KTEA-3 Summary

1229 Words3 Pages

The Kaufman Test of Educational Achievement, Third Edition (KTEA-3) is a revised and updated comprehensive test of academic achievement (Kaufman & Kaufman, 2014). Authored by Drs. Alan and Nadeen Kaufman and published by Pearson, the KTEA-3 remains an individually administered test of achievement intended for use with examinees ages 4 through 25 years, or those in grades Pre-Kindergarten (PK) through 12 and above. The KTEA-3 is based on a clinical model of academic skills assessment in the broad areas of reading, mathematics, and written and oral language. It was designed to support clinicians utilizing a Cattell-Horn-Carroll (CHC) or Information Processing theoretical approach to assessment and detailed information regarding the structure …show more content…

Specific prompts, sample and teaching items individualize the administration and ensure low scores are not due to the subject’s failure to understand the standardized instructions. The KTEA-3 continues to use item blocks, based on educational level, for the Reading Comprehension, Listening Comprehension, Written Expression, and Oral Expression subtests with instructions for establishing a basal. The KTEA-3 utilizes only a suggested order of subtest administration; only two of the subtests (i.e., Letter & Word Recognition before Word Recognition Fluency and Nonsense Word Decoding before Decoding Fluency) have a designated order as a minimum level of performance on the former ensures the examinee has the requisite skills to complete the latter. See Table 1 for a summary of the KTEA-3 test and composite …show more content…

Grade-based normative information was obtained for Fall and Spring administrations, with interpolated performance for Winter norms, allowing for more precise measurement. Each score is a standard score with a mean of 100 and standard deviation of 15. Qualitative descriptors for examinee performance may be based on a 10-point or a 15-point classification system, allowing the user to match descriptors across cognitive and other achievement measures. Additional age and grade equivalents, percentile ranks, normal curve equivalents, growth scale values, and stanines may also be

Show More
Related

  • Analysis Of NAPLAN

    1183 Words  | 3 Pages

    Rowe, K. (2000). Assessment, League Tables and School Effectiveness: Consider the Issues and “Let’s Get Real”!. Journal of Educational Enquiry, 1(1), 73-98.

    Read More

  • Kaufman Brief Intelligence Test Analysis

    1694 Words  | 4 Pages

    The original KBIT had three subtests: Expressive Vocabulary, Matrices, and Definitions (Kaufman & Kaufman, 1990). When the revising process came around, Kaufman and Kaufman decided to substitute the Verbal Knowledge subtest with the Definitions subtest, replaced the Expressive Vocabulary with the Riddles subtest, and they revised the Matrices subtest in order to highlight fluid reasoning over visualization (Bain & Jaspers, 2010). The test authors replaced the Definitions subtest because it required a reading requirement, so they replaced it with the Verbal Knowledge subtest because the subject was not required to read anything and this allowed for a more efficient measure of verbal ability. The decision to replace the Expressive Vocabulary subtest was because the Riddles subtest could be administered to subjects of all ages.

    Read More

  • TONI-4 Analysis

    2245 Words  | 5 Pages

    Construct validity is the degree to which scores measure an intended construct. Construct validity is demonstrated by the correlation with other established intelligence and school achievement tests, and item performance. Developers computed correlation coefficients between scores on the TONI-4 and scores on two nonverbal intelligence tests, the Comprehensive Test of Nonverbal Intelligence–Second Edition (CTONI-2; Hammill, Pearson, & Wiederholt, 2009) and the TONI-3 (Brown, Sherbenou, & Johnsen, 1997). For the CTONI-2 study, there were 72 participants 6 to 17 years old. Form A scores were correlated with scores on the CTONI-2 Pictorial Scale, CTONI-2 Geometric Scale, and CTONI-2 Full Scale. The corresponding corrected coefficients between the TONI-4 and these scales were .74, .73, and .79, respectively. In the TONI-3 study, 56 participants were randomly sampled from the standardization sample. Participants’ item-level data were rescored to obtain TONI-3 scores. The corrected correlation coefficient between the TONI-4 and TONI-3 was .74. Developers also calculated average correlation coefficients between TONI-4 scores and scores on three school achievement tests ranging from .55 to .78. The resulting correlations confirm construct validity. These results show the TONI-4 scores are generally more correlated with other intelligence test scores than with achievement test scores. Item

    Read More

  • Words Their Way Inventory Assessment

    1524 Words  | 4 Pages

    Assessments should guide instruction and material selection. Any likely manner, assessments should measure student progress, as well as help, identify deficiencies in reading (Afflerback, 2012). One important indicator of reading deficiencies is spelling. Morris (2014), advocated the importance of administering a spelling assessment in order to have a better understanding of a student’s reading abilities. My school uses the Words Their Way spelling inventory to assess students’ reading abilities at the beginning of the year and throughout the reading year.

