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WIAT III Administration and partial Scoring PPT presentation to Individual Assessment Course of 1st Term AY 2012-2013 for MS Psychology caste program

WIAT III Administration and partial Scoring PPT presentation to Individual Cess Class of 1st Term AY 2012-2013 for MS Psychology caste program

  1. 1. DIMAPILIS RAMOS FENIX POLICARPIO
  2. 2. • Background • Purpose • Qualifications of Administration and Scoring • Materials • Administration Guidelines • Description of Subtests • Scoring Procedure • Interpretation of Scores • Problems in the use of the test
  3. 3. • Is a comprehensive private test that is nationally standardized; for prekindergarten to grade 12 (four years and 0 months to 19 years and xi months) • 16 subtests to evaluate listening, speaking, reading, writing, and mathematical skills. • 8 Composite scores: Oral language, Total Reading, Bones Reading, Reading Comprehension, and Fluency, Written Expression, Mathematics, Math Fluency, and total accomplishment. • Duration OF ADMINISTRATION varies depending on the form level of the student and the number of students administered
  4. 4. • Difference from WIAT-Two: • Updated norms through high school, new subtests, revised subtests with new items, and improved content coverage, updated artwork, and modifications to assistants and scoring procedures; more user friendly
  5. five. • Identify bookish strengths and weaknesses of a student • Inform decisions regarding eligibility for educational services, educational placement, or a diagnosis of a specific learning inability, 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. • Merely those who are trained in educational or psychological assessment should interpret the
  7. 7. • 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 Class • All assistants and item directions are in the Tape Grade; no need to refer to the manual during testing
  8. 8. • Audio recorder • Scratch newspaper • Pencil without an eraser • Terminate watch
  9. 9. • Administration fourth dimension • Item sets • Showtime points • Reverse Rules • Discontinue Rules • Stop points
  10. 10. • Utilise of stopwatch for accuracy • Brainstorm timing after the last word of education • Stop when limit is reached or if the student indicates that he/she is finished before reaching time limit. • For untimed subtests, approx. 30 seconds is sufficient enough for the student to respond. • If no answer still after 30 seconds, say "Do you have an answer?" • If the student did not answer, say "Let‟due south attempt another one." • The ambassador may grant additional time for untimed subsets
  11. 11. • Allow administration of items that are moderately difficult for the student. This provides the most information about his or her achievement level. • For Reading Comprehension and Oral Fluency Subtests • Detail sets span a range of difficulty levels. They are delineated past grade-based start and end points.
  12. 12. • When reluctant to reply, say "Just endeavour your best." • When eliciting boosted responses, say "What do yous hateful?" or "Tell me more." • Write a "Q" for every instance used past recording beside the response. • A query should not be used to improve a clearly incorrect response. • When clarifying, say "I did not hear you conspicuously." • 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. 14. Determined by the student‟s current grade level. If not currently enrolled or in between levels, the last grade completed should be used It is generally acceptable to begin administering a subtest at an earlier or afterwards kickoff point if the grade-advisable commencement point
  15. 15. • Standard: • Oral Soapbox Comprehension • Math Problem Solving • Numerical Operations • Spelling Item • Item Ready: • Reading Comprehension • Oral Reading Fluency • Discontinue after four consecutive "0" scores • Do non requite credit for items past the discontinue point
  16. xvi. • 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 difficult. Nearly people do not know every answer or stop everything, but delight endeavour to do your best. Do you accept any questions?
