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Title: Tests of Educational Achievement


1
Tests of Educational Achievement
  • Erich Merkle, M.Ed., M.A.
  • Assessment in Special Education
  • Kent State University

2
Introduction
  • Professionals working with students requiring
    special services need data on their students
    educational performance
  • Norm-referenced achievement measures are most
    numerous useful for this purpose
  • Many types of tests administered
  • Achievement tests
  • Norm-referenced
  • Curriculum-based
  • Screening tests
  • Aptitude tests
  • Diagnostic tests
  • Adaptive Behavior Scales

3
Types of Tests
  • Achievement Tests
  • Designed to measure what the student has learned
    may emphasize one specific area
    (narrow/diagnostic) or many areas (broad)
  • Examples WIAT-II, WJ-III Ach, WRAT-III
  • Screening Tests
  • Brief tests used to assess skills or domains
  • Provide method to determine weak areas that need
    additional assessment
  • Example PIAT-R/NU, WRAT-3

4
Types of Tests (cont)
  • Aptitude (Ability/Intelligence) Tests
  • Measure what a student has learned but also
    predict how much the student will learn in the
    future.
  • Examples WISC-IV, WJ-III Cog, DAS
  • Diagnostic Tests
  • Narrow-band tests designed to assess one specific
    area with more depth, may be an achievement test
  • Examples Keymath, TOMA, TOWL, TORC
  • Adaptive Behavior Scales
  • Assess ability to meet demands of environment
  • Examples Vineland, AAMR Scales

5
Norm-Referenced v. Curriculum-Based
  • Standardized Norm-referenced Tests
  • Compare a childs achievement/ability to others
    within a normative group (similar
    characteristics)
  • Constructed in systematic way (chapter 5) but not
    based on schools curriculum
  • Help educators make placement and eligibility
    decisions
  • Many achievement, diagnostic, aptitude, adaptive
    behavior measures
  • Curriculum-Based Assessment (CBA)
  • Tests child on specific curriculum used for
    instruction may be compared with past
    performance or with other peers in
    class/school/district.

6
Commonly Used Achievement Tests
  • Broad-Band Achievement Tests (Comprehensive)
  • WJ-III Tests of Achievement (WJ-III Ach) 2001
  • Kaufman Tests of Educational Achievement
    Comprehensive Form (K-TEA) 1985/6
  • Wechsler Individual Achievement Test-II (WIAT-II)
    2001
  • Screening Achievement Tests (Fast, Limited)
  • Peabody Individual Achievement Tests-R
    (PIAT-R/NU) 1989/1997
  • Wide Rage Achievement Test - 3 (WRAT-3) 1993
  • Kaufman Tests of Educational Achievement Brief
    Form (K-TEA) 1985/6

7
Peabody Individual Achievement Test Revised
Normative Update (PIAT-R/NU)
  • Screening measure of academic achievement

8
PIAT-R/NU (Markwardt, 1989/1997)
  • Grades K-12, ages 5-0 to 22-11, 60 minutes to
    administer
  • Subtests
  • General Information Questions are presented in
    open-ended format, provide responses to content
    ranging from science to sports.
  • Reading Recognition Begin with visual
    recognition and discrimination items (match
    picture, letter, word) then move to pronouncing
    list of words that range from single-syllable CVC
    words to multisyllable words with unpredictable
    pronunciations.
  • Reading Comprehension Given to those earning
    gt19 on Reading Recognition. Requires child to
    read passage silently and then select 1 of 4
    picture choices that illustrate the passage.
  • Mathematics Math questions are presented in
    forced choice format, ranging from numeral
    recognition to trigonometry.
  • Spelling Visual discrimination of pictures,
    symbols, letters to spelling words in forced
    choice format.

9
PIAT-II (cont)
  • Written Expression Organized by student level
    Level I (K to 1st grade), Level II (2nd to 12th
    grade).
  • Scoring
  • Examiner uses raw score on preceding subtest to
    determine starting point on next subtest (e.g.
    General Information raw score used to determine
    Reading Recognition starting point)
  • Basal Ceiling are consistent throughout test
    basal 5 consecutive correct, ceiling 5 of 7
    incorrect (written expression has no
    basal/ceiling rules)
  • Yields SS, GE, AE, PR for individual subtests and
    Total Reading, Total Test score.
  • Psychometric Notes
  • Normative Update (NU) contains SPED populations,
    PIAT and PIAT-R did not emphasize in norm group.
  • Reliability/validity appear adequate for this
    type of measure.

