Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Administration, Scoring,
Interpretation
Gloria Maccow, Ph.D.
Assessment Training Consultant
Objectives
•
•
•
2
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describe features of the WIAT-III;
describe administration and scoring
of subtests;
discuss interpretation of WIAT-III
data.
Copyright © 2011
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09/08/2011
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
WIAT®-III Kit
3
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Resources To Be Referenced
During Webinar
4
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―
Record Form
―
Response Booklet
―
Examiner’s Manual
―
Scoring Workbook
―
WIAT-III Sample Report
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
What is WIAT®-III ?
A comprehensive nationally standardized
achievement test that
─ provides norm referenced and
criterion referenced information.
─ covers grades Pre-K through 12+ or
ages 4 years 0 months through 50
years 11 months.
─ provides recommended interventions.
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Use WIAT®-III data to . . .
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(a)
identify the academic strengths and
weaknesses of a student,
(b)
inform decisions regarding eligibility
for educational services, educational
placement, or a diagnosis of a specific
learning disability, and
(c)
design instructional objectives and
plan interventions.
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Features of WIAT®-III
•
•
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Covers the eight areas of
achievement identified within IDEA
2004 (for SLD classification) and
NCLB legislation.
Provides item-level skills analysis for
select subtests and guidance on
interventions and IEP planning.
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Note: Grade 12+
* New
*
*
*
*
*
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Record Form
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General Information
•
Administration Time
•
Item Sets
•
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Start Points, Reverse Rules,
Discontinue Rules, Stop Points
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Overall Administration Time
(50th Percentile)
Total Achievement Composite
11
Grade
Pre-K
K
Grades
1-2
Grade 3
Grades
4-12+
Time (in
minutes)
35
45
80
94
104
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09/08/2011
Overall Administration Time
(50th Percentile)
Total Achievement Composite
12
Age
20:025:11
26:035:11
36:050:11
Time (in
minutes)
95
103
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Item Sets
•
•
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Item Sets allow administration of
items that are moderately difficult for
the student. This provides the most
information about his or her
achievement level.
For the Reading Comprehension and
Oral Reading Fluency subtests, items
are grouped together into item sets.
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Item Sets
•
•
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Item sets span a range of difficulty
levels. They are delineated by gradebased start and stop points.
Using item sets reduces the overall
administration time, makes maximum
use of the student’s energy and effort,
and facilitates rapport.
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Start and Stop Points
(Subtests that do not use Item Sets)
•
Grade-based start point
– Current grade level or last grade completed
•
Follow reverse and discontinue rules
– Reverse if score of 0 on any of first 3 items
administered
– Discontinue after 4 consecutive “0” scores
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Administration of
Subtests
See Record Form
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Chronological Age
Year
Month
Day
Test Date
2010
2
18
Date of Birth
2000
2
20
9
11
28
Test Age
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General Administration Directions
Say, I’ll be asking you to do a number of
things today.
Some of the things may be easy for
you, but some things may seem hard.
Most people do not know every answer
or finish everything, but please try your
best.
Do you have any questions?
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Test Structure – Oral Language
Listening Comprehension
– Receptive Vocabulary
Page 5 Record Form
– Oral Discourse Comprehension
Page 6 Record Form
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Description of the Subtests
Listening Comprehension
Subtest and
Grade Level
Description
Receptive
Vocabulary
Measures
listening
(Grades Pre-K vocabulary.
to 12+)
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Task Examples
Examinee points to
the picture that best
illustrates the
meaning of each
word s/he hears.
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Description of the Subtests
Listening Comprehension
Subtest and
Grade Level
Oral Discourse
Comprehension
(Grades Pre-K to
12+)
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Description
Task Examples
Measures ability
to make
inferences about,
and remember
details from oral
sentences and
discourse.
Examinee listens
to sentences and
passages and
orally responds to
comprehension
questions.
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Converting Raw Scores to
Standardized Scores
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Oral Expression
– Expressive Vocabulary
Page 29 Record Form
– Oral Word Fluency
Page 30 Record Form
– Sentence Repetition
Page 31 Record Form
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Description of the Subtests
Oral Expression
Subtest and
Grade Level
Expressive
Vocabulary
(Grades Pre-K
to 12+)
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Description
Task Examples
Measures
speaking
vocabulary and
word retrieval
ability.