  17. 17. Materials Repetitions Recording and Scoring Stimulus book Grades PK – 12+ Particular 1 Discontinue after iv consecutive scores of 0 Item prompts may be repeated as needed DK, 1 & 0 Grade Level Clarification Task Grades PK – 12+ Measures listening vocabulary The student points to the flick that best illustrates the significant of each word he or she hears
  18. eighteen. Material s Repetitio ns Recordin m and Scoring Stimulus book, audio CD player with speaker s Grades PK – three: Particular i (Track 2) Grades 4 – 12+: Item half-dozen (Track 7) If score of 0 on whatsoever of the first 3 items given, administer preceding items in opposite order until 3 sequent Discontin ue later 4 consecuti ve scores of 0 Practise not echo CD tracks DK, 1 & 0 Grade Level Clarification Task Grades PK – 12+ Measures ability to make inferences near, and remember details from an oral discourse. Measures the ability to make inferences near, and remember details from, oral sentences and discourse. The student 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 go Listening Comprehension Standard Score • Employ the Technical Manual for score conversion • Identify the Norms used to determine the table to exist used
  20. twenty. STANDARD SCORE • RECEPTIVE VOCABULARY Raw Score Sample = eleven • ORAL Discourse COMPREHENSION Raw Score Sample = xviii • Look for the standard score at the Technical Manual • p. 92, Appendix B, Table B.1 • Course-Based Standard Scores for Subtests: Fall – Grade 3 • Raw 11 = _____ Standard; Raw 18 = _____ Standard • Add Standard Score 107 and 120 = _____ • Using the aforementioned table, Look for the standard score under the Listening Comprehension Cavalcade • From a range of 227-228, nosotros get a standard score of _____
  21. 21. STANDARD SCORE
  22. 22. CONFIDENCE INTERVAL • Look for the standard score at the Technical Manual • p. 248, Appendix B, Table B.3 • Confidence Interval Magnitudes for the Grade-Based Subtest Standard Scores • At the Listening Comprehension Column and Grade Level Row, Nosotros institute that the 95% Confidence Interval is ±____ • From a 117 standard score, • 117 – ____ = 107; 117 + _____ = 127 • We become a range of ___-___
  23. 23. Conviction INTERVAL
  24. 24. PERCENTILE RANK • Wait for the percentile rank at the Technical Manual • p. 397, Appendix D, Table D.one • Percentile Ranks, Normal Bend Equivalents, and Stanines Corresponding to the Subtest Composite 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 • Expect for the grade equivalent at the Technical Manual • p. 398-401, Appendix D, Table D.two • Form 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 eighteen, the course equivalent is _____. • Become the average of the course equivalent = _____.
  27. 27. GRADE EQUIVALENT
  28. 28. GROWTH Calibration VALUE • Look for the growth calibration value at the Technical Transmission • p. 408, Appendix D, Table D.4 • Subtest Raw Score to Corresponding Growth Scale Values • From raw score of xi, the growth calibration value is _____. • From raw score of xviii, the growth calibration value is _____. • Get the average of the growth scale value = _____.
  29. 29. GROWTH Scale VALUE FINAL Replenish OF LISTENING COMPREHENSION SUBTEST SCORE SUMMARY
  30. thirty. Materials Timing Repetitio ns Recording and Scoring Stimulus Book Grades PK- 3: Detail i None: Administer all items Allow sufficient time for the educatee to respond Particular prompts may exist repeated equally needed. DK, 1 & 0 Clarification Chore Allows examiners to asses skill strengths and weaknesses of students with reading difficulties. Measures several skills deemed important for developing reading skills. Names letters of the alphabet, identifies and generates rhyming words, identifies words with the aforementioned beginning and ending sounds, blends sounds, matches sounds with letters and alphabetic character blends, and matches written words with pictures that illustrate their pregnant.
  31. 31. RECORDING AND SCORING • Scored with 1 or 0. • For items that ask for rhyming word > write response verbatim beside item in RF. • Correct responses are listed in RF for each detail. • Equivalent respond > encircle and so give a score of 1. • Reply does not match the 1 in RF > Write verbatim then 0. • For verification of score later. • To calculate total raw score > sum the scores of all items.
  32. 32. • Reading Comprehension requires a combination of • – word identification skills • – reading vocabulary • – language comprehension skills Description Chore 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. After each passage, the educatee orally responds to literal and inferential comprehension questions read aloud by the examiner. May refer to passage to reply questions.
