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WIAT Three Administration and partial Scoring PPT presentation to Individual Assessment Class of 1st Term AY 2012-2013 for MS Psychology degree plan

WIAT Three Administration and partial Scoring PPT presentation to Individual Assessment Class of 1st Term AY 2012-2013 for MS Psychology degree program

  1. 1. DIMAPILIS RAMOS FENIX POLICARPIO
  2. 2. • Background • Purpose • Qualifications of Administration and Scoring • Materials • Assistants Guidelines • Description of Subtests • Scoring Procedure • Interpretation of Scores • Bug in the employ of the examination
  3. 3. • Is a comprehensive private test that is nationally standardized; for prekindergarten to grade 12 (iv years and 0 months to xix years and 11 months) • xvi subtests to evaluate listening, speaking, reading, writing, and mathematical skills. • 8 Composite scores: Oral linguistic communication, Full Reading, Basic Reading, Reading Comprehension, and Fluency, Written Expression, Mathematics, Math Fluency, and total achievement. • Duration OF ADMINISTRATION varies depending on the grade level of the student and the number of students administered
  4. 4. • Divergence from WIAT-II: • Updated norms through high school, new subtests, revised subtests with new items, and improved content coverage, updated artwork, and modifications to administration and scoring procedures; more user friendly
  5. 5. • Place academic strengths and weaknesses of a student • Inform decisions regarding eligibility for educational services, educational placement, or a diagnosis of a specific learning disability, and • Design instructional objectives and plan interventions
  6. 6. • Trained professionals who are involved in psychological or educational testing • Untrained examiners under the supervision of an experienced professional. • Just those who are trained in educational or psychological cess should translate the
  7. vii. • Examiner‟s Manual • How to administer, score and translate, scoring rules and samples. • Technical Manual • Describes the development, standardization, reliability, and • validity and normative and interpretative tables. • Record Course • All administration and item directions are in the Record Form; no demand to refer to the manual during testing
  8. 8. • Audio recorder • Scratch newspaper • Pencil without an eraser • Stop lookout
  9. ix. • Assistants fourth dimension • Detail sets • Offset points • Opposite Rules • Discontinue Rules • End points
  10. 10. • Use of stopwatch for accuracy • Brainstorm timing afterward the last discussion of pedagogy • Stop when limit is reached or if the student indicates that he/she is finished before reaching fourth dimension limit. • For untimed subtests, approx. thirty seconds is sufficient plenty for the student to answer. • If no respond yet afterward 30 seconds, say "Practice you have an reply?" • If the educatee did not answer, say "Let‟s effort another ane." • The administrator may grant additional time for untimed subsets
  11. 11. • Allow administration of items that are moderately difficult for the student. This provides the well-nigh data about his or her achievement level. • For Reading Comprehension and Oral Fluency Subtests • Particular sets span a range of difficulty levels. They are delineated by grade-based start and end points.
  12. 12. • When reluctant to respond, say "Just effort your all-time." • When eliciting boosted responses, say "What exercise you lot hateful?" or "Tell me more." • Write a "Q" for every instance used by recording beside the response. • A query should not be used to improve a clearly incorrect response. • When clarifying, say "I did not hear you clearly." • When written response is ineligible, say "I cannot read what this says."
  13. 13. • Q – queries • R – repetition of instructions • DK – for don‟t know response • NR – for no response
  14. xiv. Determined by the student‟s current grade level. If non currently enrolled or in betwixt levels, the terminal course completed should be used Information technology is mostly acceptable to begin administering a subtest at an earlier or later start signal if the grade-appropriate start indicate
  15. 15. • Standard: • Oral Soapbox Comprehension • Math Trouble Solving • Numerical Operations • Spelling Particular • Item Gear up: • Reading Comprehension • Oral Reading Fluency • Discontinue later four sequent "0" scores • Do not give credit for items by the discontinue point
  16. 16. • Full general Assistants Directions: • Say, I‟ll exist asking yous to do a number of things today. Some of the things may be easy for y'all, but some things may seem hard. Most people practice non know every reply or finish everything, but please endeavour to exercise your best. Exercise you have any questions?