Examinee says the
word that best
corresponds to a
given picture and
definition.
09/08/2011
Description of the Subtests
Oral Expression
Subtest and
Description
Grade Level
Oral Word
Fluency
(Grades Pre-K
to 12+)
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Measures
efficiency of word
retrieval (how
easily he or she
can produce
words).
Task Examples
Examinee names as
many things as
possible belonging
to a given category
(i.e., animals,
colors) within 60
seconds.
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Description of the Subtests
Oral Expression
Subtest and
Description
Grade Level
Sentence
Repetition
Measures oral
syntactic
(Grades Pre-K knowledge and
short-term
to 12+)
memory.
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Task Examples
Examinee listens to
sentences that
increase in length and
complexity and
repeats each sentence
verbatim.
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Converting Raw Scores to
Standardized Scores
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Test Structure - Reading
Description of the Subtests
Reading
Subtest and
Description Task Examples
Grade Level
Measures
developing
reading skills.
Early Reading
Skills (Grades
PK–3)
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Names letters of the alphabet,
identifies and generates
rhyming words, identifies
words with the same
beginning and ending sounds,
blends sounds, matches
sounds with letters and letter
blends, and matches written
words with pictures that
illustrate their meaning.
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Reading
– Word Reading
Page 23 Record Form
– Pseudoword Decoding
Page 26 Record Form
– Oral Reading Fluency
Page 33 Record Form
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Description of the Subtests
Reading
Subtest and
Grade Level
Word Reading
(Grades 1 to
12+)
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Description
Task Examples
Measures speed
and accuracy of
word recognition
without the aid of
context.
Examinee reads
aloud from a list of
words that increase
in difficulty.
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Description of the Subtests
Reading
Subtest and
Grade Level
Description
Pseudoword
Measures ability
Decoding
to decode
(Grades 1–12+) nonsense words.
•
•
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Task Examples
Examinee reads
aloud from a list of
pseudowords that
increase in
difficulty.
Listen to the Audio CD, Track 24.
Audio record student responses.
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Pseudoword Decoding
If student’s response is unclear,
– circle item number
– continue administration
After final item is administered, point to the
row containing the item and say, “I did not
hear you clearly. Please read these words
again.”
Score only the target word.
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Pseudoword Decoding
― If pronunciation is slow or choppy,
prompt by saying “Say it all together.”
― To begin administration, say, “I want
you to read some words that are not
real words, but read them as if they
were.”
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Description of the Subtests
Reading
Subtest and
Grade Level
Description
Oral Reading
Fluency
Measures speed,
accuracy, fluency,
+
(Grades 1–12 ) and prosody of
contextualized oral
reading.
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Task Examples
Examinee reads
passages aloud,
and then orally
responds to
comprehension
questions.
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Administration of ORF
Grade Passage
1
2
3
4
5
6
7-8
9-12+
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A, B
C, D
E, F
G, H
I, J
K, L
M, N
O, P
|
Item Set Reverse Rule
If reading time exceeds the
reversal time limit on the
first passage of the item set,
go back one start point and
continue administration.
The reverse rule may be
applied a maximum of 2
times.
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Description of the Subtests
Reading
Subtest and
Description
Grade Level
Task Examples
Measures untimed
reading
+
(Grades 1–12 ) comprehension of
various types of
text, including
fictional stories,
informational text,
advertisements,
and how-to
passages.
Examinee reads passages
aloud or silently. After
each passage, the student
orally responds to literal
and inferential
comprehension questions
read aloud by the
examiner. May refer to
passage to answer
questions.
Reading
Comprehension
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Reading Comprehension
Page 10 Record Form – Administration
Directions



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Items measure literal and inferential
comprehension.
Scores are based on examinee’s
performance on a set of items.
The item-set may be below the
student’s grade level.
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Administration of RC
Item Set Approach
Grade
1
2
3
4
5
6
7
8
9-12+
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Items
1 - 18
5 - 24
11 - 31
25 - 45
32 - 53
38 - 59
46 - 67
54 - 75
60 - 84
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Item Set Reverse Rule
If the sum of scores for all
reversal items is 2 or less, go
back one start point and
continue administration.
The reverse rule may be
applied a maximum of 3
times.