  33. 33. Cloth s Recording and Scoring Stimulus book Grade 1: Item 1 Class 2: Item 5 Grade three: Item xi Class iv: Particular 25 Grade five: Item 32 Grade half-dozen: Item 38 Course vii: Item 46 Grade eight: Item 54 Grade 9-12+: Particular 60 Form 1: Detail 1 Grade 2: Particular 5 Grade 3: Detail 11 Grade iv: Item 25 Course five: Particular 32 Class vi: Item 38 Course 7: Detail 46 Grade 8: Item 54 Form 9-12+: Detail 60 If the sum of scores for all reversal items is ii or less, become dorsum one start point and continue administration. The contrary dominion may exist applied a maximum of 3 times do not go back more than 3 outset points from the grade- Tape student responses beneath each question, and and so score responses according to the criteria provided. DK, 1, 2 & 0
  34. 34. • Items measure literal and inferential comprehension. • Scores are based on examinee‟s performance on gear up of items.• ITEM SET Opposite Rule Grade Passage 1 1-eighteen 2 v-24 3 11-31 4 25-45 v 32-53 6 38-59 7 46-67 9 54-75 9-12+ sixty-84 • If reading time exceeds the reversal fourth dimension limit on the first passage of the particular fix, get back one outset signal and continue administration. • The reverse rule may be practical up to maximum of 3 times.
  35. 35. • SCORING • one) Calculate Raw Score • 2 – full credit; 1 – partial credit; 0 – no credit • Criteria for scoring • Encircle close response of the student and the corresponding score • If the response is not close to those enlisted in the record form, transcribe student‟south response verbatim and encircle "0" signal.
  36. 36. • SCORING • 2) Calculate Weighted Raw Score • Convert the raw score to weighted raw score • Using the weighted raw score, get the corresponding standard score using the normative tables
  37. 37. Textile s Recording and Scoring Stimulus book, Newspaper, Pencil Course PK: Item 1 Grade K: eight Course 1-ii: Item 16 Grade 3: Item 26 Course four-5: Item xxx Course 6-viii: Detail 34 Grade 9-10: Item 35 Form 11-12+: Detail 40 If score of 0 on any of the starting time 3 items given, administer preceding items in reverse order until 3 consecutive sores of 1. Discontin ue after 4 consecuti ve scores of 0. DK, ane& 0 Circle Y if the student uses paper and pencil. *No reckoner Description Task Measures untimed math problem solving skills in the following domains: basic 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 • Cavalcade provided to signal items were the client used pencil and newspaper > review frequency of using pencil and paper and the response written. • Sum the scores of all items administered for the raw score • If applicable, give credit for items that precede the commencement point or reversal detail. • If discontinued, practice not give credit for items past the discontinue point.
  39. 39. Materials Time Limit Recording and Scoring Response Booklet, Pencil without eraser, Stopwatch Grades PK-3: Particular one Allow a maximum of 30 seconds to consummate. If all letters are written prior to the time limit, or the student cannot write any more letters, record the completion time Tape the elapsed fourth dimension in seconds. Description Task Measures the ability to write letters of the alphabet within a xxx-second time limit. The student volition write as many letters of the alphabet as quickly he/she tin can. The student may write letters in lodge, in cursive or print, in majuscule or lowercase.
  40. 40. • SCORING • Stop the educatee afterwards 30 seconds • Each letter is scored with one or 0 • Messages B to Z are printed in Tape Form both in capital letter and lowercase. Circle each alphabetic character (uppercase or lowercase) that receives credit. • Record the errors that receives no credit. • To get the raw score, count the number of messages 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. Cloth s Repetition south Recording and Scoring Respons due east Booklet Grades 1- 12+: Sample A If score is 0 on first two items, record a raw score of 0 for Sentence Combining and Go along to Judgement Edifice Item prompts may be repeated as needed. Check the prompt box equally appropriate, for each item Description Chore Measures sentence formulation skills and written syntactic maturity. The student combines two or three sentences into ane sentence that preserves the significant of the original sentences.