  17. 17. Materials Repetitions Recording and Scoring Stimulus book Grades PK – 12+ Item 1 Discontinue after four consecutive scores of 0 Item prompts may exist repeated equally needed DK, 1 & 0 Grade Level Description Task Grades PK – 12+ Measures listening vocabulary The student points to the picture that all-time illustrates the meaning of each word he or she hears
  18. 18. Material due south Repetitio ns Recordin g and Scoring Stimulus volume, audio CD player with speaker southward Grades PK – three: Item 1 (Track two) Grades four – 12+: Item half-dozen (Track 7) If score of 0 on any of the first 3 items given, administer preceding items in contrary club until 3 consecutive Discontin ue after 4 consecuti ve scores of 0 Do not repeat CD tracks DK, 1 & 0 Grade Level Description Task Grades PK – 12+ Measures ability to make inferences about, and call up details from an oral discourse. Measures the ability to brand inferences about, and remember details from, oral sentences and discourse. The educatee listens to sentences and passages and orally responds to comprehension questions.
  19. 19. • RECORDING AND SCORING • Raw Score of Receptive Vocabulary + Raw Score of Oral Soapbox Comprehension = score to get Listening Comprehension Standard Score • Use the Technical Manual for score conversion • Identify the Norms used to make up one's mind the table to be used
  20. 20. STANDARD SCORE • RECEPTIVE VOCABULARY Raw Score Sample = 11 • ORAL Discourse COMPREHENSION Raw Score Sample = 18 • Look for the standard score at the Technical Manual • p. 92, Appendix B, Table B.i • Course-Based Standard Scores for Subtests: Fall – Grade 3 • Raw xi = _____ Standard; Raw eighteen = _____ Standard • Add Standard Score 107 and 120 = _____ • Using the same table, Look for the standard score under the Listening Comprehension Cavalcade • From a range of 227-228, we get a standard score of _____
  21. 21. STANDARD SCORE
  22. 22. Conviction INTERVAL • Wait for the standard score at the Technical Manual • p. 248, Appendix B, Tabular array B.3 • Confidence Interval Magnitudes for the Grade-Based Subtest Standard Scores • At the Listening Comprehension Cavalcade and Course Level Row, We found that the 95% Confidence Interval is ±____ • From a 117 standard score, • 117 – ____ = 107; 117 + _____ = 127 • We get a range of ___-___
  23. 23. Conviction INTERVAL
  24. 24. PERCENTILE RANK • Look for the percentile rank at the Technical Manual • p. 397, Appendix D, Table D.one • Percentile Ranks, Normal Curve Equivalents, and Stanines Corresponding to the Subtest Blended Standard Scores • From 117 standard score, nosotros go 87 percentile rank • From 107 standard score, we get 68 percentile rank
  25. 25. PERCENTILE RANK
  26. 26. Grade EQUIVALENT • Await for the grade equivalent at the Technical Transmission • p. 398-401, Appendix D, Table D.two • Course Equivalents Corresponding to the Subtest Total Raw Scores and Weighted Raw Scores • From raw score of 11, the grade equivalent is _____. • From raw score of 18, the grade equivalent is _____. • Get the average of the grade equivalent = _____.
  27. 27. Grade EQUIVALENT
  28. 28. GROWTH Calibration VALUE • Look for the growth calibration value at the Technical Manual • p. 408, Appendix D, Table D.4 • Subtest Raw Score to Corresponding Growth Scale Values • From raw score of 11, the growth scale value is _____. • From raw score of eighteen, the growth scale value is _____. • Become the average of the growth scale value = _____.
  29. 29. GROWTH Calibration VALUE Concluding FURNISH OF LISTENING COMPREHENSION SUBTEST SCORE SUMMARY
  30. thirty. Materials Timing Repetitio ns Recording and Scoring Stimulus Volume Grades PK- 3: Item ane None: Administer all items Allow sufficient fourth dimension for the student to answer Detail prompts may be repeated as needed. DK, i & 0 Description Task Allows examiners to asses skill strengths and weaknesses of students with reading difficulties. Measures several skills accounted important for developing reading skills. Names letters of the alphabet, identifies and generates rhyming words, identifies words with the same starting time and catastrophe sounds, blends sounds, matches sounds with letters and alphabetic character blends, and matches written words with pictures that illustrate their meaning.
  31. 31. RECORDING AND SCORING • Scored with 1 or 0. • For items that ask for rhyming word > write response verbatim abreast particular in RF. • Right responses are listed in RF for each particular. • Equivalent answer > encircle so give a score of 1. • Answer does not match the one in RF > Write verbatim and so 0. • For verification of score later. • To calculate full raw score > sum the scores of all items.