10
Wide Range Achievement Test -3
  • Screening measure of academic achievement

11
WRAT-3 (Wilkinson, 1993)
  • Description
  • Screening achievement test used for ages 5-75 (no
    grade level norming), provides alternative forms
    (blue/tan tests), requires 15 to 30 minutes
    administration time
  • Computer scoring program available

12
WRAT-3 Continued
  • Subtests
  • READING - recognizing and naming letters,
    pronouncing printed words
  • SPELLING - writing name writing letters and
    words from dictation
  • ARITHMETIC - counting, reading number symbols,
    oral and written computation
  • Scoring
  • Raw scores are transformed to SS, GE, and
    Absolute Scores (x500, permit comparison along
    entire continuum of domain/areas without age or
    grade comparisons)
  • Psychometric Notes
  • Reliability/validity adequate
  • Norm group stratified by census demographics,
    includes students with disabilities (except those
    unable to respond)

13
Woodcock-Johnson Tests of Achievement III
  • Broad-range measure of academic achievement

14
Introduction to WJ-III Ach
  • The 2001 Woodcock-Johnson III consists of 2
    instruments Tests of Cognitive Abilities Tests
    of Achievement
  • Composed of 22 tests organized into a standard
    and an extended battery for ages 2 to 90
  • Provides the following curricular areas
  • Reading (Grw)
  • Oral Language (Gc)
  • Mathematics (Gq)
  • Written Language (Grw)
  • Knowledge (Gc)
  • Supplemental (Glr, Grw, Ga)

15
Organization of 22 Achievement Tests
  • Standard Battery
  • Letter-Word Identification
  • Reading Fluency
  • Passage Comprehension
  • Story Recall
  • Understanding Directions
  • Calculation
  • Math Fluency
  • Applied Problems
  • Spelling
  • Writing Fluency
  • Writing Samples
  • Story Recall - Delayed
  • Handwriting Legibility Scale

Extended Battery Word Attack Reading
Vocabulary Picture Vocabulary Oral
Comprehension Quantitative Concepts Editing Academ
ic Knowledge Spelling of Sounds Sound
Awareness Punctuation and Capitalization BOLD
items represent necessary subtests for each LD
domain
16
Essential Subtests for IDEA LD Eligibility
  • 7 IDEA Areas
  • Written Expression
  • Basic Reading Skills
  • Reading Comprehension
  • Mathematics Calculation
  • Mathematics Reasoning
  • Oral Expression
  • Listening Comprehension
  • WJ-III Subtests
  • Writing Fluency, Writing Samples
  • Letter-Word ID, Word Attack
  • Passage Comp, Reading Vocab
  • Calculation, Math Fluency
  • Applied Problems, Quant Concepts
  • Story Recall, Picture Vocab
  • Understanding Dir, Oral Comp

Note Oral language tests are usually assessed
by SLP
17
Compuscore Profiles Program
  • Generates all scores and profiles, simply enter
    raw scores from each subtest
  • Creates a Score Report
  • Age/Grade, SS/PR profiles
  • Summary Report (w/Spanish option)
  • CD-ROM disks included with each test kit
  • No manual/hand scoring possible