  43. 43. • EXAMPLE:The boy has pilus. The girl has hair. The boy and girl have pilus. • SCORING • Prerequisite Scoring Criteria and Criteria for Semantics and Grammar, Mechanics, and Extra Credit are provided. • Tape Form provides space for reading essential scoring info per item. • Column meets prerequisites - encircle Y if student met all 3; encircle Due north if otherwise. • Column Semantics & Grammar, Mechanics & Extra Credit – record appropriate scores • Record Form provides space for recording errors for each category.
  44. 44. SEMANTICS AND Grammar Conveys same meaning as the original sentences and uses correct grammar and syntax. Conveys same meaning and includes 1 or 2 errors in grammer/syntax. Does not convey same meaning or includes 3 or more than errors in grammar/syntax. Score = ii Score = 1 Score = 0
  45. 45. MECHANICS No errors in spelling, capitalization, or punctuation. 1 or ii errors in spelling, capitalization, or punctuation. three or more than errors, or lacks sufficient meaning to decide accuracy of punctuation. Score = 2 Score = 1 Score = 0
  46. 46. EXTRA CREDIT Award 1 point Award 0 points ane. Does not use the give-and-take and to join two independent clauses; and ii. Uses good judgement structure; and three. Conveys same meaning as original sentences. 1. Uses the word and to join 2 independent clauses, OR 2. Uses poor sentence structure, OR iii. Does not convey the significant of the original sentences.
  47. 47. • Semantics & Grammar & Mechanics Column = record the first 3 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 • So tape the scores under each column then enter the sum in the Sentence Combining Raw Score box.
  48. 48. Material s Repetition s Recording and Scoring Respons due east Booklet Grades one- 12+: Sample A If score is 0 on first two items, record a raw score of 0 on Sentence Building. 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 discussion with appropriate context.
  49. 49. SEMANTICS AND Grammer Complete sentence that uses target discussion meaningfully and uses correct grammar, syntax, and judgement structure. Complete sentence that uses target word meaningfully and includes 1 or 2 errors/ deviations in grammar, syntax, and/or semantics. Does non utilise target word meaningfully and correctly or includes iii or more than errors in grammer, syntax, and/or semantics. Score = 2 Score = 1 Score = 0
  50. 50. MECHANICS No errors in spelling, capitalization, or punctuation. i or two errors in spelling, capitalization, or punctuation. iii or more than errors, or lacks sufficient meaning to determine accuracy of punctuation. Score = 2 Score = 1 Score = 0
  51. 51. Materials Timing Repetitio ns Recording and Scoring Word Menu, Stop watch, Audio Recorder Grades 1- 12+: Items 1 Discontin ue after four consecuti ve scores of 0. Record the detail number completed at 30 seconds. (Go on to administer items until the Discontinue Rule is met.) Teaching s may be repeated as needed. DK, 1 & 0 Record a check marker if >3" or self corrects (SC). Record reading Description Job Measures speed and accuracy of decontextualized word recognition. The student reads aloud from a list of words that increase in difficulty.
  52. 52. • Mind to Track 23 to familiarize with the pronunciation that receives credit for each detail. *Credit also for regional or dialectical pronunciation of words. • If pronunciation is slow or choppy, prompt once by saying, "Say information technology all together." If side by side endeavour is dull or choppy, score "0" and say. "Try the adjacent one." • If the student skip a word or row, immediately redirect the student to the correct item by pointing on the Discussion Carte du jour and inquire to continue. • Record self-correction (SC) and delayed responses (>3") to be used as function of qualitative error assay • Transcribe student‟southward incorrect responses for error analysis
  53. 53. • Word Reading Speed total raw score - Record the detail number completed at 30 seconds; encircle last item read; information technology reflects the number of words the pupil read in 30", regardless of accurateness • If discontinue rule is met earlier thirty" limit, use clinical judgment on whether to stop the administration or not. If assistants is stopped before 30", Word Reading Speed total raw score cannot be obtained. • Word Reading total raw score – Reflects the number of words read correctly under untimed atmospheric condition. • Discontinue dominion considerations: await until the student finishes reading a row of words on a Word Card, instead of interrupting in the heart of the row.
