Wiat iii indtest report

DIMAPILIS RAMOSFENIX POLICARPIO

OVERVIEW• Background• Purpose• Qualifications of Administration and Scoring• Materials• Administration Guidelines• Description of Subtests• Scoring Procedure• Interpretation of Scores• Issues in the use of the test

What is WIAT-III?• Is a comprehensive individual test that is

nationally standardized; for prekindergarten to grade 12 (4 years and 0 months to 19 years and 11 months)

• 16 subtests to evaluate listening, speaking, reading, writing, and mathematical skills.

• 8 Composite scores: Oral language, Total 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

WIAT-III• Difference 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

What is WIAT-III for?• Identify 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

Qualifications

• Trained professionals who are involved in psychological or educational testing• Untrained examiners under the supervision of an experienced professional.• Only those who are trained in educational or psychological assessment should interpret the result.

WIAT-III KIT

WIAT III KIT• Examiner’s Manual• How to administer, score and interpret, scoring

rules and samples.• Technical Manual• Describes the development, standardization,

reliability, and • validity and normative and interpretative tables. • Record Form• All administration and item directions are in the

Record Form; no need to refer to the manual during testing

Other materials needed

• Audio recorder• Scratch paper• Pencil without an eraser• Stop watch

Record Form

General Administration Guidelines

• Administration time• Item sets• Start points• Reverse Rules• Discontinue Rules• Stop points

TIMING• Use of stopwatch for accuracy• Begin timing after the last word of instruction• 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 yet after 30 seconds, say

“Do you have an answer?”• If the student did not answer, say

“Let’s try another one.”• The administrator may grant additional time for

untimed subsets

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 Reading Comprehension and Oral Fluency Subtests

• Item sets span a range of difficulty levels. They are delineated by grade-based start and end points.

Querying, Prompting and Clarifying

• When reluctant to respond, say“Just try your best.”

• When eliciting additional responses, say“What do you mean?” 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.”

Recording Responses• Q – queries• R – repetition of instructions• DK – for don’t know response• NR – for no response

START POINTSDetermined 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 later start point if the grade-appropriate start point is much too difficult or easy for a particular student.

REVERSE RULE and DISCONTINUE RULE

• Standard:• Oral Discourse Comprehension•Math Problem Solving• Numerical Operations• Spelling Item

• Item Set:• Reading Comprehension • Oral Reading Fluency

• Discontinue after 4 consecutive “0” scores• Do not give credit for items past the

discontinue point

ADMINISTRATION OF SUBTESTS

•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 to do your best.

Do you have any questions?

Listening Comprehension: Receptive Vocabulary

Materials

Repetitions

Recording and

Scoring

Stimulus book

Grades PK – 12+ Item 1

Discontinue after 4

consecutive scores of 0

Item prompts may be

repeated as needed

DK, 1 & 0

Grade Level

Description Task

Grades PK – 12+

Measures listening vocabulary

The student points to the picture that best illustrates the meaning of each word he or she hears

Listening Comprehension:Oral Discourse Comprehension

Materials

Repetitions

Recording and Scoring

Stimulus book, audio

CD player with

speakers

Grades PK – 3:

Item 1 (Track 2)

Grades 4 – 12+:Item 6

(Track 7)

If score of 0 on any of the first 3 items

given, administer preceding items in

reverse order until 3

consecutive scores of 1

Discontinue

after 4 consecu

tive 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 remember details

from an oral discourse.

Measures the ability to make inferences about, and remember details from, oral sentences and discourse. The student listens to sentences and passages and orally responds to comprehension questions.

Listening Comprehension• RECORDING AND SCORING• Raw Score of Receptive Vocabulary + Raw Score of

Oral Discourse Comprehension = score to get Listening Comprehension Standard

Score • Use the Technical Manual for score conversion• Identify the Norms used to determine the table to be

used

Listening ComprehensionSTANDARD 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.1 • Grade-Based Standard Scores for Subtests: Fall – Grade 3• Raw 11 = _____ Standard; Raw 18 = _____ Standard• Add Standard Score 107 and 120 = _____• Using the same table, Look for the standard score under

the Listening Comprehension Column • From a range of 227-228, we get a standard score of _____