18
ACH 1 Letter-Word Identification
Requires identifying and reading isolated letters
and words, primarily a sight recognition
task Basal/Ceiling Rules 6 lowest correct/6
highest incorrect Know exact pronunciation of
words Responses must be pronounced as a complete
word to receive credit
19
ACH 2 Reading Fluency
NEW
Requires reading and comprehending simple
sentences rapidly (uses SRB) Start with Item 1 /
End with Item 3-minute time limit Skipped items
are scored as 0 If fewer than 3 correct on
Practice Exercises C-F, discontinue testing and
score test a 0
20
ACH 2 Reading Fluency Scoring
1. Use the scoring overlay for easy
scoring 2. Total the Number Correct 3. Total the
Number Incorrect 4. Enter both numbers in the
software program 5. Subtract Number Incorrect
from Number Correct if estimated AE/GE scores are
needed. If a negative number is obtained, use 0.
Number Correct (0-98) Number Incorrect (0-98)
82
16
To use the hand-scoring table, compute the Total
Number correct below. 82 - 16
66 (0-98) Number Number
Total Correct Incorrect
21
ACH 5 Calculation
Requires calculation of problems ranging from
simple addition facts to calculus (uses
SRB) Basal/Ceiling rules 6 lowest correct / 6
highest incorrect Skipped items are scored as a
0 Do not point out signs Accept reversals but
not transposed numbers
22
ACH 6 Math Fluency
NEW
Requires rapid calculation of single-digit
addition, subtraction, and multiplication facts
(uses SRB) Begin with Item 1 / End with 3-minute
time limit Skipped items are scored as a 0 Do
not point out signs Discontinue if 3 or less
correct after 1 minute
23
ACH 7 Spelling
NEW
Requires writing letters and words presented
orally (uses SRB) Basal/Ceiling Rules 6 lowest
correct / 6 highest incorrect Use Suggested
Starting Points based on present level of
spelling skill Modified from Dictation in WJ-R -
no punctuation, capitalization, or usage items
24
Spelling
Items 1-4 Prewriting with demonstration Items
5-6 Tracing with demonstration Item 7 Copying a
letter Items 8-14 Printing letters Items
15-59 Spelling words
Examiner Tips Do not penalize poor handwriting or
reversed letters as long as the letter does not
become a new letter. (b d) Accept uppercase or
lowercase responses unless case is
specified. Know the exact pronunciation of the
word for each item. Request responses be printed
but accept cursive.
25
ACH 8 Writing Fluency
Requires formulating and writing simple sentences
rapidly (uses SRB) Begin with Item 1 / End with
7-minute time limit Discontinue if subject has
0 on Samples B-D or 3 or fewer correct in first
2 minutes Any stimulus words may be read upon
request 3 stimulus words may not be changed in
any way
26
ACH 9 Passage Comprehension
Requires reading a short passage and supplying a
key missing word Basal/Ceiling Rules 6 lowest
correct / 6 highest incorrect Use Suggested
Starting Points Accept responses that differ in
tense or number Score responses that are
different parts of speech as 0
27
ACH 10 Applied Problems
Requires comprehending the nature of a problem,
identifying relevant information, performing
calculations, and stating solution Basal/Ceiling
Rules 6 lowest correct / 6 highest incorrect No
reading is required
28
ACH 11 Writing Samples
Requires writing sentences in response to a
series of demands that increase in difficulty
(uses SRB) Use Suggested Starting
Points Administer Block of Items Administer
additional clock of items if score falls in
shaded area of scoring table
29
Writing Samples
Block of Items 1 to 6 1 to 12 7 to 18 13 to 24 19
to 30
Scoring Responses 2 superior response 1.5 not
clearly a 2, but better than a 1 1 standard
response .5 not clearly a 1, but better than a
0 0 inadequate or illegible
Examiner Tips Use Scoring Guide in Appendix B of
Examiner Manual. Items may be scored 2, 1.5, 1,
.5, or 0 even if no example is shown in the
Scoring Guide. Score is based on one block even
if additional blocks were administered.
30
ACH 13 Word Attack
Requires pronouncing phonically regular
pseudowords Use Suggested Starting
Points Basal/Ceiling Rules 6 lowest correct / 6
highest incorrect Know pronunciation prior to
administering test Responses must be pronounced
as a complete word to receive credit
31
ACH 17 Reading Vocabulary
Requires reading words and providing synonyms,
antonyms, or completing analogies 3 subtests 17A
Synonyms, 17B Antonyms, 17C Analogies Administer
samples for each subtest to all subjects Use
Suggested Starting Points for each
student Basal/Ceiling Rules 4 lowest correct / 4
highest incorrect
32
ACH 18 Quantitative Concepts
  • Requires applying mathematical concepts and
    analyzing numerical relationships (uses SRB)
  • 2 subtests 18A Concepts, 18B Number Series
  • Use Suggested Starting points for each subtest
  • Basal/Ceiling Rules 18A 4/4 18B 3/3
  • Each item in 18B has a 1-minute time limit

33
Wechsler Individual Achievement Tests - II
  • Broad-range measure of academic achievement

34
Wechsler Individual Achievement Test Second
Edition (WIAT-II)
  • Age range 4-Adult
  • K 45 minutes, Grades 1-690 minutes, Grades 7-16
    11/2 to 2 hours.
  • Materials blank paper, pencil without an eraser,
    8 pennies (K-1), stopwatch, tape recorder.
  • Give assessment in the sequence presented in
    manual.

35
Reverse Rules, Discontinue, Stop Points, Start
Points
  • See table 3-1
  • Note new insert for testing on reading
    comprehension subtest.
  • Reverse Rules 2 types
  • If examinee scores 0 on any of first three items
    administered, you proceed backward from start
    point until you establish the basal level (3
    consecutive items answered correctly)
  • For reading comprehension uses grade-specific
    reversal items. To establish basal child must
    score at least one point on any of the grade
    specific reversal items. If the examinee scores
    0 points on all of the grade specific reversal
    items the reverse rule is applied. Do not
    administer items in reverse order, instead,
    reverse to specified item an administer in
    forward sequence. In Grades 4-8 go back to item
    that is three start points lower and follow the
    administration rules for that level.