  54. 54. SCORING • Scored with i or 0. • If multiple attempts to read a discussion, score the last try. • SCs are scored as correct. • If fractional pronunciation, write the abbreviated response then requite a score of 0. • Items subsequently the discontinue signal: no credit. *RECORDING ERRORS: • Slash mark: omitted letter/sounds. • Caret marker: added/inserted alphabetic character 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 Fourth dimension Limit Repetitions Recording and Scoring Response booklet, Pencil without an eraser, Paper, Stopwatch Grades 3- 12+: Item one Allow 10 minutes Instructions may be repeated as needed. Record the elapsed time (in seconds). Description Task Measures spontaneous, compositional writing skills within a x-minute time limit. Educatee writes an essay in response to a "prompt."
  56. 56. If less than xxx words, prompt once "Effort to write total page" and continue timing. If the pupil can‟t write more, stop the time and record the elapsed time and discontinue. Words fewer than 30 cannot exist reliably scored. If scored, response must be interpreted with caution. For screening purpose merely and not for decisions well-nigh educational placement.
  57. 57. • SCORING • Scoring Criteria in Appendix B.v and B.vi • For Content and Organization and for Grammer and Mechanics Skills - let examiners to spend time scoring only those areas of involvement and for more specific identification of strengths and weaknesses. • Dictionary and spelling tool are not immune. • Student may correct by crossing and rewriting. • Encourage educatee to maximize the ten minutes and to write as much equally possible. • If the pupil‟s washed, pause the stopwatch and count the number of words. – If more than 30 words, tape the elapsed time and discontinue.
  58. 58. RECORDING AND SCORING • Content and Organization: – Space is provided at the Record Form for essential data. – Space is limited so only record the essential data = part of the student‟southward statements.
  59. 59. RECORDING AND SCORING: • Record the following information: 1. Introduction column: introductory thesis statement; keywords reinstated at the trunk of the essay. 2. Determination column: concluding thesis statement and whatever keywords in the conclusion that are restated in the body of the essay. 3. Transitions column: Get-go five transitions that receive credit. iv. Reasons Why: First 3 reasons that receive credit. 5. Elaborations: three elaborations that receive credit.
  60. lx. RECORDING AND SCORING • Calculating the Raw Scores: • Total raw score for Essay Limerick (Content and Organisation) is non calculated. • Raw scores from Discussion Count and for Theme Evolution and Text Organization > converted to standard scores (B.1 or C.i) > used to compute the derive scores for the subtest. • To summate raw score for Give-and-take Count and for Theme Development and Text Organization use the score boxes in the record course. • First: Record the number of words written in the Discussion Count Raw Score Box. • 2nd: Record the scores for each of the half dozen elements of the Them Development and Text Organization in the space provided. • Third: Tape scores in the Raw Score Box.
  61. 61. • In using the scoring banana: • First, enter raw score for Discussion Count. • Second, either enter raw score of Theme Development and Text Organization 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 Evolution and Text Organization to the subtest score summary. – Detect standard scores and sum them. – Apply that sum to discover the standard score for essay composition (Content and Organization)
  62. 62. • To summate Grammar and Mechanics raw score utilize the boxes in RF. • Kickoff, enter number of correct word sequences and number of incorrect word sequence. • Second, subtract IWS from CWS > enter value in CIWS Box. • This way, possible for educatee with a significant weakness to obtain a negative in Grammer and Mechanics.
  63. 63. Evolution AND ORGANIZATION • Six Features: • 1. Five paragraphs • 2. An Introduction - Includes a thesis statement, and - Summarizes the reasons that will be presented • 3. Apply of transitions to testify relationships of ideas. • 4. Three or more reasons to support thesis statement. • 5. 1 or more elaborations to support each reason.