Listening Comprehension

STANDARD SCORE


CONFIDENCE INTERVAL• Look for the standard score at the Technical

Manual • p. 248, Appendix B, Table B.3• Confidence Interval Magnitudes for the Grade-Bas

ed Subtest Standard Scores

• At the Listening Comprehension Column and Grade Level Row, We found that the 95% Confidence Interval is ±____

• From a 117 standard score, • 117 – ____ = 107; 117 + _____ = 127• We get a range of ___-___


CONFIDENCE INTERVAL


PERCENTILE RANK• Look for the percentile rank at the Technical

Manual • p. 397, Appendix D, Table D.1• Percentile Ranks, Normal Curve Equivalents, and

Stanines Corresponding to the Subtest Composite Standard Scores

• From 117 standard score, we get 87 percentile rank

• From 107 standard score, we get 68 percentile rank


PERCENTILE RANK


GRADE EQUIVALENT• Look for the grade equivalent at the Technical

Manual • p. 398-401, Appendix D, Table D.2• Grade Equivalents Corresponding to the Subtest T

otal 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 = _____.


GRADE EQUIVALENT


GROWTH SCALE VALUE• Look for the growth scale 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 18, the growth scale value is

_____.• Get the average of the growth scale value = _____.

Listening ComprehensionGROWTH SCALE VALUE

FINAL FURNISH OF LISTENING COMPREHENSION SUBTEST SCORE SUMMARY

EARLY READING SKILLS

Materials

Timing Repetitions

Recording and

Scoring

Stimulus Book

Grades PK-3: Item

1

None: Administer all items

Allow sufficient time for

the student

to respond

Item prompts may be

repeated as

needed.

DK, 1 & 0

Description Task

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 same beginning and ending sounds,blends sounds, matches sounds with letters and letter blends, and matches written words with pictures that illustrate their meaning.

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 item.• Equivalent answer > encircle then give a score of 1.• Answer does not match the one in RF > Write verbatim

then 0.• For verification of score later.

• To calculate total raw score > sum the scores of all items.

EARLY READING SKILLS

READING COMPREHENSION

• Reading Comprehension requires a combination of• – word 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. Aftereach passage, the student orally responds to literaland inferential comprehension questions read aloud by the examiner. May refer to passage to answerquestions.

READING COMPREHENSIONMateri

alsRecordin

g and Scoring

Stimulus book

Grade 1: Item 1

Grade 2: Item 5

Grade 3: Item 11

Grade 4: Item 25

Grade 5: Item 32

Grade 6: Item 38

Grade 7: Item 46

Grade 8: Item 54

Grade 9-12+: Item 60

Grade 1: Item 1

Grade 2: Item 5

Grade 3: Item 11

Grade 4: Item 25

Grade 5: Item 32

Grade 6: Item 38

Grade 7: Item 46

Grade 8: Item 54

Grade 9-12+: Item 60

If the sum of scores for all

reversal items is 2 or less, go back one start point

and continue administratio

n. The reverse rule

may be applied a

maximum of 3 times do not go back more than 3 start points

from the grade-

appropriate start point.

Record student

responses beneath

each question, and then

score responses according

to the criteria

provided.

DK, 1, 2 & 0

Reading Comprehension• Items measure literal and inferential

comprehension. • Scores are based on examinee’s performance on

set of items.• ITEM SET REVERSE RULE

Grade Passage

1 1-18

2 5-24

3 11-31

4 25-45

5 32-53

6 38-59

7 46-67

9 54-75

9-12+ 60-84

• 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 up to maximum of 3 times.

Reading Comprehension• SCORING • 1) 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’s response verbatim and encircle “0” point.

Reading Comprehension

Reading Comprehension

Reading Comprehension• 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

Math Problem Solving

Materials

Recording and

Scoring

Stimulus book, Paper, Pencil

Grade PK: Item 1Grade K: 8

Grade 1-2: Item 16

Grade 3: Item 26Grade 4-5: Item

30Grade 6-8: Item

34Grade 9-10: Item

35Grade 11-12+:

Item 40

If score of 0 on any of the first 3

items given, administer

preceding items in reverse order

until 3 consecutive sores of 1.

Discontinue after

4 consecut

ive scores of

0.

DK, 1& 0Circle Y if

the student

uses paper and pencil.

*No calculator

Description Task

Measures untimed math problem solvingskills 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.