  32. 32. • Reading Comprehension requires a combination of • – discussion identification skills • – reading vocabulary • – language comprehension skills Description Task Measures untimed reading comprehension of various types of text, including fictional stories, informational text, advertisements, and how-to passages. Examinee reads passages aloud or silently. Later on each passage, the pupil orally responds to literal and inferential comprehension questions read aloud by the examiner. May refer to passage to reply questions.
  33. 33. Material s Recording and Scoring Stimulus book Grade 1: Item 1 Grade 2: Item 5 Grade iii: Particular 11 Grade 4: Item 25 Grade five: Item 32 Grade vi: Particular 38 Grade 7: Item 46 Form 8: Particular 54 Form 9-12+: Item 60 Grade 1: Item 1 Grade two: Item v Class 3: Item 11 Grade 4: Item 25 Form 5: Item 32 Grade 6: Particular 38 Class vii: Detail 46 Grade 8: Item 54 Grade 9-12+: Item threescore If the sum of scores for all reversal items is 2 or less, become back one start point and continue assistants. The reverse rule may exist applied a maximum of 3 times exercise not go back more than than 3 first points from the course- Record educatee responses beneath each question, and then score responses according to the criteria provided. DK, i, two & 0
  34. 34. • Items measure literal and inferential comprehension. • Scores are based on examinee‟s performance on set of items.• ITEM SET Reverse Rule Course Passage ane one-xviii 2 five-24 3 eleven-31 4 25-45 5 32-53 half dozen 38-59 7 46-67 ix 54-75 9-12+ 60-84 • If reading time exceeds the reversal time limit on the get-go passage of the detail fix, go back one start bespeak and continue administration. • The reverse dominion may be applied up to maximum of 3 times.
  35. 35. • SCORING • one) Calculate Raw Score • 2 – full credit; i – partial credit; 0 – no credit • Criteria for scoring • Encircle close response of the pupil and the respective score • If the response is not close to those enlisted in the record form, transcribe student‟s response verbatim and encircle "0" point.
  36. 36. • SCORING • 2) Calculate Weighted Raw Score • Catechumen the raw score to weighted raw score • Using the weighted raw score, go the corresponding standard score using the normative tables
  37. 37. Material s Recording and Scoring Stimulus book, Paper, Pencil Grade PK: Item i Form K: 8 Form 1-2: Item 16 Class iii: Item 26 Grade 4-5: Particular 30 Grade vi-8: Item 34 Grade 9-10: Item 35 Grade 11-12+: Detail 40 If score of 0 on any of the first three items given, administer preceding items in reverse order until 3 consecutive sores of 1. Discontin ue after 4 consecuti ve scores of 0. DK, 1& 0 Circle Y if the student uses paper and pencil. *No figurer Clarification Job Measures untimed math trouble solving skills in the post-obit domains: bones concepts, everyday applications, geometry, and algebra. The examinee provides oral and pointing responses in response to questions presented orally (and often with visual cues) requiring the application of math reasoning skills.
  38. 38. SCORING • Column provided to betoken items were the client used pencil and paper > review frequency of using pencil and paper and the response written. • Sum the scores of all items administered for the raw score • If applicable, requite credit for items that precede the start indicate or reversal item. • If discontinued, do not give credit for items by the discontinue point.
  39. 39. Materials Time Limit Recording and Scoring Response Booklet, Pencil without eraser, Stopwatch Grades PK-3: Item 1 Allow a maximum of 30 seconds to complete. If all messages are written prior to the time limit, or the student cannot write any more messages, record the completion time Tape the elapsed time in seconds. Description Task Measures the power to write letters of the alphabet within a 30-second fourth dimension limit. The student will write equally many messages of the alphabet equally quickly he/she can. The pupil may write letters in order, in cursive or impress, in capital or lowercase.
  40. 40. • SCORING • Stop the student after 30 seconds • Each letter of the alphabet is scored with ane or 0 • Messages B to Z are printed in Record Form both in uppercase and lowercase. Circle each letter (uppercase or lowercase) that receives credit. • Record the errors that receives no credit. • To become the raw score, count the number of letters with credit. • Scoring Criteria are in Appendix B.1
  41. 41. ERROR - Repetition - Overwriting - Reversed (q for p) - Transposed (a d c b) - Upside down NO ERROR - Reformation - Stray Marks - Placement - Poorly formed letters
  42. 42. Material due south Repetition s Recording and Scoring Respons e Booklet Grades 1- 12+: Sample A If score is 0 on get-go ii items, tape a raw score of 0 for Judgement Combining and Proceed to Sentence Building Particular prompts may be repeated every bit needed. Check the prompt box every bit appropriate, for each item Clarification Chore Measures judgement formulation skills and written syntactic maturity. The student combines two or iii sentences into i sentence that preserves the meaning of the original sentences.