  64. 64. Materials Timing Repetitio ns Recording and Scoring Pseudowo rd carte, Sound CD Rails 24, Audio Recorder, Stopwatch Course southward 1- 12+: Sampl e A Discontin ue later on 4 consecuti ve scores of 0. Record the detail number completed at thirty seconds. (Continue to administer items until the Discontinue Rule is met.) Instructio ns may exist repeated as needed. DK, i & 0 Record the particular completed at 30 seconds. For skills assay, record the errors in the Correct Pronunciations Column Description Task Measures power to decode nonsense words. Examinee reads aloud from a list of pseudowords that increase in difficulty.
  65. 65. • To brainstorm administration, say • "I want you to read some words that are not real words, only read them every bit if they were." • If student‟s response is unclear, • – circle particular number • – continue administration • After final item is administered, point to the row containing the detail and say, "I did not hear you lot clearly. Please read these words again." • Score but the target word. • If pronunciation is slow or choppy, prompt by proverb • "Say it all together."
  66. 66. • SCORING
  67. 67. Materials Repetitio ns Recording and Scoring Respons due east Booklet, Pencil without an eraser Grades G- 1: Item 1 Grades 2- 4: Particular xiv Grades v- 12+: Detail eighteen Discontinu e after 4 consecutiv e scores of 0. If score of 0 on whatsoever of the first iii items given, administer preceding items in reverse club until 3 consecutive scores of one. Pedagogy s and item prompts (items ane- vii) may be repeated as needed. DK, 1 & 0 Clarification Job Measures untimed, written math calculation skills in the post-obit domains: basic skills, bones 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 Book Grades PK-12: Item 1 Discontin ue after iv consecuti ve scores of 0. Allow sufficient fourth dimension for the student to respond. Particular prompts may be repeated as needed. DK, 1 & 0 Clarification Task Measures speaking vocabulary and word retrieval power. The student says the give-and-take that best corresponds to a given moving-picture show and definition.
  70. 70. Materials Timing Repetitio ns Recording and Scoring Stimulus Volume Grades PK-12: Detail 1 Discontin ue after 4 consecuti ve scores of 0 Let sufficient time for the student to respond. Item prompts may be repeated as needed. DK, 1 & 0 Description Task Measures efficiency of word retrieval (i.due east. how easily he or she can produce words) and flexibility of thought processes. The student names as many things as possible belonging to a given category. (i.e. animals, colors) inside threescore seconds.
  71. 71. Materials Timing Repetitio ns Recording and Scoring Sound Recorder Grades PK-12+: Sample A Discontin ue after 4 consecuti ve scores of 0. Permit sufficient time for the student to answer. Do non repeat items. DK, two, 1 & 0 Description Task Measures oral syntactic knowledge and short-term retentivity. The educatee listens to sentences that increase length and complication and repeats each sentence verbatim.
  72. 72. • SCORING • Record the educatee‟s responses verbatim for later qualitative skill analysis (wrong responses) • Use of Voice Recorder for Oral Word Fluency and Judgement Repetition is recommended • Raw scores from Expressive Vocabulary + Oral Give-and-take Fluency + Sentence Repetition = score to go the Oral Expression Standard Score • Use the Technical Manual for score conversion • Identify the Norms used to determine the table to be used
  73. 73. *Sample Subtest Score Summary
  74. 74. Clarification Task Measures speed, accurateness, fluency, and prosody of contextualized oral reading. Examinee reads passages aloud, then orally responds to comprehension questions.
