 30 seconds.
    55. 55. Materials Time Limit Repetitions Recording and Scoring Response booklet, Pencil without an eraser, Paper, Stopwatch Grades 3- 12+: Item 1 Allow 10 minutes Instructions may be repeated as needed. Record the elapsed time (in seconds). Description Task Measures spontaneous, compositional writing skills within a 10-minute time limit. Student writes an essay in response to a “prompt.”
    56. 56. If less than 30 words, prompt once “Try to write full page” and continue timing. If the student can‟t write more, stop the time and record the elapsed time and discontinue. Words fewer than 30 cannot be reliably scored. If scored, response must be interpreted with caution. For screening purpose only and not for decisions about educational placement.
    57. 57. • SCORING • Scoring Criteria in Appendix B.5 and B.6 • For Content and Organization and for Grammar and Mechanics Skills - allow examiners to spend time scoring only those areas of interest and for more specific identification of strengths and weaknesses. • Dictionary and spelling tool are not allowed. • Student may correct by crossing and rewriting. • Encourage student to maximize the 10 minutes and to write as much as possible. • If the student‟s done, pause the stopwatch and count the number of words. – If more than 30 words, record the elapsed time and discontinue.
    58. 58. RECORDING AND SCORING • Content and Organization: – Space is provided at the Record Form for essential information. – Space is limited so only record the essential information = part of the student‟s statements.
    59. 59. RECORDING AND SCORING: • Record the following information: 1. Introduction column: introductory thesis statement; keywords reinstated at the body of the essay. 2. Conclusion column: concluding thesis statement and any keywords in the conclusion that are restated in the body of the essay. 3. Transitions column: First 5 transitions that receive credit. 4. Reasons Why: First 3 reasons that receive credit. 5. Elaborations: 3 elaborations that receive credit.
    60. 60. RECORDING AND SCORING • Calculating the Raw Scores: • Total raw score for Essay Composition (Content and Organization) is not calculated. • Raw scores from Word Count and for Theme Development and Text Organization > converted to standard scores (B.1 or C.1) > used to compute the derive scores for the subtest. • To calculate raw score for Word Count and for Theme Development and Text Organization use the score boxes in the record form. • First: Record the number of words written in the Word Count Raw Score Box. • Second: Record the scores for each of the 6 elements of the Them Development and Text Organization in the space provided. • Third: Record scores in the Raw Score Box.
    61. 61. • In using the scoring assistant: • First, enter raw score for Word Count. • Second, either enter raw score of Theme Development and Text Organization or; • use the interactive scoring guide to score each component and calculate raw score automatically. – If calculating scores manually using the normative tables, transfer raw scores for Word Count and for Theme Development and Text Organization to the subtest score summary. – Find standard scores and sum them. – Use that sum to find the standard score for essay composition (Content and Organization)
    62. 62. • To calculate Grammar and Mechanics raw score use the boxes in RF. • First, enter number of correct word sequences and number of incorrect word sequence. • Second, subtract IWS from CWS > enter value in CIWS Box. • This way, possible for student with a significant weakness to obtain a negative in Grammar and Mechanics.
    63. 63. DEVELOPMENT AND ORGANIZATION • Six Features: • 1. Five paragraphs • 2. An Introduction - Includes a thesis statement, and - Summarizes the reasons that will be presented • 3. Use of transitions to show relationships of ideas. • 4. Three or more reasons to support thesis statement. • 5. One or more elaborations to support each reason.
    64. 64. Materials Timing Repetitio ns Recording and Scoring Pseudowo rd card, Audio CD Track 24, Audio Recorder, Stopwatch Grade s 1- 12+: Sampl e A Discontin ue after 4 consecuti ve scores of 0. Record the item number completed at 30 seconds. (Continue to administer items until the Discontinue Rule is met.) Instructio ns may be repeated as needed. DK, 1 & 0 Record the item completed at 30 seconds. For skills analysis, record the errors in the Correct Pronunciations Column Description Task Measures ability to decode nonsense words. Examinee reads aloud from a list of pseudowords that increase in difficulty.
    65. 65. • To begin administration, say • “I want you to read some words that are not real words, but read them as if they were.” • If student‟s response is unclear, • – circle item number • – continue administration • After final item is administered, point to the row containing the item and say, “I did not hear you clearly. Please read these words again.” • Score only the target word. • If pronunciation is slow or choppy, prompt by saying • “Say it all together.”
    66. 66. • SCORING
    67. 67. Materials Repetitio ns Recording and Scoring Respons e Booklet, Pencil without an eraser Grades K- 1: Item 1 Grades 2- 4: Item 14 Grades 5- 12+: Item 18 Discontinu e after 4 consecutiv e scores of 0. If score of 0 on any of the first 3 items given, administer preceding items in reverse order until 3 consecutive scores of 1. Instruction s and item prompts (items 1- 7) may be repeated as needed. DK, 1 & 0 Description Task Measures untimed, written math calculation skills in the following domains: basic skills, basic operations with integers, geometry, algebra and calculus. Examinee completes math calculation problems presented in a worksheet format.