  43. 43. • Instance:The boy has hair. The girl has hair. The male child and girl have hair. • SCORING • Prerequisite Scoring Criteria and Criteria for Semantics and Grammar, Mechanics, and Actress Credit are provided. • Record Form provides infinite for reading essential scoring info per item. • Column meets prerequisites - encircle Y if pupil met all iii; encircle N if otherwise. • Cavalcade Semantics & Grammar, Mechanics & Extra Credit – tape appropriate scores • Record Form provides space for recording errors for each category.
  44. 44. SEMANTICS AND Grammar Conveys same significant as the original sentences and uses right grammer and syntax. Conveys aforementioned pregnant and includes 1 or two errors in grammer/syntax. Does not convey same meaning or includes 3 or more errors in grammar/syntax. Score = 2 Score = one Score = 0
  45. 45. MECHANICS No errors in spelling, capitalization, or punctuation. one or 2 errors in spelling, capitalization, or punctuation. 3 or more than errors, or lacks sufficient meaning to determine accuracy of punctuation. Score = 2 Score = 1 Score = 0
  46. 46. EXTRA CREDIT Award 1 bespeak Award 0 points 1. Does not use the give-and-take and to bring together two independent clauses; and two. Uses good judgement structure; and iii. Conveys aforementioned significant as original sentences. 1. Uses the give-and-take and to join 2 contained clauses, OR two. Uses poor sentence structure, OR three. Does non convey the significant of the original sentences.
  47. 47. • Semantics & Grammar & Mechanics Column = record the first three errors. • Column If extra Credit = 0 points • Encircle the reason why the answers received no credit • To get the sentence combining raw score – sum scores of semantics and grammar mechanics and extra credit • Then record the scores under each column then enter the sum in the Sentence Combining Raw Score box.
  48. 48. Material south Repetition s Recording and Scoring Respons e Booklet Grades i- 12+: Sample A If score is 0 on first two items, record a raw score of 0 on Sentence Edifice. Item prompts may be repeated every bit needed. Check the prompt box as appropriate, for each item Clarification Task Measures sentence formulation skills and written syntactic maturity. For each item, the student is asked write one sentence that uses a target word with appropriate context.
  49. 49. SEMANTICS AND Grammar Consummate sentence that uses target word meaningfully and uses correct grammar, syntax, and sentence structure. Consummate sentence that uses target discussion meaningfully and includes 1 or 2 errors/ deviations in grammar, syntax, and/or semantics. Does non use target give-and-take meaningfully and correctly or includes 3 or more errors in grammar, syntax, and/or semantics. Score = 2 Score = ane Score = 0
  50. 50. MECHANICS No errors in spelling, capitalization, or punctuation. 1 or 2 errors in spelling, capitalization, or punctuation. iii or more than errors, or lacks sufficient pregnant to determine accuracy of punctuation. Score = 2 Score = 1 Score = 0
  51. 51. Materials Timing Repetitio ns Recording and Scoring Word Carte du jour, Stop watch, Audio Recorder Grades ane- 12+: Items one Discontin ue afterwards 4 consecuti ve scores of 0. Record the item number completed at 30 seconds. (Continue to administrate items until the Discontinue Rule is met.) Instruction s may be repeated every bit needed. DK, 1 & 0 Record a bank check marker if >iii" or self corrects (SC). Tape reading Description Job Measures speed and accurateness of decontextualized word recognition. The student reads aloud from a list of words that increase in difficulty.