SCORING• Column provided to indicate 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, give credit for items that precede the start

point or reversal item.• If discontinued, do not give credit for items past the

discontinue point.

Math Problem Solving

Alphabet Writing Fluency

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 letters are written prior to the time limit, or the student cannot write any more letters, record

the completion time

Record the elapsed time in

seconds.

Description Task

Measures the ability to write letters of the alphabet within

a 30-second time limit.

The student will write as many letters of the alphabet as quickly he/she can. The student may write letters in order, in cursive or print, in uppercase or lowercase.

Alphabet Writing Fluency• SCORING • Stop the student after 30 seconds• Each letter is scored with 1 or 0• Letters 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 get the raw score, count the number of letters

with credit.• Scoring Criteria are in Appendix B.1

Alphabet Writing Fluency

ERROR

- Repetition- Overwriting- Reversed (q for p)- Transposed (a d c b)- Upside down

NO ERROR

- Reformation- Stray Marks- Placement- Poorly formed letters

Sentence Composition: Sentence Combining

Materials

Repetitions


Response

Booklet

Grades 1-12+:

Sample A

If score is 0 on first 2 items, record a raw score of 0 for

Sentence Combining and

Proceed to Sentence Building

Item prompts may be

repeated as

needed.

Check the prompt box

as appropriate, for each item

Description Task

Measures sentence formulation skills and written

syntactic maturity.

The student combines two or three sentences into one sentence that preserves the meaning of the original sentences.

Sentence Composition: Sentence Combining

• EXAMPLE: The boy has hair.The girl has hair.The boy and girl have hair.

• SCORING• Prerequisite Scoring Criteria and Criteria for Semantics

and Grammar, Mechanics, and Extra Credit are provided. • Record Form provides space for reading essential scoring

info per item.• Column meets prerequisites - encircle Y if student met

all 3; encircle N if otherwise.• Column Semantics & Grammar, Mechanics & Extra

Credit – record appropriate scores• Record Form provides space for recording errors for each

category.

Sentence Composition:Sentence Combining

SEMANTICS AND GRAMMAR

Conveys same meaning as the originalsentences and uses correct grammar andsyntax.

Conveys same meaning and includes 1 or 2errors in grammar/syntax.

Does not convey same meaning or includes 3or more errors in grammar/syntax.

Score = 2

Score = 1

Score = 0


MECHANICS

No errors in spelling, capitalization,or punctuation.

1 or 2 errors in spelling, capitalization, or punctuation.

3 or more errors, or lacks sufficientmeaning to determine accuracy ofpunctuation.

Score = 2

Score = 1

Score = 0


EXTRA CREDITAward 1 point

Award 0 points

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.

1. Uses the word and to join 2 independent clauses, OR

2. Uses poor sentence structure, OR

3. Does not convey the meaning ofthe original sentences.


• 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

• Then record the scores under each column then enter the sum in the Sentence Combining Raw Score box.

Sentence Composition: Sentence Building

Materials

Repetitions


Response

Booklet

Grades 1-12+:

Sample A

If score is 0 on first 2 items, record a raw score of 0 on

Sentence Building.

Item prompts may be

repeated as

needed.

Check the prompt box

as appropriate, for each item

Description 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.


SEMANTICS AND GRAMMARComplete sentence that uses target wordmeaningfully and uses correct grammar,syntax, and sentence structure.

Complete sentence that uses target wordmeaningfully and includes 1 or 2 errors/deviations in grammar, syntax, and/orsemantics.

Does not use target word meaningfully andcorrectly or includes 3 or more errors ingrammar, syntax, and/or semantics.

Score = 2

Score = 1

Score = 0


MECHANICS

No errors in spelling, capitalization,or punctuation.

1 or 2 errors in spelling, capitalization, or punctuation.

3 or more errors, or lacks sufficientmeaning to determine accuracy ofpunctuation.

Score = 2

Score = 1

Score = 0

READING SUBSETS:Word Reading

Materials

Timing Repetitions

Recording and

Scoring

Word Card, Stop

watch, Audio

Recorder

Grades 1-12+: Items 1

Discontinue after

4 consecut

ive scores of

0.

Record the item number completed at 30 seconds. (Continue to administer

items until the Discontinue Rule is met.)

Instructions may

be repeated

as needed.