    68. 68. • SCORING
    69. 69. Materials Timing Repetitio ns Recording and Scoring Stimulus Book Grades PK-12: Item 1 Discontin ue after 4 consecuti ve scores of 0. Allow sufficient time for the student to respond. Item prompts may be repeated as needed. DK, 1 & 0 Description Task Measures speaking vocabulary and word retrieval ability. The student says the word that best corresponds to a given picture and definition.
    70. 70. Materials Timing Repetitio ns Recording and Scoring Stimulus Book Grades PK-12: Item 1 Discontin ue after 4 consecuti ve scores of 0 Allow sufficient time for the student to respond. Item prompts may be repeated as needed. DK, 1 & 0 Description Task Measures efficiency of word retrieval (i.e. how easily he or she can produce words) and flexibility of thought processes. The student names as many things as possible belonging to a given category. (i.e. animals, colors) within 60 seconds.
    71. 71. Materials Timing Repetitio ns Recording and Scoring Audio Recorder Grades PK-12+: Sample A Discontin ue after 4 consecuti ve scores of 0. Allow sufficient time for the student to respond. Do not repeat items. DK, 2, 1 & 0 Description Task Measures oral syntactic knowledge and short-term memory. The student listens to sentences that increase length and complexity and repeats each sentence verbatim.
    72. 72. • SCORING • Record the student‟s responses verbatim for later qualitative skill analysis (incorrect responses) • Use of Voice Recorder for Oral Word Fluency and Sentence Repetition is recommended • Raw scores from Expressive Vocabulary + Oral Word Fluency + Sentence Repetition = score to get the Oral Expression Standard Score • Use the Technical Manual for score conversion • Identify the Norms used to determine the table to be used
    73. 73. *Sample Subtest Score Summary
    74. 74. Description Task Measures speed, accuracy, fluency, and prosody of contextualized oral reading. Examinee reads passages aloud, and then orally responds to comprehension questions.
    75. 75. Material s Timing Recordin g and Scoring Oral Reading Fluency (ORF) Booklet, Stopwat ch, Audio recorder Letters identify passages: Grade 1: A Grade 2: C Grade 3: E Grade 4: G Grade 5: I Grade 6: K Grade 7-8: M Grade 9- 12+: O Letters identify passages: Grade 1: After B Grade 2: After D Grade 3: After F Grade 4: After H Grade 5: After J Grade 6: After L Grade 7-8: After N If reading time exceeds reversal time limit on the first passage of the item set, go back one start point and continue administration. The reverse rule may be applied 2x max; do not go back more than 2 start Start timing at first word. Stop timing at last word. Supply unkno wn words after 5 second s. Record elapsed time; Record student‟s response verbatim in comprehe nsion question; Complete Prosody scale at the end of subtest.
    76. 76. • ITEM SET REVERSE RULE Grade Passage 1 A, B 2 C, D 3 E, F 4 G, H 5 I, J 6 K, L 7-8 M, N 9-12+ O, P • If reading time exceeds the reversal time limit on the first passage of the item set, go back one start point and continue administration. • The reverse rule may be applied up to maximum of 2 times.
    77. 77. • Fluency is calculated as the average number of words read correctly per minute. • A qualitative scale is completed by the examiner to assess the student‟s reading prosody. • Comprehension questions are asked only to encourage reading for meaning; comprehension performance is not scored quantitatively. • Addition Errors: Any word added • Other Errors: Words supplied after 5” of attempted reading of word (mark with G for “given”); mispronunciations, substitutions, omissions and transpositions
    78. 78. • Transfer Completion Time, Addition Errors, Other Errors, and Word Count Totals to the ORF Passage Subtotal Raw Scores Table on Page 46 • Calculate Oral Reading Fluency Total Raw Score, Oral Reading Accuracy Total Raw Score, and Oral Reading Rate Total Raw Score • Use Total Raw Scores to find Weighted Raw Scores in Appendices A.2, A.3 and A.4 • Convert Weighted Raw Scores to Standard Scores using Table B.1 or C.1
    79. 79. • SCORING • The subtest raw scores are converted to weighted raw scores before the derived scores are calculated.