09/08/2011
Reading Comprehension
Reading Comprehension requires a
combination of
– word identification skills,
– reading vocabulary, and
– language comprehension skills.
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Reading Comprehension
•
•
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Designed to help examiner distinguish
between reading comprehension
difficulties and other areas such as word
identification skills and vocabulary.
Reduces the confounds associated with
word identification and vocabulary.
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Converting Raw Scores to
Standardized Scores
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Converting Raw Scores to
Standardized Scores
Word Reading Speed
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14
5
14
25
The score is the same as or
higher than the scores
obtained by 5% of students
in the normative sample;
95% of students in the
normative sample scored
higher than this score.
09/08/2011
Test Structure – Writ. Exp.
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Written Expression
Subtest
Page
Alphabet Writing Fluency
20
Spelling
46
Sentence Composition
Essay Composition
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20/22
25
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Description of the Subtests
Written Expression
Subtest and
Grade Level
Alphabet
Writing
Fluency
Grades Pre-K
to 3
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Description
Task
Examples
Measures
automaticity (30
second time limit)
in written letter
formation and
sequencing.
The examinee
writes letters in
any order, in
cursive or print,
in upper- or
lower-case.
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Scoring
Error
─ Repetition
─
─
─
─
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Overwriting
Reversed (q for p)
No Error
─
Reformation
─
Stray Marks
─
Placement
─
Transposed
(a d c b)
Poorly formed
letters (poor visualmotor control)
Upside-Down
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Description of the Subtests
Written Expression
Subtest and
Description
Grade Level
Spelling
Measures written
spelling of letter
sounds and
single words.
(Grades K12+)
50
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Task Examples
Examinee hears each
letter sound within the
context of a word, and
each word within the
context of a sentence,
and then the student
writes the target letter
sound or word.
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Spelling – See RF
Pronunciations
•
For acceptable pronunciations:
– listen to the Audio CD, Track 25;
– refer to Examiner’s Manual.
•
Alternate pronunciations
– For word with more than one pronunciation,
choose pronunciation familiar to student.
– If student appears confused about pronunciation,
use alternate pronunciation.
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Spelling
52
•
For Grades K–1 only: Do not penalize for
letter reversals on any item administered,
except when the letter reversal forms a different
letter.
•
Administration: Read item prompts clearly and
at a conversational pace. Do not pronounce
spelling words slowly or in parts.
•
Recording responses: Surreptitiously record
and score the student’s responses during
administration . . . to apply reverse and
discontinue rules.
|
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Spelling
To begin administration,
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•
give the student a pencil without an eraser.
•
say, You will be using a pencil without
an eraser, so if you make a mistake,
just cross it out.
•
open the Response Booklet to the gradeappropriate start point of Spelling and hand
it to the student.
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Description of the Subtests
Written Expression
Subtest and
Grade Level
Sentence
Composition
(Grades 1–
12+)
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Copyright © 2011
Description
Measures sentence
formulation skills and
written syntactic
maturity (SC) and
syntactic ability (SB).
|
Task
Examples
Sentence
Combining
Sentence
Building
09/08/2011
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Sentence Composition
Sentence
Combining
Example: The boy has hair.
The girl has hair.
The boy and girl have hair.
Example:
and
Sentence
Building
I like peas and carrots.
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Sentence Combining–Scoring
Semantics and Grammar (A)
Conveys same meaning as the original
sentences and uses correct grammar and
syntax.
Score = 2
Conveys same meaning and includes 1 or 2
errors in grammar/syntax.
Score = 1
Does not convey same meaning or includes 3
or more errors in grammar/syntax.
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Score = 0
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Sentence Combining–Scoring
Mechanics (B)
No errors in spelling, capitalization,
or punctuation.
Score = 2
1 or 2 errors in spelling,
capitalization, or punctuation.
Score = 1
3 or more errors, or lacks sufficient
meaning to determine accuracy of
punctuation.
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Score = 0
09/08/2011
Sentence Combining–Scoring
Extra Credit (C)
Award 1 point if sentence meets the
following criteria:
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1.
Does not use the word and to join
two independent clauses; and
2.
Uses good sentence structure; and
3.
Conveys same meaning as original
sentences.