  52. 52. • Listen to Track 23 to familiarize with the pronunciation that receives credit for each item. *Credit also for regional or dialectical pronunciation of words. • If pronunciation is slow or choppy, prompt once by maxim, "Say it all together." If next attempt is slow or inclement, score "0" and say. "Attempt the next one." • If the student skip a discussion or row, immediately redirect the student to the correct detail past pointing on the Word Card and ask to continue. • Record self-correction (SC) and delayed responses (>three") to exist used as function of qualitative mistake analysis • Transcribe student‟s wrong responses for error analysis
  53. 53. • Word Reading Speed full raw score - Record the particular number completed at thirty seconds; encircle final item read; information technology reflects the number of words the student read in 30", regardless of accurateness • If discontinue dominion is met before thirty" limit, utilise clinical judgment on whether to stop the administration or non. If administration is stopped before 30", Word Reading Speed total raw score cannot exist obtained. • Word Reading total raw score – Reflects the number of words read correctly under untimed weather condition. • Discontinue dominion considerations: wait until the student finishes reading a row of words on a Word Card, instead of interrupting in the eye of the row.
  54. 54. SCORING • Scored with one or 0. • If multiple attempts to read a discussion, score the terminal endeavor. • SCs are scored as correct. • If partial pronunciation, write the abbreviated response so give a score of 0. • Items later the discontinue point: no credit. *RECORDING ERRORS: • Slash mark: omitted letter/sounds. • Caret mark: added/inserted letter of the alphabet sounds. • Circle substituted letter sounds and write the substituted sounds above the circled messages. *Calculating RAW SCORES: Sum scores of all items administered. • Word reading speed > total raw score is the number of item completed at 30 seconds.
  55. 55. Materials Time Limit Repetitions Recording and Scoring Response booklet, Pencil without an eraser, Newspaper, Stopwatch Grades 3- 12+: Item 1 Allow 10 minutes Instructions may be repeated as needed. Record the elapsed time (in seconds). Description Task Measures spontaneous, compositional writing skills within a 10-minute fourth dimension limit. Student writes an essay in response to a "prompt."
  56. 56. If less than thirty words, prompt once "Try to write full page" and proceed timing. If the student can‟t write more, stop the time and record the elapsed time and discontinue. Words fewer than 30 cannot be reliably scored. If scored, response must be interpreted with caution. For screening purpose only and not for decisions about educational placement.
  57. 57. • SCORING • Scoring Criteria in Appendix B.5 and B.half dozen • For Content and Organization and for Grammar and Mechanics Skills - allow examiners to spend time scoring only those areas of interest and for more specific identification of strengths and weaknesses. • Dictionary and spelling tool are not allowed. • Student may right by crossing and rewriting. • Encourage student to maximize the 10 minutes and to write every bit much as possible. • If the student‟s done, pause the stopwatch and count the number of words. – If more than than 30 words, record the elapsed fourth dimension and discontinue.
  58. 58. RECORDING AND SCORING • Content and Organisation: – Space is provided at the Record Course for essential information. – Infinite is limited and then only record the essential data = part of the pupil‟s statements.
  59. 59. RECORDING AND SCORING: • Record the following information: 1. Introduction column: introductory thesis argument; keywords reinstated at the trunk of the essay. two. Conclusion column: concluding thesis argument and whatsoever keywords in the conclusion that are restated in the body of the essay. 3. Transitions cavalcade: Beginning 5 transitions that receive credit. four. Reasons Why: First 3 reasons that receive credit. 5. Elaborations: iii elaborations that receive credit.
  60. 60. RECORDING AND SCORING • Calculating the Raw Scores: • Total raw score for Essay Composition (Content and Organization) is not calculated. • Raw scores from Word Count and for Theme Development and Text Organization > converted to standard scores (B.1 or C.1) > used to compute the derive scores for the subtest. • To calculate raw score for Give-and-take Count and for Theme Development and Text Organization use the score boxes in the record grade. • Beginning: Record the number of words written in the Discussion Count Raw Score Box. • Second: Record the scores for each of the vi elements of the Them Development and Text System in the infinite provided. • Third: Record scores in the Raw Score Box.
  61. 61. • In using the scoring assistant: • First, enter raw score for Word Count. • 2nd, either enter raw score of Theme Development and Text System or; • use the interactive scoring guide to score each component and calculate raw score automatically. – If calculating scores manually using the normative tables, transfer raw scores for Word Count and for Theme Development and Text System to the subtest score summary. – Notice standard scores and sum them. – Use that sum to find the standard score for essay limerick (Content and Organisation)
  62. 62. • To summate Grammer and Mechanics raw score use the boxes in RF. • First, enter number of correct word sequences and number of incorrect give-and-take sequence. • 2d, decrease IWS from CWS > enter value in CIWS Box. • This way, possible for student with a significant weakness to obtain a negative in Grammar and Mechanics.