36
Administration Information
  • Prompting
  • You may repeat or paraphrase instructions except
    where you are told not to on the protocol.
  • Some teaching or modeling items are indicated.
    Do not teach or model beyond the items given.
  • Some responses indicated in the manual require
    querying. If you have queried a 1 point response
    and the examinee clarifies to a 2 point response
    award the higher score. Record Q by response to
    note that it was not a spontaneous correction.
  • Other abbreviations
  • DK (Dont know) NR (No response)
  • PC (Pointed correctly) PX (Pointed incorrectly)

37
Recording and Scoring
  • Some subtests require verbatim scoring. This can
    be accomplished by 37writing the responses down
    or by recording the responses. (Expressive
    vocabulary, sentence repetition, oral expression,
    word fluency, visual passage retelling, giving
    directions, and some reading comprehension items)
  • Be sure to note qualitative observations as
    indicated on subtests.
  • Some raw scores must be converted to quartile
    scores before calculating the subtest standard
    scores. Written expression word fluency,
    paragraph spelling errors, paragraph punctuation
    errors, essay spelling errors, essay punctuation
    errors, Oral Expression word fluency.
    Conversion tables are found in Appendix B or E.
    Optional items are Reading comp target words,
    reading speed, Written expression word count.

38
Word Reading
  • Assesses early reading and word recognition and
    decoding skills.
  • If you believe that examinees skills are below
    grade level, you may begin at one grade level
    lower.
  • Examinee should hold the word card.
  • If the examinee responds correctly to 3
    consecutive items award 1 point for all of the
    preceding unadministered items.
  • The raw score is the total number of one point
    responses
  • Record number of SC (self-corrections) and
    delays of more than 3 seconds.

39
Numerical Operations
  • Assess the ability to identify and write numbers,
    count using 11correspondence, solve written
    calculation problems, and simple equations using
    addition, subtraction, multiplication and
    division.
  • If you suspect child is below grade level, start
    one level lower.
  • Provide scratch paper for child and pencil
    without an eraser.
  • If child is struggling on one problem, encourage
    him to move on.
  • You must monitor the childs work as he is
    completing the problems to be able to establish
    basal and ceiling levels.
  • Directions tell child to put fractions in lowest
    terms, put do not penalize them is they fail to
    do so.
  • If examinee responds correctly to 3 consecutive
    items, award 1 point for preceding unadministered
    items.

40
Reading Comprehension
  • Assess the type of reading comprehension skills
    taught in classrooms. On initial items examinee
    matches a written word with its picture. On
    later items, examinee reads passages and answers
    questions. The examinee also reads short
    sentences aloud and responds to comprehension
    questions.
  • Optional score for reading speed may be computed.
    This information can then be compared to reading
    comprehension to determine reading rate.
  • Examinee is allowed to look at passage when
    answering questions.
  • Do not discontinue prior to end of the grade
    level stop point.
  • Items 20 and higher are timed with a stopwatch.

41
Reading Comprehension Scoring
  • For sentences 1 point is scored for each target
    word read correctly.
  • As well, cross out words examinee produces
    incorrectly or omits. If examinee inserts or
    transposes a word make a note above the sentence.
  • For passages, record all responses verbatim.
    Possible one and two point responses are listed.
    Additional answers are listed in Appendix A.1.
  • To calculate raw score, add the scores of all
    the comprehension items. For grades 2-16 give
    credit for all preceding unadministered items.
  • To calculate Target Words raw score, add the
    scores from all the target word read correctly.
    For grades 2-16 give credit for preceding
    unadministered items.
  • To calculate reading speed raw score, add the
    elapsed reading time from all passages in
    seconds.

42
Spelling
  • Assesses the ability to spell dictated letters,
    blends and words.
  • You must observe examinees performance
    throughout the test to determine when basal and
    ceiling have been reached.
  • One point is given for each correct response.
  • If examinee responds correctly to 3 consecutive
    items, award 1 point for each preceding item.

43
Pseudoword Decoding
  • Assesses the ability to apply phonetic decoding
    skills.
  • Before administered subtest review correct
    pronunciation of pseudowords by listening to
    audiotape.
  • Do not count errors on sample items.
  • Record any incorrect response verbatim on the
    protocol. Self corrections count as correct
    responses. 1 point for each correct response.