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Sentence Combining–Scoring
Extra Credit (C)
Award 0 points if sentence meets
one of the following criteria:
Uses the word and to join 2
independent clauses, OR
2. Uses poor sentence structure, OR
3. Does not convey the meaning of
the original sentences.
1.
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Sentence Building–Scoring
Semantics and Grammar (A)
Complete sentence that uses target word
meaningfully and uses correct grammar,
syntax, and sentence structure.
Complete sentence that uses target word
meaningfully and includes 1 or 2 errors/
deviations in grammar, syntax, and/or
semantics.
Does not use target word meaningfully and
correctly or includes 3 or more errors in
grammar, syntax, and/or semantics.
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Score = 2
Score = 1
Score = 0
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Sentence Building–Scoring
Mechanics (B)
No errors in spelling, capitalization,
or punctuation.
Score = 2
1 or 2 errors in spelling,
capitalization, or punctuation.
Score = 1
3 or more errors, or lacks sufficient
meaning to determine accuracy of
punctuation.
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Score = 0
09/08/2011
Description of the Subtests
Written Expression
Subtest and
Grade Level
Essay
Composition
(Grades 312+)
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Description
Task Examples
Measures
spontaneous,
compositional
writing skills within
a 10-minute time
limit.
Student writes
an essay in
response to a
“prompt.”
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Essay Composition – Scoring
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Essay Composition - Scoring
#^
#
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.
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Development & Organization
Six features:
1.
2.
Five paragraphs.
paragraphs
An introduction
–
–
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includes a thesis statement, and
summarizes the reasons that will be
presented.
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09/08/2011
Development & Organization
Six features:
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3.
Use of transitions to show
relationships between ideas.
4.
Three or more reasons to support the
thesis statement.
5.
One or more elaborations to support
each reason.
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Development & Organization
Six features:
6.
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A conclusion
– includes a thesis statement, and
– summarizes reasons presented.
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Essay Composition - Scoring
#^
#
43
.
11
32
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Converting Raw Scores to
Standardized Scores
69
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09/08/2011
Test Structure - Math
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Mathematics
Math Problem-Solving
Page 17 Record Form
Numerical Operations
Page 27 Record Form
Math Fluency
Page 49 Record Form
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Description of the Subtests
Mathematics
Subtest and
Description
Grade Level
Math Problem
Solving
(Grades Pre-K
to 12+)
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Measures untimed
math problemsolving skills in the
following domains:
basic concepts,
everyday
applications,
geometry, and
algebra.
|
Task Examples
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.
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Description of the Subtests
Mathematics
Subtest and
Grade Level
Numerical
Operations
(Grades K–
12+)
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Description
Task Examples
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.
09/08/2011
Description of the Subtests
Mathematics
Subtest and
Description
Grade Level
Task Examples
Math Fluency
Addition
(Grades 112+)
Measures the speed
and accuracy of a
student’s math
(addition)
calculations.
The examinee solves
written addition
problems within a 60second time limit.
Math Fluency
Subtraction
(Grades 1–
12+)
Measures the speed
and accuracy of a
student’s math
(subtraction)
calculations.
The examinee solves
written subtraction
problems within a 60second time limit.
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Description of the Subtests
Mathematics
Subtest and
Grade Level
Math Fluency
Multiplication
(Grades 312+)
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Description
Task Examples
Measures the
speed and
accuracy of a
student’s math
(multiplication)
calculations.
The examinee solves
written addition
problems within a
60-second time limit.
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Converting Raw Scores to
Standardized Scores
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Scores and
Interpretation
Copyright © 2010Copyright ©
Pearson 2009 Pearson Education, Inc. or its affiliates. All rights reserved.
Education, Inc. or its affiliates. All rights reserved.
Derived Scores for
Composites and Subtests
•
•
•
•
•
•
•
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Standard Score
Percentile Rank
Normal Curve Equivalent
Stanines
Status
Scores
Grade Equivalent
Age Equivalent
Growth Scale Values
Growth
Scores
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Conversion Tables in
Technical Manual
. . . or use Scoring Software
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Interpreting Performance
•
•
•
•
•
Growth Scale Values
Grade-Based and Age-Based Scores
Composite Scores
Score Differences
Statistical Significance of Score Differences
– Frequency of Score Differences
– Qualitative Evaluation of Subtest Component
Score Differences
•
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Out-of-Level Item Set Performance
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
GSVs and Standard Scores
GSV
SS
Grade 7
572
88
Grade 8
588
88
Learned new math skills;
improved at same rate as peers
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Growth Scale Values Chart
Word Reading
Administrations
Student Performance
Test Date
Age
%Rank
GSV
2/18/2010
9:8
7
427
Change Since Last Test
-
7/9/2011
11:4
4
460
33*
* Change since last test is significantly greater than 0.