  75. 75. Material s Timing Recordin yard and Scoring Oral Reading Fluency (ORF) Booklet, Stopwat ch, Audio recorder Letters place passages: Grade 1: A Course two: C Grade iii: E Grade iv: 1000 Grade 5: I Grade 6: K Grade vii-viii: Grand Grade 9- 12+: O Letters place passages: Grade 1: Afterward B Grade ii: After D Grade three: Afterwards F Grade four: Afterward H Class v: Later J Grade 6: Later on 50 Grade 7-8: Subsequently North If reading time exceeds reversal time limit on the first passage of the detail set, get back one start point and keep administration. The reverse dominion may be applied 2x max; exercise non get back more than 2 start Start timing at starting time word. Terminate timing at final discussion. Supply unkno wn words after v second s. Tape elapsed fourth dimension; Record educatee‟s response verbatim in comprehe nsion question; Complete Prosody calibration at the cease of subtest.
  76. 76. • ITEM Set up Contrary RULE Form Passage 1 A, B 2 C, D 3 Due east, F iv G, H 5 I, J half dozen Grand, L vii-8 Grand, Northward 9-12+ O, P • If reading fourth dimension exceeds the reversal time limit on the first passage of the item set, go back i start point and keep administration. • The contrary rule may be practical upwardly to maximum of ii times.
  77. 77. • Fluency is calculated as the average number of words read correctly per minute. • A qualitative scale is completed by the examiner to appraise the student‟southward reading prosody. • Comprehension questions are asked merely to encourage reading for meaning; comprehension performance is non scored quantitatively. • Addition Errors: Whatever word added • Other Errors: Words supplied subsequently 5" of attempted reading of word (mark with Thou for "given"); mispronunciations, substitutions, omissions and transpositions
  78. 78. • Transfer Completion Time, Addition Errors, Other Errors, and Word Count Totals to the ORF Passage Subtotal Raw Scores Tabular array on Folio 46 • Summate Oral Reading Fluency Total Raw Score, Oral Reading Accuracy Total Raw Score, and Oral Reading Charge per unit Total Raw Score • Use Total Raw Scores to find Weighted Raw Scores in Appendices A.ii, A.3 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 earlier the derived scores are calculated.
  80. 80. Word Reading Speed The score is the same every bit 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 14
  81. 81. Cloth s Recording and Scoring Respons e Booklet, Pencil without eraser Grades K-1: Particular i Grade 2: Item 7 Grade iii: Detail 9 Grades 4-8: Item 16 Class ix-12+: Particular twenty If score of 0 on any of the first 3 items given, administer preceding items in reverse order until 3 consecutive scores of 1. Discontinu e later on 4 consecutiv e scores of 0. DK, 1 & 0 Clarification Task Measures written spelling of letter of the alphabet sounds and single words. The student hears each letter of the alphabet sound within the context of a discussion, and each word inside the context of a judgement, and then the student writes the target alphabetic character sound or give-and-take.
  82. 82. • PRONUNCIATIONS • - heed to Audio Runway CD and/or • - refer to examiner‟due south manual • - Alternate pronunciation – in that location are words with more than one correct pronunciation, choose pronunciation familiar to the pupil; if the pupil appears confused, use alternate pronunciation
  83. 83. • SCORING • To check spelling – See Record Form • Special Consideration: For Grades Yard-i only • - Do non penalize for letter reversals on whatever item administered, except when the letter reversal forms a different letter
  84. 84. Cloth s Time Limit Repetition s Recording and Scoring Respons due east Booklet, Pencil without eraser, Stopwatc h Grades 1-two: Add-on, Subtraction Class 3-12+: Improver, 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 educatee solves written addition, subtraction and multiplication problems within a 60-second time limit.
  85. 85. • Standard Score • Percentile Rank • Normal Curve Equivalent • Stanines Status Scores • Class Equivalent • Historic period Equivalent • Growth Calibration Value Growth Scores
  86. 86. Wechsler Individual Accomplishment Test-Three: What is the „Golden Standard‟ for Measuring Academic Achievement? By: Thomas G. Burns
  87. 87. WIAT-Three: • More in-depth subtest analyses and more than accurate goal intervention recommendations. • Supports clear diagnostic when considering a learning disability. • Reduced ethnic and cultural bias. • Addressed ceiling-and-floor effect. • The discontinue rule was shortened to four sequent scores of 0 instead of 5 (to lessen administration fourth dimension).