44
Math Reasoning
  • Examinee identifies through verbal and visual
    problems their knowledge of geometric shapes,
    single and multiple step word problems,
    interprets graphs, identifies patterns, and
    solves problems related to statistics and
    probability.
  • Child should be provided with scratch paper and
    a pencil without an eraser.
  • For items where child points to a response, sit
    so that you can see the response they selected.
    Allow the examinee one minute to respond to most
    items, unless he is actively working on the item.
  • One point for each correct response. If 3
    consecutive items correct award credit for all
    preceding unadministered items.

45
Written Expression
  • 5 Sections
  • Alphabet Writing (PreK, K, 1,2)
  • automaticity in writing lower case letters
    (timed)
  • Word Fluency ( 1-16)
  • ability to write a list of words to match a
    category
  • Sentences (1-16)
  • ability to combine multiple sentences into one,
    generate a sentence
  • Paragraph (3-6)
  • mechanics, organization, vocabulary
  • Essay (7-16)
  • mechanics, organization, theme development,
    vocabulary

46
Written Expression (continued)
  • In alphabet writing decide if you will test the
    limits beyond the fifteen second time limit to
    gather information for intervention planning.
  • In Sentences you may read unknown words in the
    stimulus booklet. Examinees may not use a
    dictionary.
  • Use only one paragraph or essay.

47
Written Expression Scoring
  • Alphabet Writing
  • See appendix A.2
  • Note that for grades PreK-K only the Alphabet
    Writing raw score is converted into a
    supplemental score via the conversion worksheet
    to turn it into a decile. The decile is then
    reported on the Summary Report.
  • Word Fluency
  • See appendix A.2
  • Convert the Word Fluency score to a quartile
    using Table B.5 grade based or E.5 age based.
    Add converted score to the other item scores in
    the subtest to calculate Written Expression raw
    score.

48
Written Expression Scoring
  • Score each item 2,1,or 0 points depending on the
    quality of responses.
  • A 2 point response is well-written, maintains
    the meaning of the original sentences, follows
    directions and contains NONE of the following
  • missing capitalization or a proper noun or first
    word of sentence
  • missing punctuation at end of sentence
  • incorrect spelling or any word.
  • A 1 point response can include no more than one
    of each type of error listed above. It may make
    minor alterations to the meaning of the sentences.

49
Written Expression Scoring
  • Paragraph
  • (See appendix A)
  • Mechanics must have at least 7 words to
    evaluate. If less than 7 do not count
    spelling/punct. errors, score 0 in quartiles.
  • If the same type of punctuation error occurs
    more than once, count error only once. The
    exception is for commas. Count each omitted
    comma as an error.
  • Convert errors to a quartile Table B.8 or E.8
  • Multiple spellings 1/0
  • Are there multiple spellings for same word?
  • Essay
  • (See appendix A)
  • Mechanics must have at least 24 word. If not do
    not count spelling and punctuation errors and
    record 0 for quartiles.
  • Word Count

50
Listening Comprehension
  • Assesses ability to listen for detail by
    selecting picture that matches a word or sentence
    by generating a word that matches a picture or
  • oral descriptions.
  • 3 Sections
  • Receptive Vocabulary
  • Sentence Comprehension
  • Expressive Vocabulary
  • Position yourself to see where examinee points.
    If examinee responds correctly to three
    consecutive items award 1 point for each of
    preceding unadministered items.

51
Oral Expression
  • See appendix A
  • Since many items must be recorded verbatim a
    tape recorder may be necessary. A stop watch is
    also needed.
  • 4 Sections
  • Sentence Repetition (PreK-3), Say each sentence
    only once
  • Word Fluency Begin with WFA then administer
    VPRT then WFB, record all items as quickly as
    possible without interrupting examinee
  • Visual Passage Retell
  • Giving Directions Allow 10 seconds to respond.
    It examinee cant go to a conclusion prompt
    once by saying tell me more.

52
Reverse rules etc
  • Discontinue Criterion
  • Discontinue rules apply to items administered in
    forward or reverse order. The discontinue rule
    applies when examinee scores 0 points on a
    specified number of consecutive items.
  • Stop Points
  • Reading comprehension and Written expression
    subtests should stop when all of the items for a
    grade level have been administered.

53
Selecting Achievement Tests
  • To select an achievement test, consider the
    following
  • For what purpose am I assessing the child?
  • Do I need broad or narrow-band data?
  • What are strengths and limitations of various
    instruments?
  • Consult page 240 in Overton textbook
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