DK, 1 & 0

Record a check mark if >3” or

self corrects

(SC). Record reading errors in the Item column

Description Task

Measures speed and accuracy of decontextualized

word recognition.

The student reads aloud from a list of words that increase in difficulty.


• 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 saying, “Say it all together.” If next attempt is slow or choppy, score “0” and say. “Try the next one.”

• If the student skip a word or row, immediately redirect the student to the correct item by pointing on the Word Card and ask to continue.

• Record self-correction (SC) and delayed responses (>3”) to be used as part of qualitative error analysis

• Transcribe student’s incorrect responses for error analysis


• Word Reading Speed total raw score - Record the item number completed at 30 seconds; encircle last item read; it reflects the number of words the student read in 30”, regardless of accuracy

• If discontinue rule is met before 30” limit, use clinical judgment on whether to stop the administration or not. If administration 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 conditions.

• Discontinue rule considerations: wait until the student finishes reading a row of words on a Word Card, instead of interrupting in the middle of the row.


SCORING• Scored with 1 or 0.• If multiple attempts to read a word, score the last attempt.• SCs are scored as correct.• If partial pronunciation, write the abbreviated response then give

a score of 0.• Items after the discontinue point: no credit.*RECORDING ERRORS:

• Slash mark: omitted letter/sounds.• Caret mark: added/inserted letter sounds.• Circle substituted letter sounds and write the substituted sounds above the

circled letters.

*CALCULATING RAW SCORES: Sum scores of all items administered.• Word reading speed > total raw score is the number of item completed at

30 seconds.

Essay Composition

Materials Time Limit Repetitions


Response booklet, Pencil

without an eraser, Paper,

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 time limit.

Student writes an essay in response to a “prompt.”

Essay CompositionIf less than 30 words, prompt once “Try to write full page” and continue 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.

Essay Composition• SCORING• Scoring Criteria in Appendix B.5 and B.6• 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 correct by crossing and rewriting.• Encourage student to maximize the 10 minutes and to

write as much as possible.• If the student’s done, pause the stopwatch and count

the number of words.– If more than 30 words, record the elapsed time and

discontinue.

RECORDING AND SCORING• Content and Organization:

– Space is provided at the Record Form for essential information.

– Space is limited so only record the essential information = part of the student’s statements.

Essay Composition

RECORDING AND SCORING:•Record the following information:1. Introduction column: introductory thesis

statement; keywords reinstated at the body of the essay.

2. Conclusion column: concluding thesis statement and any keywords in the conclusion that are restated in the body of the essay.

3. Transitions column: First 5 transitions that receive credit.

4. Reasons Why: First 3 reasons that receive credit.5. Elaborations: 3 elaborations that receive credit.

Essay Composition

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 Word Count and for Theme Development

and Text Organization use the score boxes in the record form.• First: Record the number of words written in the Word Count Raw

Score Box.• Second: Record the scores for each of the 6 elements of the

Them Development and Text Organization in the space provided.• Third: Record scores in the Raw Score Box.

Essay Composition

• In using the scoring assistant:• First, enter raw score for Word 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 Development and Text Organization to the subtest score summary.– Find standard scores and sum them.– Use that sum to find the standard score for essay

composition (Content and Organization)

Essay Composition

• To calculate Grammar and Mechanics raw score use the boxes in RF.• First, 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 student with a significant weakness to obtain a negative in Grammar and Mechanics.

Essay Composition

Essay Composition

Essay Composition

Essay CompositionDEVELOPMENT AND ORGANIZATION

• Six Features:• 1. Five paragraphs• 2. An Introduction

- Includes a thesis statement, and- Summarizes the reasons that will be presented

• 3. Use of transitions to show relationships of ideas.

• 4. Three or more reasons to support thesis statement.

• 5. One or more elaborations to support each reason.

Materials

Timing Repetitions


Pseudoword card, Audio CD Track 24,

Audio Recorder, Stopwatc

h

Grades 1-12+:

Sampl

e A

Discontinue after

4 consecut

ive scores of

0.

Record the item

number completed

at 30 seconds. (Continue

to administer items until

the Discontinue

Rule is met.)

Instructions may

be repeated

as needed.

DK, 1 & 0

Record the item

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.