  63. 63. DEVELOPMENT AND ORGANIZATION • Half dozen Features: • 1. Five paragraphs • 2. An Introduction - Includes a thesis argument, and - Summarizes the reasons that will be presented • 3. Use of transitions to prove relationships of ideas. • 4. 3 or more reasons to support thesis statement. • 5. Ane or more elaborations to support each reason.
  64. 64. Materials Timing Repetitio ns Recording and Scoring Pseudowo rd carte du jour, Audio CD Track 24, Audio Recorder, Stopwatch Grade s one- 12+: Sampl east A Discontin ue afterward 4 consecuti ve scores of 0. Tape the item number completed at 30 seconds. (Go on to administer items until the Discontinue Rule is met.) Instructio ns may be repeated every bit needed. DK, 1 & 0 Tape the detail completed at 30 seconds. For skills analysis, record the errors in the Correct Pronunciations Column Description Task Measures ability to decode nonsense words. Examinee reads aloud from a list of pseudowords that increase in difficulty.
  65. 65. • To begin assistants, say • "I want yous to read some words that are not real words, merely read them equally if they were." • If student‟s response is unclear, • – circle detail number • – proceed administration • After final item is administered, point to the row containing the item and say, "I did non hear you conspicuously. Please read these words again." • Score only the target word. • If pronunciation is slow or inclement, prompt by saying • "Say information technology all together."
  66. 66. • SCORING
  67. 67. Materials Repetitio ns Recording and Scoring Respons e Booklet, Pencil without an eraser Grades Yard- 1: Item 1 Grades 2- four: Item 14 Grades v- 12+: Item 18 Discontinu due east later on 4 consecutiv e scores of 0. If score of 0 on whatever of the first 3 items given, administer preceding items in opposite order until 3 sequent scores of i. Instruction s and item prompts (items 1- 7) may be repeated as needed. DK, ane & 0 Description Job Measures untimed, written math calculation skills in the following domains: basic skills, basic operations with integers, geometry, algebra and calculus. Examinee completes math calculation problems presented in a worksheet format.
  68. 68. • SCORING
  69. 69. Materials Timing Repetitio ns Recording and Scoring Stimulus Volume Grades PK-12: Item ane Discontin ue after four consecuti ve scores of 0. Let sufficient time for the pupil to answer. Item prompts may be repeated equally needed. DK, 1 & 0 Description Task Measures speaking vocabulary and word retrieval ability. The pupil says the give-and-take that best corresponds to a given picture and definition.
  70. 70. Materials Timing Repetitio ns Recording and Scoring Stimulus Book Grades PK-12: Particular 1 Discontin ue after 4 consecuti ve scores of 0 Allow sufficient time for the student to respond. Item prompts may be repeated as needed. DK, 1 & 0 Clarification Task Measures efficiency of word retrieval (i.e. how easily he or she tin can produce words) and flexibility of thought processes. The student names every bit many things every bit possible belonging to a given category. (i.e. animals, colors) within 60 seconds.
  71. 71. Materials Timing Repetitio ns Recording and Scoring Sound Recorder Grades PK-12+: Sample A Discontin ue afterwards 4 consecuti ve scores of 0. Allow sufficient time for the student to respond. Practice not repeat items. DK, ii, 1 & 0 Clarification Job Measures oral syntactic knowledge and short-term retentiveness. The student listens to sentences that increase length and complexity and repeats each judgement verbatim.
  72. 72. • SCORING • Record the educatee‟s responses verbatim for afterwards qualitative skill analysis (wrong responses) • Employ of Phonation Recorder for Oral Discussion Fluency and Judgement Repetition is recommended • Raw scores from Expressive Vocabulary + Oral Discussion Fluency + Sentence Repetition = score to become the Oral Expression Standard Score • Employ the Technical Manual for score conversion • Identify the Norms used to determine the tabular array to be used
  73. 73. *Sample Subtest Score Summary
  74. 74. Description Task Measures speed, accuracy, fluency, and prosody of contextualized oral reading. Examinee reads passages aloud, and so orally responds to comprehension questions.