  88. 88. WIAT-III: • 16 subtests that contribute to the 8 index scores (non all of these are required at every age level). • Length of assistants per level: • PK level: 35 minutes average; Kindergarten level: 45 minutes boilerplate; 1st grade to 2d form: fourscore minutes average; 3rd form: 94 minutes average; quaternary to 12th grade: more than 100 minutes. • Costs $675 for the consummate 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 Improvement Deed of 2004 [IDEA 2004]). • Seeks to strengthen the link with the act. • Compared 116 children who were administered WIAT-III and WISC-Iv (for more than interpretative analysis). • Also included gifted children, children with mild intellectual inability, individuals with learning disorders, and students with expressive language disorder.
  90. ninety. • Differences between standard composite scores are provided to show patterns of relative strengths and weaknesses. • Computer Scoring Arrangement: Nautical chart that analyzes strengths and weaknesses – summarizes the data in an easy-to-read fashion. • Includes raw scores, standard scores, percentile, historic period and grade equivalence, growth score, and stanine (data both on graph and chart). • Skills Assay Study: allows neurologist to analyze morphology, vowel use, and consonant types, apply 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 forcefulness is the addition of Math fluency subtest.
  91. 91. WEAKNESSES: • Too long to administrate. • Takes considerable time to appraise older school-aged children. • Uses concordance-discordance model: • Relies on the analyses of strengths and weaknesses and focuses on discordance between bookish power and intellectual potential • Uses cyclopedia-discordance model: • In Hale et al. (2008) model: calculation of discordance betwixt cerebral strength and academic arrears is determined. • WIAT-Three does not calculate the concordance between academic weakness and cerebral deficit and does not combine the subtests into cistron scores. • Examines a child‟south strengths and weaknesses in a way that tin can be used for comparative purposes.
  92. 92. WEAKNESSES: • Subtests weakness: lack of cess for measures of phonology or rapid naming. • Comprehension scores for weak readers may be hard to analyze/interpret at lower levels due to the insufficient data to clarify. • Essay composition subtest: additional time needed for scoring. • Scoring weigh heavily on discussion count, basic grammar, spelling and mechanics. • Heavily influenced by mechanical aspects of writing more than content and flow.
  93. 93. RELIABILITY • Assessed using the separate-one-half reliability. • Corrected past Spearman-Brown formula. • Excellent to good reliability. • Correlations ranged from .60-.82.
  94. 94. Cheers! 

  • tape form, response booklet, examiner'due south manual, Technical Manual CD, Stimulus book, Oral Reading Frequency Booklet, Word carte, pseudowprd menu, 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 form levels; a dashed arrow indicates that the subtest contribute for some, but non all, possible composite grade levels. All subtests except the three math fluency subtests contribute to the total achievement test.
  • The standard reverse rule, which but applies when a student does not kickoff with item ane, indicates when to administrate items prior to administer items prior to a start bespeak. This dominion is designed to extend the floor for young students or students who may be achieving below course level. The standard reverse rule requires that if the pupil scores 0 points on any of the first three items given, the items must be administered in contrary order from the start point until 3 consecutive items given, the items must be administered in forward order. Practise not readminister any items. After subtest administration is complete (and reverse and discontinue rules have been followed correctly), credit should exist awarded for each of the unadministered items precede the reversal items.
  • Track 22 – to familiarize with the pronounciation
  • This can exist administered without the sound CD by reading each item aloud to the educatee. Speak clearly at a natural, conversational pace, and model the speaking rate, tone, inflection and pronunciations used in the audio recording of the items. If the subtest is administered without the audio CD, results must be interpreted with circumspection and should not exist used for decisions about educational eligibility.
  • Grades iii-12
  • Grades 1-12

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    Source: https://www.slideshare.net/monipoli/wiat-iii-indtest-report

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