READING SUBSETS:Pseudoword Decoding


• To begin administration, say • “I want you to read some words that are not real

words, but read them as if they were.”• 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.• If pronunciation is slow or choppy, prompt by

saying • “Say it all together.”


• SCORING

Numerical Operations

Materials

Repetitions

Recording and

Scoring

Response

Booklet, Pencil

without an

eraser

Grades K-1:

Item 1Grades

2-4: Item 14Grades 5-12+: Item 18

Discontinue after

4 consecutive scores

of 0.

If score of 0 on any of the first 3 items

given, administer preceding items in

reverse order until 3

consecutive scores of 1.

Instructions and item

prompts (items 1-7) may

be repeated

as needed.

DK, 1 & 0

Description Task

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.

Numerical Operations• SCORING

Oral Expression:Expressive Vocabulary

Materials

Timing Repetitions

Recording and

Scoring

Stimulus Book

Grades PK-12: Item 1

Discontinue after

4 consecut

ive scores of

0.

Allow sufficient time for the student to respond.

Item prompts may be

repeated as

needed.

DK, 1 & 0

Description Task

Measures speaking vocabulary and word

retrieval ability.

The student says the word that best corresponds to a given picture and

definition.

Oral Expression:Oral Word Fluency

Materials

Timing Repetitions

Recording and

Scoring

Stimulus Book

Grades PK-12: Item 1

Discontinue after

4 consecut

ive scores of

0


Item prompts may be

repeated as

needed.

DK, 1 & 0

Description Task

Measures efficiency of word retrieval (i.e. 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) within 60 seconds.

Oral Expression:Sentence Repetition

Materials

Timing Repetitions

Recording and

Scoring

Audio Recorde

r

Grades PK-12+: Sample

A

Discontinue after

4 consecut

ive scores of

0.


Do not repeat items.

DK, 2, 1 & 0

Description Task

Measures oral syntactic knowledge and short-term memory.

The student listens to sentences that increase length and complexity and repeats each sentence verbatim.

Oral Expression • SCORING• Record the student’s responses verbatim for later

qualitative skill analysis (incorrect responses)• Use of Voice Recorder for Oral Word Fluency and

Sentence Repetition is recommended• Raw scores from Expressive Vocabulary + Oral

Word Fluency + Sentence Repetition = score to get the Oral Expression Standard Score

• Use the Technical Manual for score conversion• Identify the Norms used to determine the table to

be used

Oral Expression

*Sample Subtest Score Summary

Oral Reading Fluency Description Task

Measures speed, accuracy, fluency,and prosody of contextualized oralreading.

Examinee reads passages aloud, and then orallyresponds to comprehension questions.

Materials

Timing


Oral Readin

g Fluency (ORF)

Booklet,

Stopwatch,

Audio recorde

r

Letters identify

passages:Grade 1:

AGrade 2:

CGrade 3:

EGrade 4:

GGrade 5: IGrade 6:

KGrade 7-

8: MGrade 9-12+: O

Letters identify

passages:Grade 1:

After BGrade 2:

After DGrade 3:

After FGrade 4:

After HGrade 5:

After JGrade 6:

After LGrade 7-8:

After N Grade 9-

12+: After P

If reading time exceeds 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 2x max; do not

go back more than 2 start points

Start timing at first word. Stop

timing at last word.

Supply

unknown

words after 5 secon

ds.

Record elapsed

time; Record

student’s

response verbatim

in comprehension

question;

Complete

Prosody scale at the end

of subtest.

Oral Reading Fluency

Oral Expression:Oral Reading Fluency

• ITEM SET REVERSE RULE

Grade Passage

1 A, B

2 C, D

3 E, F

4 G, H

5 I, J

6 K, L

7-8 M, N

9-12+ O, P

• 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 up to maximum of 2 times.



Oral Reading Fluency• Fluency is calculated as the average number of

words read correctly per minute. • A qualitative scale is completed by the examiner

to assess the student’s reading prosody. • Comprehension questions are asked only to

encourage reading for meaning; comprehension performance is not scored quantitatively.

• Addition Errors: Any word added• Other Errors: Words supplied after 5” of

attempted reading of word (mark with G for “given”); mispronunciations, substitutions, omissions and transpositions

Oral Reading Fluency• Transfer Completion Time, Addition Errors, Other

Errors, and Word Count Totals to the ORF Passage Subtotal Raw Scores Table 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.2, A.3 and A.4

• Convert Weighted Raw Scores to Standard Scores using Table B.1 or C.1

Oral Reading Fluency• SCORING• The subtest raw scores are converted to weighted

raw scores before the derived scores are calculated.