  75. 75. Material s Timing Recordin chiliad and Scoring Oral Reading Fluency (ORF) Booklet, Stopwat ch, Audio recorder Messages place passages: Grade 1: A Grade ii: C Form 3: E Course 4: G Grade 5: I Form 6: M Grade 7-8: Grand Class 9- 12+: O Letters identify passages: Grade i: Later on B Grade 2: Subsequently D Grade 3: After F Form four: Afterward H Grade 5: After J Course 6: Afterwards Fifty Grade vii-8: After North If reading time exceeds reversal time limit on the kickoff passage of the particular set, go dorsum one start signal and proceed administration. The reverse rule may exist practical 2x max; do not go back more than 2 beginning Start timing at first word. Stop timing at terminal word. Supply unkno wn words after v 2nd s. Record elapsed fourth dimension; Record educatee‟s response verbatim in comprehe nsion question; Complete Prosody scale at the stop of subtest.
  76. 76. • Item Ready REVERSE Dominion Grade Passage 1 A, B 2 C, D 3 E, F four G, H 5 I, J 6 Thou, L 7-8 M, Northward 9-12+ O, P • If reading time exceeds the reversal time limit on the get-go passage of the item set, go back i start bespeak and continue administration. • The reverse rule may be applied up to maximum of 2 times.
  77. 77. • Fluency is calculated as the boilerplate number of words read correctly per infinitesimal. • A qualitative scale is completed past the examiner to appraise the student‟south reading prosody. • Comprehension questions are asked only to encourage reading for significant; comprehension performance is not scored quantitatively. • Addition Errors: Any word added • Other Errors: Words supplied after v" of attempted reading of word (mark with G for "given"); mispronunciations, substitutions, omissions and transpositions
  78. 78. • Transfer Completion Time, Addition Errors, Other Errors, and Give-and-take Count Totals to the ORF Passage Subtotal Raw Scores Tabular array on Page 46 • Calculate Oral Reading Fluency Total Raw Score, Oral Reading Accuracy Total Raw Score, and Oral Reading Rate Total Raw Score • Use Total Raw Scores to find Weighted Raw Scores in Appendices A.ii, A.three and A.4 • Catechumen Weighted Raw Scores to Standard Scores using Table B.1 or C.1
  79. 79. • SCORING • The subtest raw scores are converted to weighted raw scores before the derived scores are calculated.
  80. 80. Word Reading Speed The score is the same as or as higher than the scores obtained by five% of students in normative sample; 95% in the normative sample scored higher than the sample score 5 v 14 xiv
  81. 81. Material southward Recording and Scoring Respons eastward Booklet, Pencil without eraser Grades Grand-i: Particular 1 Grade two: Particular 7 Grade three: Particular ix Grades 4-8: Item 16 Grade nine-12+: Item 20 If score of 0 on any of the first iii items given, administer preceding items in reverse gild until 3 sequent scores of 1. Discontinu e later four consecutiv due east scores of 0. DK, one & 0 Description Task Measures written spelling of letter sounds and single words. The student hears each letter sound inside the context of a give-and-take, and each discussion within the context of a sentence, then the student writes the target letter audio or word.
  82. 82. • PRONUNCIATIONS • - listen to Audio Track CD and/or • - refer to examiner‟s transmission • - Alternate pronunciation – there are words with more 1 right pronunciation, cull pronunciation familiar to the student; if the student appears confused, utilise alternate pronunciation
  83. 83. • SCORING • To bank check spelling – See Record Form • Special Consideration: For Grades M-1 but • - Exercise not penalize for letter reversals on any item administered, except when the alphabetic character reversal forms a different letter of the alphabet
  84. 84. Fabric s Fourth dimension Limit Repetition s Recording and Scoring Respons e Booklet, Pencil without eraser, Stopwatc h Grades i-2: Addition, Subtraction Grade iii-12+: Addition, Subtraction, Multiplication Allow 60 seconds for each subtest Instructions may be repeated as needed. Record the elapsed time in seconds. Description Chore Measures the speed and accuracy of a pupil‟s math (addition, subtraction and multiplication) calculations. The pupil solves written addition, subtraction and multiplication problems within a 60-2nd time limit.
  85. 85. • Standard Score • Percentile Rank • Normal Bend Equivalent • Stanines Condition Scores • Grade Equivalent • Age Equivalent • Growth Scale Value Growth Scores
  86. 86. Wechsler Private Accomplishment Test-Three: What is the „Gold Standard‟ for Measuring Academic Accomplishment? Past: Thomas G. Burns
  87. 87. WIAT-III: • More than in-depth subtest analyses and more accurate goal intervention recommendations. • Supports clear diagnostic when considering a learning inability. • Reduced ethnic and cultural bias. • Addressed ceiling-and-flooring result. • The discontinue rule was shortened to four sequent scores of 0 instead of v (to lessen administration time).