    80. 80. Word Reading Speed The score is the same as or as higher than the scores obtained by 5% of students in normative sample; 95% in the normative sample scored higher than the sample score 5 5 14 14
    81. 81. Material s Recording and Scoring Respons e Booklet, Pencil without eraser Grades K-1: Item 1 Grade 2: Item 7 Grade 3: Item 9 Grades 4-8: Item 16 Grade 9-12+: Item 20 If score of 0 on any of the first 3 items given, administer preceding items in reverse order until 3 consecutive scores of 1. Discontinu e after 4 consecutiv e scores of 0. DK, 1 & 0 Description Task Measures written spelling of letter sounds and single words. The student hears each letter sound within the context of a word, and each word within the context of a sentence, and then the student writes the target letter sound or word.
    82. 82. • PRONUNCIATIONS • - listen to Audio Track CD and/or • - refer to examiner‟s manual • - Alternate pronunciation – there are words with more than one correct pronunciation, choose pronunciation familiar to the student; if the student appears confused, use alternate pronunciation
    83. 83. • SCORING • To check spelling – See Record Form • Special Consideration: For Grades K-1 only • - Do not penalize for letter reversals on any item administered, except when the letter reversal forms a different letter
    84. 84. Material s Time Limit Repetition s Recording and Scoring Respons e Booklet, Pencil without eraser, Stopwatc h Grades 1-2: Addition, Subtraction Grade 3-12+: Addition, Subtraction, Multiplication Allow 60 seconds for each subtest Instructions may be repeated as needed. Record the elapsed time in seconds. Description Task Measures the speed and accuracy of a student‟s math (addition, subtraction and multiplication) calculations. The student solves written addition, subtraction and multiplication problems within a 60-second time limit.
    85. 85. • Standard Score • Percentile Rank • Normal Curve Equivalent • Stanines Status Scores • Grade Equivalent • Age Equivalent • Growth Scale Value Growth Scores
    86. 86. Wechsler Individual Achievement Test-III: What is the „Gold Standard‟ for Measuring Academic Achievement? By: Thomas G. Burns
    87. 87. WIAT-III: • More in-depth subtest analyses and more accurate goal intervention recommendations. • Supports clear diagnostic when considering a learning disability. • Reduced ethnic and cultural bias. • Addressed ceiling-and-floor effect. • The discontinue rule was shortened to four consecutive scores of 0 instead of 5 (to lessen administration time).
    88. 88. WIAT-III: • 16 subtests that contribute to the 8 index scores (not all of these are required at every age level). • Length of administration per level: • PK level: 35 minutes average; Kindergarten level: 45 minutes average; 1st grade to 2nd grade: 80 minutes average; 3rd grade: 94 minutes average; 4th to 12th grade: more than 100 minutes. • Costs $675 for the complete kit.
    89. 89. STRENGTHS: • Provides domain-specific coverage in every required academic area specified by federal law for identifying learning disability (Individuals with Disabilities Education Improvement Act of 2004 [IDEA 2004]). • Seeks to strengthen the link with the act. • Compared 116 children who were administered WIAT-III and WISC-IV (for more interpretative analysis). • Also included gifted children, children with mild intellectual disability, individuals with learning disorders, and students with expressive language disorder.
    90. 90. • Differences between standard composite scores are provided to show patterns of relative strengths and weaknesses. • Computer Scoring System: Chart that analyzes strengths and weaknesses – summarizes the data in an easy-to-read fashion. • Includes raw scores, standard scores, percentile, age and grade equivalence, growth score, and stanine (data both on graph and chart). • Skills Analysis Report: allows neurologist to analyze morphology, vowel use, and consonant types, use of homophone, prefixes/suffixes, and vowels. • Comparisons of consonants and vowel blends in the spelling subtest propose recommendations to be specific and targeted for learning remediation. • Greatest strength is the addition of Math fluency subtest.
    91. 91. WEAKNESSES: • Too long to administer. • Takes considerable time to assess older school-aged children. • Uses concordance-discordance model: • Relies on the analyses of strengths and weaknesses and focuses on discordance between academic ability and intellectual potential • Uses concordance-discordance model: • In Hale et al. (2008) model: calculation of discordance between cognitive strength and academic deficit is determined. • WIAT-III does not calculate the concordance between academic weakness and cognitive deficit and does not combine the subtests into factor scores. • Examines a child‟s strengths and weaknesses in a way that can be used for comparative purposes.
    92. 92. WEAKNESSES: • Subtests weakness: lack of assessment for measures of phonology or rapid naming. • Comprehension scores for weak readers may be hard to analyze/interpret at lower levels due to the insufficient data to analyze. • Essay composition subtest: additional time needed for scoring. • Scoring weigh heavily on word count, basic grammar, spelling and mechanics. • Heavily influenced by mechanical aspects of writing more than content and flow.
    93. 93. RELIABILITY • Assessed using the split-half reliability. • Corrected by Spearman-Brown formula. • Excellent to good reliability. • Correlations ranged from .60-.82.
    94. 94. THANK YOU! 

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