Ktea Ii Scoring Guide
Ktea Ii Scoring Manual 2020

By Elizabeth O. Lichtenberger Kristina C. Breaux

John Wiley & Sons

Copyright © 2010

The Kaufman Test of Educational Achievement, Third Edition (KTEA-3) is a revised and updated comprehensive academic achievement test (Kaufman & Kaufman, 2014). Authored by Drs. Alan and Nadeen Kaufman and published by Pearson, the KTEA-3 remains an individual achievement test normed for individuals of ages 4 through 25 years, or for those in. Team, or the KTEA-3 authors. End of Report Broad Ability Narrow Ability WISC-V Index/Subtest Scaled/Standard Score KTEA-3 Composite/Subtest Standard Score Grw (cont.) Reading Comprehension (RC) Reading Comprehension Reading Vocabulary 92 86 Reading Speed (RS) Silent Reading Fluency. Word Recognition Fluency. Decoding Fluency. 94 84 79. KTEA–II scoring gives you more options For maximum flexibility, the KTEA–II Comprehensive Form lets you select between computer and hand-scoring. With the ASSIST™ computer scoring program, you can quickly convert raw scores to derived scores. This timesaving software contains both Macintosh and Windows programs on one CD-ROM.

John Wiley & Sons, Ltd
All right reserved.
Manual

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 types of errors a student makes. This information helps examiners evaluate a student's error patterns and skill strengths and weaknesses. Each subtest includes sets of items that measure a specific skill or set of skills. The information yielded from analyzing the student's errors through the skills analysis can then be used in the design of an instructional plan or specific intervention for a student.

Planning Programs

The norm-referenced scores, along with the error analysis information, indicate a student's approximate instructional level. These results can help facilitate decisions regarding appropriate educational placement as well as appropriate accommodations or curricular adjustments. The information can also assist in the development of an individualized education program (IEP) based on a student's needs. For young adults, the results can help inform decisions regarding appropriate vocational training or general equivalency diploma (GED) preparation.

Measuring Academic Progress

The two parallel forms of the KTEA-II allow an examiner to measure a student's academic progress while ensuring that changes in performance are not due to the student's familiarity with the battery content. Academic progress can also be measured on the WIAT-III with a retest, taking into consideration any potential practice effect.

Evaluating Interventions or Programs

The WIAT-III and KTEA-II can provide information about the effectiveness of specific academic interventions or programs. For example, one or more of the composite scores could demonstrate the effectiveness of a new reading program within a classroom or examine the relative performance levels between classrooms using different math programs.

Making Placement Decisions

The WIAT-III and KTEA-II can provide normative data to aid in placement decisions regarding new student admissions or transfe

Ktea Ii Scoring Manual