Darrell Sabers and Amy Olson reviewed the Wide Rage Achievement Test 4th edition (WRAT-4) in the Mental Measurements Yearbook eighteen edition. In their review Sabers and Olson mentioned differences and similarities between the WRAT-4 and the previous three editions of the WRAT. The WRAT was created to assess “basic academic skills necessary for effective learning, communication and thinking” in addition it evaluates people age 5 to 94 years old that have learning, behavioral, and vocational struggles. The test is separated into four subtests which measure reading, spelling, math computation, and sentence computation. The sentence comprehension subtest is recently added to the WRAT-4 due to previous criticism about the reading subtest, which …show more content…
Both tests were administered to 49 children with severe learning disabilities upon entering a regional center for learning disabled children. They were re-tested again two years later with the same tests for follow-up testing. The average age of the children was 11 years old and had a 2nd grade reading level. The results showed minor differences in mean test scores from the original testing of the WRAT and the PIAT. Follow-up test scores showed a change in test scores which were higher than the original testing scores. In follow-up reading scores were higher than spelling or math on the WRAT. On the PIAT reading and math were higher than spelling. When both tests were assessed there was no difference in the WRAT and PIAT reading or spelling scores but on the math subtest the PIAT had higher scores than the WRAT. Many have tried to come up with a reasonable explanation for the difference in math score of the WRAT and the PIAT. Scull and Brand propose that the math subtest of the PIAT may be measuring skills that students with disabilities are not limited in. The WRAT on the other hand tends to measure areas where students are weakest and may cause previous emotional and behavioral responses to having a learning disability. The author addresses the shift of spelling scores being lower than reading as a result of a student’s individual treatment program and has evidence to support the trend as common among learning disabled children. The PIAT is more consistent with grade placement and word recognition level. The WRAT is better at measuring skills with specific learning disabilities. Scull and Brand do not recommend either test for placement in teaching programs or detailed diagnostic work but say the
Epstein, M.H. & Sharma, J.M. (1998). Behavioral and emotional rating scale: A strength-based approach to assessment. Texas: Pro-Ed.
The article draws attention to the limitations of age-equivalent (AE) scores in reporting the result of norm-referenced tests. Using a group study and the Peabody Picture Vocabulary test-III (PPVT-III), Emily Maloney and Linda Larrivee have built a strong argument against the use of AE scores. They provide ample information about the limitations of AE scores, as well as results that speech-language pathologists should not continue to use age-equivalence scores in reporting results of norm-referenced testing.
The Achievement Gap in America has separated and divided America's youth into more or less, two different cultures of socioeconomic placement. The first being the predominantly Caucasian students at American elementary schools, high schools, and colleges that excel greatly in their education. Most of the time earning them middle to upper class jobs in the economy, the aforementioned group contrasts significantly with its opposite culture of American youth. The second culture, the population that is mostly made up of the minority races, takes it's place in the American education system as the population of students who are less interested in getting a decent education and taking advantage of the resources that are offered, for various underlying reasons. This in turn manufactures less people of this type of culture to be readily available for higher paying jobs, and often times unemployable for a job at all. The Achievement Gap in America is influenced by many cultural, environmental, and socioeconomic factors that separate lower and higher achieving students based on these factors, and leave a high amount of unemployed Americans as a result, if not incarcerated or deceased.
Not only does the KBIT-2 lack in accommodating for cultural and language barriers, but it is also deficient towards those with mild to moderate motor difficulties due to the fact that the test requires minimal motor skills (Bain & Jaspers, 2010). However, since the test does not require time limits individuals with mild motor difficulties could be assessed. Overall, the Kaufman Brief Intelligence Test, Second Edition appears to be psychometrically strong and feasible assessment to administer (Bain & Jaspers, 2010).
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
Long-Term Trends in Student Reading Performance. Jan. 1, 1998. Web. The Web. The Web.
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.
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
Woolfolk, A. E., Winne, P. H., & Perry, N. E. (2011). Educational psychology (5th ed.) Toronto: Pearson.
Key, K. (2012). The Gale Encyclopedia of Mental Health (3rd ed., Vol. 2., pp. 109-111). Detroit, MI: Gale Cengage Learning.
The Wilson Reading System (WRS) is the chief program of Wilson Language Training and the foundation of all other Wilson Programs. WRS is an intensive Tier 3 program for students in grades 2-12 and adults with word-level deficits who are not making adequate progress in their current intervention; have been unable to learn with other teaching strategies and require multisensory language instruction; or who require more intensive structured literacy instruction due to a language-based learning disability like dyslexia. As WRS is a structured literacy program founded on phonological-coding research and Orton-Gillingham principles, it directly and systematically teaches the structure of the English
The report will critique Woodcock Johnson III Diagnostic Reading Battery (WJ III DRB) and compare my report to the Mental Measurement Yearbook (MMY). The assessment will include the evaluation, in relation to Woodcock et al.’s (1989) WJ III DRB, on the description and purpose of such tests along with ease of use, administrating and interrupting results based on converting raw scores to standard scores including analyzing the results. Finally, assess the overall quality of the test.
...chiatric Association. (2012). “Diagnostic and statistical manual of mental disorders” (4th Ed.). Washington, DC: Author.
The test under analysis is the Stanford-Binet Intelligence Scales, Fifth Edition (SB5) which is thoroughly explained through the technical manual of the intelligence assessment (Roid, 2003). The Stanford-Binet Intelligence Scales, Fifth Edition, Technical Manual and the SB5 test in general was authored by Gale H. Roid (Roid, 2003). The manual was published by Riverside Publishing in the year 2003 after enduring many years of development (Roid, 2003). The SB5 is an assessment of both cognitive abilities and intelligence (Roid, 2003). The SB5 complete kit is provided via the publisher for the total price of $1...
Mayer, J. D., Salovey, P., Caruso, D. R., & Sitarenios, G. (2003). Measuring emotional intelligence with the MSCEIT V2.0. Emotion, 3(1), 97-105.