KTEA-3 Handout

Transcription

KTEA-3 Handout

Michael Charron
Assessment Consultant
Pearson, Clinical Assessment
[email protected]
www.pearsonclinical.ca
What we’ll cover…
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Overview
Changes
Kit components
Test structure
Overview of subtests
2 | Copyright © 2013. All rights reserved.
What is KTEA-3?
The Kaufman Test of Educational
Achievement, Third Edition (KTEA–3
Comprehensive Form) is an individually
administered measure of academic
achievement for grades pre-kindergarten
through 12 or ages 4 through 25 years.
Overview
• The Comprehensive Form has two independent,
parallel forms (A and B)
• Covers a wider range of achievement domains
• Provides error analysis capabilities
• Q-global scoring and reporting system availability
– Clinician Report
– Parent Report
• Link to KABC-2 and WISC-V
Updates
• The KTEA–3 Comprehensive Form represents a
substantial revision of the KTEA–II including:
• Updated norms
• Four(4) new subtests
• Revised subtests with new items and improved
content coverage
• Updated artwork
• Simplification of administration procedures to
enhance the user friendliness of the test
Updates
• Like the original and the KTEA–II, the KTEA–3
Comprehensive Form is a curriculum-based
instrument that is attractive and engaging.
• It provides norm-referenced and, through its
error analysis systems, criterion-referenced
assessment in the domains of reading,
mathematics, written language, and oral
language.
KTEA-3: Key Updates
• Lowered age to 4:0
• Added norms for Pre-K
• Provided Intervention suggestions for parents
and teachers
• Made moderate changes to current subtests
• Revised Oral Expression
• Separated Object and Letter Naming Facility
tasks
KTEA-3: Key Updates
• Added four new supplemental subtests
– Math Fluency
– Silent Reading Fluency
– Reading Vocabulary
– Writing Fluency
• Added KTEA-3 scoring on Q-global
• Included in Kit comprehensive scoring guide
for ease in understanding scoring rules.
Math Fluency (MF)
Silent Reading Fluency (SRF)
Reading Vocabulary: Item 1
RV: Administration Directions
Reading Vocabulary (RV)
Writing Fluency (WF)
KTEA-3: Features Retained
• Includes measures of all 8 achievement areas
required by IDEIA
• Provides parallel alternate forms for
reevaluation and for measuring growth
• Offers comprehensive error analysis
Special Features
The KTEA–3 Comprehensive Form has a number of special
features that make it an important tool for assessing
academic achievement.
– It measures achievement in reading, mathematics,
written language, and oral language, and allows the
examiner to administer a single subtest or any
combination of subtests to assess achievement in
one or more domains.
– The KTEA–3 provides measures of all eight specific
learning disability areas identified in the IDEIA,
2004 as well as the areas of impairment specified by
DSM–V.
Interventions
• Intervention statements are provided along with
error analysis results as part of the Clinician Report
to give teachers and clinicians helpful instructional
recommendations.
• In addition, Parent intervention suggestions are
available as part of the Parent Report to provide
parents with fun, playful educational activities to
strengthen their child’s basic academic skills at
home.
Subtests with Similar Formats
• Pairs of subtests—Reading Comprehension and
Listening Comprehension, and Written
Expression and Oral Expression—were developed
to have similar formats to enable useful
comparisons to be made between each pair of
subtests.
• These comparisons help the examiner
distinguish specific problems in reading or
writing from more general language problems.
Approach to Assessment
• Colourful art and novel approaches to the
assessment of several skills are designed to
encourage examinees’ best efforts.
• For example, on the Written Expression subtest,
examinees complete tasks by working through an
age-appropriate booklet that tells an engaging story.
Norms
• Norms are based on two separate,
representative, nationwide US
standardizations, one in the fall and one in
the spring (includes Winter norms).
• This procedure was implemented to
accurately measure examinees’ performance
throughout the year.
Alternate Forms
• Forms A and B of the KTEA–3 Comprehensive
Form were developed and normed
simultaneously, with approximately half of
the standardization sample taking each.
• Retesting an examinee with the alternate
form reduces the effects of practice and
thereby contributes to accurate
measurement of progress.
KTEA-3 Kit !
Flash Drive (USB key)
• Audio files for administering the Listening Comprehension passages
and to demonstrate administration or scoring of items for five
subtests
• Hand scoring files (not needed if scoring on Q-global)
• Scoring keys for Math Fluency and Silent Reading Fluency
• Error analysis worksheets (4 per form)
• Error Analysis Summary Form
• Graphical profiles (2)
• Subtest & Composite Score Computation Form
• Analysis & Comparisons Form
• Qualitative Observations Form (optional) to assist examiners in
recording key behavioral and performance indicators during the
testing session
• Letter Checklist (optional) to help determine which uppercase and
lowercase letter names or sounds an examinee knows
Flash Drive-Audio Files
Composites and Subtests
Core Composites
Core Composites (another view)
Reading-Related Composites
Cross-Domain Composites
Oral Language Composites
How to decide which tests to administer…
Guidance is given in the manual.
Subtest Selection Based on Referral
1.
2.
3.
4.
Comprehensive vs. Targeted
Reading Difficulties
Spelling or Writing Difficulties
Math Difficulties
Selecting Subtests to Administer
• Guidance for selecting KTEA–3 subtests based
on specific reasons for referral
• Subtests are suggested for testing hypotheses
about subtypes of learning problems and
possible processing weaknesses that may be
contributing to academic difficulties.
– These subtest suggestions are not intended to be
prescriptive.
Comprehensive vs. Targeted Eval
• The evaluation of areas of strength and
weakness is imperative to plan for
individualized interventions, rather than
assessing only in the area of weakness.
• However, a comprehensive evaluation may
not be needed when:
– assessment data in other academic areas exists;
– conducting screening in a specific area.
(Hale, J., Alfonso, V., Berninger, V., Bracken, B.,
Christo, C., Clark, E., & Yalof, J., 2010).
Referral for Reading Difficulties
Strongly Recommended Subtests:
• Letter & Word Recognition, Reading
Comprehension
– For word recognition weaknesses:


Phonological Processing, Nonsense Word Decoding,
Spelling, Word Recognition Fluency, and Letter Naming
Facility (to evaluate rapid automatic naming); and
Associational Fluency (to evaluate possible word retrieval
problems)
Referral for Reading Difficulties
Strongly Recommended Subtests:
Letter & Word Recognition, Reading
Comprehension
– For comprehension weaknesses:

Listening Comprehension, Reading Vocabulary
– For fluency weaknesses:
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
Silent Reading Fluency, Word Recognition Fluency, and
Decoding Fluency (these three combine to form the
Reading Fluency composite); and
Math Fluency, Writing Fluency, and Decoding Fluency
(which combine to form the Academic Fluency
composite)
Sample Referral Questions Related to
KTEA-3 Reading Subtests
• If Reading Comprehension skills are weak,
also administer:
• Listening Comprehension
– How well does the student comprehend literal and
inferential information from oral narrative and
expository passages? Are comprehension weaknesses
general or specific to reading?
• Reading Vocabulary
– How well can the student identify or infer the meaning
of words he or she reads? If performance is weak,
consider evaluating oral receptive vocabulary as well
• Letter & Word Recognition
– How well does the student read real words under untimed
conditions? Compare performance on sight words and words
with unpredictable patterns with regular words.
• Reading Comprehension
– How well does the student comprehend literal and inferential
information from written narrative and expository passages?
• Phonological Processing
– Does the student demonstrate weaknesses in areas of
phonological processing that might be contributing to
decoding and spelling problems?
• Nonsense Word Decoding
– How well is the student able to decode unfamiliar words?
• Associational Fluency
– Are there weaknesses in fluent word retrieval that might
be contributing to reading problems?
• Word Recognition Fluency
– How fluently (quickly and accurately) can the student
read real words under timed conditions?
– Are weaknesses in word identification primarily in speed,
accuracy, or both?
Subtest order of administration
Administration
Phonological Processing
• Pre-K – 12+ (Ages: 4 – 25)
• The student responds orally to items that require manipulation
of sounds.
• Tasks include:
– Rhyming
– Sound Matching
– Blending and Segmenting Phonemes
– Deleting Sounds
• Discontinue Rule: Skip to the next section after 3 consecutive
scores of 0. Administer all sections, even if the examinee
discontinues a previous section
Phonological Processing
Math Concepts and Applications
• Pre-k – 12 (ages 4-25)
• The student responds orally to items that require the
application of mathematical principles to real-life
situations.
• Skill categories include number concepts, operation
concepts, time and money, measurement, geometry,
fractions and decimals, data investigation, and higher
math concepts
Math Concept and Application
Letter & Word Recognition
• Pre-K – 12+ (Ages: 4 – 25)
• The student identifies letters and
pronounces words of gradually increasing
difficulty.
• Phoneme Key
– Mark Errors
– Phonemic transcriptions
Math Computation
• K-12 or ages 5-25
• The student writes answers to as many math
calculation problems as possible.
• Skills assessed include simple counting and
number identification; addition, subtraction,
multiplication, and division operations; fractions
and decimals; square roots and exponents; and
algebra (No error categories on Form)
Nonsense Word Decoding
• Grd 1 – 12+ (Ages: 6 – 25)
• The student applies phonics and structural
analysis skills to decode nonsense words of
increasing difficulty
• Phoneme Key
– Mark Errors
– Phonemic transcriptions
• Start Points Item 1 for all
• No Basal Rule
• Discontinue Rule: 4 Consecutive incorrect
answers
Writing Fluency
• Grades 2 – 12+ (Ages: 7 – 25)
• The student writes one sentence for each picture
presented in the Response Booklet and completes
as many items as possible within a five-minute
time limit
• Raw Score = Word Count
Writing Fluency (WF)
Silent Reading Fluency
• 1 – 12+ (Ages: 6 – 25)
• The student silently reads simple sentences and
marks yes or no in the Response Booklet to
indicate whether the statement is true or false,
completing as many items as possible within a
two-minute time limit.
Silent Reading Fluency (SRF)
Math Fluency
• Grades 1-12, Ages 6-25
• The student writes answers to as many
addition, subtraction, multiplication, and
division problems as possible in 60 seconds.
• Raw Score = # correct within time limit
Reading Comprehension
• Pre-K – 12+ ; Ages: 4 – 25
• This untimed test of silent reading comprehension
includes:
– Early items require matching a symbol or word(s)
with its corresponding picture.