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Score Profile
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Score Profile
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Score Differences
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Discrepancy Analysis
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Out-of-Level Item Set
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•
Applies to Reading Comprehension
and Oral Reading Fluency.
•
When out-of-level item set is used,
specify that results are based on
student’s performance below the
grade level of the student.
Copyright © 2011
|
09/08/2011
Out-of-Level Item Set
Poor performance on grade-level passages
for RC may reflect a weakness in
– word identification skills,
– reading vocabulary,
– language comprehension skills,
– or some combination of these.
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Out-of-Level Item Set
Reversal provides item set with skill
coverage comparable to gradeappropriate item set, but with
passages at lower readability level.
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Out-of-Level Item Set
•
•
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If student performs well on lower
item-set, language comprehension
may be ruled out as the area of
weakness.
Also, evaluate performance on Word
Reading, Pseudoword Decoding, and
Listening Comprehension.
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|
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Interpreting
Reading Comprehension
Subtest
Listening Comprehension
Reading Comprehension
Word Reading
Pseudoword Decoding
Oral Reading Fluency
Spelling
Raw
Score
—
26*†
6
3
37*†
7
Standard
Score
94
87
58
66
67
61
– Indicates a subtest with multiple raw scores (shown in the Subtest Components Score Summary).
* Indicates a raw score that is converted to a weighted raw score (not shown).
† Indicates that a raw score is based on a below grade level item set.
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Out-of-Level Item Set
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•
If student performs poorly on lower
item-set, it is likely that student has
a weakness in language
comprehension.
•
Evaluate to determine which areas
of comprehension need further
instruction.
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|
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Using Data to Make
Eligibility Decisions
Copyright © 2010 Pearson Education, Inc., or its affiliates. All rights reserved.
Underachievement?
Ability Score Type: WISC-IV FSIQ = 100
WIAT-III
Composite
Predicted Actual
Score
Score
Expected
Difference
Critical
Value .05
Sign.
Diff.?
Base
Rate
Total Reading
100
69
31
6.13
Y
≤5%
Basic Reading
100
63
37
5.17
Y
≤1%
Reading Comp.
and Fluency
100
75
25
8.36
Y
≤5%
Mathematics
100
104
-4
8.10
N*
N/A
Math Fluency
100
116
-16
7.68
Y*
N/A
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Pattern of
Strengths and Weaknesses
Statistically evaluate two score comparisons:
(a) Processing Strength vs. Achievement
Weakness: To fit the model for SLD, this
comparison must be discrepant (significantly
different).
(b) Processing Strength vs. Processing
Weakness: To fit the model for SLD, this
comparison must be discrepant (significantly
different).
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Pattern of
Strengths and Weaknesses
•
Perform the reality check– Does it all make sense within the context of
the child and his/her instructional experience
•
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The statistical analyses are conducted by
the WIAT-III Enhanced Scoring Program
(included with the kit) – YOU must
conduct the reality check.
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|
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
PSW Analysis
Processing Strength
WISC–IV Perceptual Reasoning
Index SS = 100
A. Discrepant?
* Yes
B. Discrepant?
* Yes
Achievement Weakness
WIAT–III Basic Reading
SS = 63
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Processing Weakness
WISC–IV Verbal
Comprehension Index SS = 75
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Skills Analysis and
Intervention Planning
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•
Item-Level Skills Analysis
•
Within-Item Level Skills Analysis
•
Intervention Goal Statements
|
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|
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Summary
WIAT®-III provides a flexible,
thorough assessment of
achievement including skills
analysis and process evaluation to
better target interventions and
recommendations for developing
appropriate teaching strategies.
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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III
Gloria Maccow, Ph.D., Assessment Training Consultant
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Comments or Questions
Gloria Maccow, Ph.D.
[email protected]
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