    Read More

  • Age Equivalent Score Essay

    575 Words  | 2 Pages

    Age-equivalent scored also do not represent children who scored extremely high and extremely low on the given test. Age-equivalent scores are not estimated for the extreme scores at either end of the spectrum. Children that fall within these ranges are given a generalized age-equivalent score of below the lowest age derived or above the highest age. This results in inadequate information for all individuals that scores are reflected on these parts of the

    Read More

  • High-Stakes Testing and Narrowing Standards

    1239 Words  | 3 Pages

    Cole, H., Hulley, K., & Quarles, P. (2009). Does assessment have to drive the curriculum?

    Read More

  • Grades of Wrath: Why Schools Should Switch to a Pass/Fail Grading System

    1832 Words  | 4 Pages

    Bloodgood, Robert A., et al. “A Change to Pass/Fail Grading in the First Two Years at

    Read More

  • Early Learning

    1294 Words  | 3 Pages

    Codding, Karen. (n.d.). Test of Kindergarten and First Grade Readiness Skills. [Electronic version]. Retrieved April 20, 2003, from http://www.steoltingco.com/tests/catolog/TKFGRS.htm

    Read More

  • Bagnato's Five Suggestions For Organizing Test Write-Up

    301 Words  | 1 Pages

    Bagnato (1980) provides five suggestions for organizing test write-ups, which can be very beneficial for the individuals who are reading the report. These individuals typically include parents and teachers (Overton, 2015). The first suggestion that Bagnato provides is to organize “test results by domains or by developmental levels rather than by instruments” (Overton, 2015, p. 295). In other words, Bagnato is suggesting that write-ups be presented in a format that allows individuals to see how the student performed in each related category, rather than how the student did on a series of test. For example, reading comprehension and math would be looked at separately, which allows individuals to see where the student is weak and where the student

    Read More

  • The Woodcock-Johnson Assessment

    663 Words  | 2 Pages

    The Woodcock-Johnson Assessment utilizes achievement and cognitive measures that involve the entire representation of what is actually happening intellectually with a child. This information can be used to determine the diagnosis of a disability. The Woodcock-Johnson Tests of Achievement has four different versions with the latest being the VI. In 1977, the first version of the test was written and consisted of twenty-two subtest by Richard Woodcock and Mary E. Bonner Johnson (Woodcock, McGrew, Mather 2001). The assessment can be used with individuals of all ages and is given to one subject at a time and the administration is simple to manage (Blackwell, 2001). For the purpose of this paper, reliability and validity of the Woodcock-Johnson

    Read More

  • The Role of Testing and Assessment in Early Childhood Education

    1763 Words  | 4 Pages

    The goal of education is to provide children with the opportunity to amass a wealth of knowledge, love for learning, and academic strength. Children go to school to read, write, and learn a variety of subjects. While education is meant to be exciting for children, there have to be standards in order to make sure that progress is being and those children are where they need to be in order to move onto the next phase of their education. Education builds as it grows, and students need a strong foundation in order to succeed and continue. Without those strong building blocks, students will continue to fall back and repeat the same material again and again. And so, testing and assessment come into play to make sure children are where they need to be. However, in early childhood settings testing is almost non-existent because of the stigma around testing. The current debate in our education system argues that testing is not a good measure of a child’s actual knowledge. Rather, assessment gives teachers a better picture of a student’s abilities and capabilities in the classroom. Thus, currently the debate continues over assessment versus testing in the classroom due to the demand for knowledge on whether or not testing is a good way of measuring a student’s progress in school.

    Read More

  • Should Curriculum Be Standardized for All?

    761 Words  | 2 Pages

    Cole, H., Hulley, K., & Quarles, P. (2009). Does assessment have to drive the curriculum?

    Read More

  • Statistics Assignment: Grades Sav Data File

    635 Words  | 2 Pages

    The data set used for this assignment was the grades.sav data file. The variables used were gender, GPA, total, and final. GPA and final were used in the histogram scales, along with skewness, kurtosis values, and scatter plot. This assignment included a sample size of (N) 105.

    Read More

  • Lesson Reflection Essay

    1060 Words  | 3 Pages

    The teacher will also make norm-referenced and criterion referenced interpretations of assessment through this website. They have graph and color-coded bands that show widely held expectations for children’s development and learning. The teacher will use this website and graph to communicate twice a year with the parents about the child’s strength, weakness or any area of

    Read More

  • Assessment Reflection

    969 Words  | 2 Pages

    As I reflect on my past assessment process, I realized how much my assessments have changed over the years. In my early years, I used tests for informational recall as my assessments. I felt these were appropriate guidelines in which I needed to follow in order to substantiate a student’s grade. Every assignment or tests was given a point value and then based on the amount of points, a grade was given. Every student’s assessment was exactly the same, and the assessments did not contain any subjectivity. I felt confident in giving the grade based on a valid point system. However reflecting back, I see that I did not include any performance-based assessments or individual learning styles in my early assessment. I also did not take into consideration the individual needs of my students. My assessment approach was awful. I am embarrassed that I use to assess students in this manner.

    Read More

More about KTEA-3 Summary

Open Document