– Subsequent items require reading a simple instruction
and responding by performing the action.
– Later items involve reading passages of increasing
difficulty and answering literal and/or inferential
questions about them.
– The most difficult items require rearranging five
sentences into a coherent paragraph, and then
answering questions about the paragraph.
Written Expression
• Pre-K – 12+ (Ages: 4 – 25)
• Pre-K and K students trace and copy letters, and
write letters, words, and a sentence from
dictation.
• At grades 1 and higher, students complete
writing tasks in the context of a gradeappropriate story format.
– Items at those levels include writing sentences from
dictation, adding punctuation and capitalization,
filling in missing words, completing sentences,
combining sentences, writing compound and complex
sentences, and writing an essay based on the story.
Written Expression
• Level 1 Skills:
• Copying
• Tracing
• Writing
KTEA-3 Written Expression Skills
Associational Fluency
• Pre-K – 12+ (Ages: 4 – 25)
• The student says as many words as possible in 60 seconds that
belong to a given semantic category.
– Foods and Colours in Form A; Animals and Games in Form B
• Audio recording device helpful!
• The fluency of speech and word retrieval is important for effective
speaking, writing, and reading.
• Verbal fluency is predictive of writing quality among normally
achieving students (Altemeier, Jones, Abbott, & Berninger, 2006).
• Verbal fluency measures can help differentiate students with
dyslexia from their normally achieving peers (Brosnan et al., 2002;
Reiter, Tucha, & Lange, 2005)
Spelling
• K – 12+ (Ages: 5 – 25)
• The easiest items require students to write
single letters that represent sounds. The
remaining items require students to write
increasingly difficult (regular and irregular)
words from dictation.
• Start Points are Grade-based
Object Naming Facility
• Pre-K – 12+; Ages 4 – 25
• The student names pictured objects as
quickly as possible
• Two short trials
Object Naming Facility
Reading Vocabulary
• Grades 1 – 12+ ; Ages: 6 – 25
• Early items require the student to point to one
of three words with the same meaning as a
picture and target word.
• Each of the remaining items requires the
examinee to read a sentence (silently or aloud)
and say or point to the word in the sentence
that has a similar meaning to the target word.
• Grade-based Start Points
Reading Vocabulary
Letter Naming Facility
• Grades K – 12+; Ages 5 – 25
• The student names a combination of upper
and lower case letters as quickly as possible
during two short trials
• All Grades/Ages complete both trials
Letter Naming Facility
Listening Comprehension
• Pre-K–12+ ; Ages: 4–25
• Each item requires the examinee to listen to
either a sentence read by the examiner (for the
early items) or a recorded passage played from
the Audio CD.
• After listening to each sentence or passage, the
student responds orally to literal, inferential,
narrative, or expository comprehension questions
asked by the examiner.
Word Recognition Fluency
• Grades 1 – 12+; Ages 6 – 25
• The student reads isolated words aloud as
quickly as possible during two 15-second trials.
•
•
•
•
Grades 1 & 2 complete Set A
Grades 3-12 complete Set B
If Raw Score for Set A = 48, administer Set B
If Raw Score for Set B Trial 1 Raw Score = 2 or
less, administer Set A
Oral Expression
• Pre-K – 12+ ; Ages: 4 – 25
• The student responds orally with complete
sentences describing the photographs presented
in the Stimulus Book.
• As items progress in difficulty, one or two target
words are required in the student’s response.
• The most difficult items require a response
beginning with a phrase or target word(s).
Oral Expression
Decoding Fluency
• Grades 3 – 12+; Ages 8 – 25
• The student reads isolated nonsense words
aloud as quickly as possible during two 15second trials.
Scoring
Error Analysis
Qualitative Observations
• Qualitative observations can provide additional insights to
enhance the interpretability of KTEA–3 scores and crossvalidate results.
• Observing the examinee’s test taking behavior, level of
motivation, visual-motor coordination, and so forth can be quite
helpful when interpreting the examinee’s profile of scores.
• These observations may suggest the kinds of strategies an
examinee employs and help the examiner understand the
reasons for the examinee’s academic strengths and weaknesses.
• At back of Record Form…
– Background Information
– Behavioural Observations
Qualitative Observations
Qualitative Observations Form: Q-global
Checklist
• Different kit combinations depending on
needs
• Training resources available
• Questions?
– [email protected]

KTEA-3 Handout

Transcription

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