  88. 88. WIAT-Three: • sixteen subtests that contribute to the viii index scores (not all of these are required at every historic period level). • Length of administration per level: • PK level: 35 minutes boilerplate; Kindergarten level: 45 minutes average; 1st grade to 2d form: 80 minutes average; third form: 94 minutes average; 4th to 12th class: more than 100 minutes. • Costs $675 for the complete kit.
  89. 89. STRENGTHS: • Provides domain-specific coverage in every required academic expanse specified by federal law for identifying learning disability (Individuals with Disabilities Education Comeback Human activity of 2004 [Thought 2004]). • Seeks to strengthen the link with the deed. • Compared 116 children who were administered WIAT-III and WISC-4 (for more than interpretative assay). • Too included gifted children, children with mild intellectual disability, individuals with learning disorders, and students with expressive language disorder.
  90. 90. • Differences between standard blended scores are provided to prove patterns of relative strengths and weaknesses. • Figurer Scoring System: Nautical chart that analyzes strengths and weaknesses – summarizes the data in an easy-to-read fashion. • Includes raw scores, standard scores, percentile, age and course equivalence, growth score, and stanine (data both on graph and chart). • Skills Analysis Study: allows neurologist to analyze morphology, vowel use, and consonant types, use of homophone, prefixes/suffixes, and vowels. • Comparisons of consonants and vowel blends in the spelling subtest propose recommendations to be specific and targeted for learning remediation. • Greatest strength is the addition of Math fluency subtest.
  91. 91. WEAKNESSES: • Also long to administer. • Takes considerable time to assess older school-anile children. • Uses concordance-discordance model: • Relies on the analyses of strengths and weaknesses and focuses on discordance between academic ability and intellectual potential • Uses concordance-discordance model: • In Hale et al. (2008) model: calculation of discordance betwixt cognitive force and academic deficit is adamant. • WIAT-Iii does not summate the cyclopedia betwixt academic weakness and cognitive deficit and does non combine the subtests into factor scores. • Examines a kid‟due south strengths and weaknesses in a way that tin can be used for comparative purposes.
  92. 92. WEAKNESSES: • Subtests weakness: lack of assessment for measures of phonology or rapid naming. • Comprehension scores for weak readers may exist difficult to clarify/interpret at lower levels due to the insufficient data to analyze. • Essay composition subtest: additional time needed for scoring. • Scoring weigh heavily on word count, basic grammar, spelling and mechanics. • Heavily influenced by mechanical aspects of writing more than content and flow.
  93. 93. RELIABILITY • Assessed using the split up-half reliability. • Corrected by Spearman-Dark-brown formula. • Splendid to good reliability. • Correlations ranged from .sixty-.82.
  94. 94. THANK YOU! 

  • record form, response booklet, examiner's manual, Technical Manual CD, Stimulus volume, Oral Reading Frequency Booklet, Word card, pseudowprd card, scoring workbook, audio CD, scoring assistant and WIAT Iii sample report
  • Note: a solid arrow indicates that the subtest contributes to the blended for all composite course levels; a dashed arrow indicates that the subtest contribute for some, but not all, possible blended grade levels. All subtests except the 3 math fluency subtests contribute to the full achievement examination.
  • The standard contrary rule, which just applies when a student does not get-go with item 1, indicates when to administer items prior to administer items prior to a start point. This rule is designed to extend the flooring for young students or students who may be achieving below grade level. The standard reverse rule requires that if the student scores 0 points on whatsoever of the first 3 items given, the items must be administered in reverse order from the start point until 3 consecutive items given, the items must be administered in forrard order. Exercise not readminister any items. Later subtest administration is complete (and reverse and discontinue rules have been followed correctly), credit should be awarded for each of the unadministered items precede the reversal items.
  • Rails 22 – to familiarize with the pronounciation
  • This tin can be administered without the audio CD by reading each item aloud to the student. Speak clearly at a natural, conversational pace, and model the speaking rate, tone, inflection and pronunciations used in the sound recording of the items. If the subtest is administered without the audio CD, results must exist interpreted with caution and should not be used for decisions about educational eligibility.
  • Grades iii-12
  • Grades i-12

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