Oral Reading Fluency

Word Reading SpeedThe score is the same as or as higher than the scores obtained by 5% of students in normative sample; 95% in the normative sample scored higher than the sample score

5

5

14

14

Materials


Response

Booklet, Pencil without eraser

Grades K-1: Item 1Grade 2:

Item 7Grade 3:

Item 9Grades 4-8: Item 16Grade 9-12+: Item

20

If score of 0 on any of the first 3 items given, administer preceding items in reverse order until

3 consecutive scores of 1.

Discontinue after 4 consecutive scores

of 0.

DK, 1 & 0

Description Task

Measures written spelling of letter sounds and single words.

The student 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.

Spelling

Spelling• PRONUNCIATIONS• - listen to Audio Track CD and/or • - refer to examiner’s manual• - Alternate pronunciation – there are words with

more than one correct pronunciation, choose pronunciation familiar to the student; if the student appears confused, use alternate pronunciation

Spelling• SCORING• To check spelling – See Record Form• Special Consideration: For Grades K-1 only• - Do not penalize for letter reversals on any item

administered, except when the letter reversal forms a different letter

Materials

Time Limit Repetitions


Response

Booklet, Pencil

without eraser, Stopwat

ch

Grades 1-2: Addition,

SubtractionGrade 3-

12+: Addition,

Subtraction, Multiplication

Allow 60 seconds for each subtest

Instructions may be repeated

as needed.

Record the elapsed time in seconds.

Description Task

Measures the speed and accuracy of a student’s math (addition, subtraction and multiplication) calculations.

The student solves written addition, subtraction and multiplication problems within a 60-second time limit.

Math Fluency

Math Fluency

DERIVED SC0RES

• Standard Score• Percentile Rank• Normal Curve Equivalent• Stanines

Status Scores

• Grade Equivalent• Age Equivalent• Growth Scale Value

Growth Scores

CONVERSION TABLES IN TECHNICAL MANUAL

SCORE PROFILE

SCORE PROFILE

SCORE DIFFERENCES

DIFFICULTIES ENCOUNTERED

Wechsler Individual Achievement Test-III: What is the ‘Gold Standard’ for

Measuring Academic Achievement?

By: Thomas G. Burns

Journal Article

WIAT-III:• More in-depth subtest analyses and more

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

consecutive scores of 0 instead of 5 (to lessen administration time).

Journal Article

WIAT-III:• 16 subtests that contribute to the 8 index scores

(not all of these are required at every age level).• Length of administration per level:• PK level: 35 minutes average; Kindergarten level: 45

minutes average; 1st grade to 2nd grade: 80 minutes average; 3rd grade: 94 minutes average; 4th to 12th grade: more than 100 minutes.

• Costs $675 for the complete kit.

STRENGTHS:• Provides domain-specific coverage in every required

academic area specified by federal law for identifying learning disability (Individuals with Disabilities Education Improvement Act 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 interpretative analysis).

• Also included gifted children, children with mild intellectual disability, individuals with learning disorders, and students with expressive language disorder.

Journal Article

• Differences between standard composite scores are provided to show patterns of relative strengths and weaknesses.

• Computer Scoring System: Chart that analyzes strengths and weaknesses – summarizes the data in an easy-to-read fashion.• Includes raw scores, standard scores, percentile, age and grade

equivalence, growth score, and stanine (data both on graph and chart).

• Skills Analysis Report: 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.

Journal Article

WEAKNESSES:• Too long to administer.• Takes considerable time to assess older school-aged

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 between

cognitive strength and academic deficit is determined.• WIAT-III does not calculate the concordance between academic

weakness and cognitive deficit and does not combine the subtests into factor scores.• Examines a child’s strengths and weaknesses in a way that can be

used for comparative purposes.

Journal Article

WEAKNESSES:• Subtests weakness: lack of assessment 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 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.

Journal Article

RELIABILITY• Assessed using the split-half reliability.• Corrected by Spearman-Brown formula.• Excellent to good reliability.• Correlations ranged from .60-.82.

Journal Article

THANK YOU!