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作者 Breaux, Kristina C
書名 Essentials of KTEA-3 and WIAT-III Assessment
出版項 Somerset : John Wiley & Sons, Incorporated, 2016
©2016
國際標準書號 9781119077091 (electronic bk.)
9781119076872
book jacket
版本 1st ed
說明 1 online resource (449 pages)
text txt rdacontent
computer c rdamedia
online resource cr rdacarrier
系列 Essentials of Psychological Assessment Ser
Essentials of Psychological Assessment Ser
附註 Cover -- Title Page -- Copyright -- Contents -- Series Preface -- Acknowledgments -- Chapter One: Overview -- Purposes and Uses of Achievement Tests -- Diagnosing Achievement -- Identifying Processes -- Analyzing Errors -- Making Placement Decisions and Planning Programs -- Measuring Academic Progress -- Evaluating Interventions or Programs -- Conducting Research -- Screening -- Selecting an Achievement Test -- Administering Standardized Achievement Tests -- Testing Environment -- Establishing Rapport -- Summary Information About the Tests and Their Publishers -- Chapter Two: KTEA™-3 -- History and Development -- Changes From KTEA-II to KTEA-3 -- Subtests -- Description of the KTEA -- Mapping KTEA-3 to Common Core State Standards -- Standardization and Psychometric Properties of the KTEA-3 -- Standardization -- Reliability -- Validity -- Overview of the KTEA-3 Brief Form -- Brief Form Standardization and Technical Characteristics -- How to Administer the KTEA-3 -- Starting and Discontinuing Subtests -- Sample, Teaching, and Practice Items -- Recording Responses -- Timing -- Queries and Prompts -- Subtest-by-Subtest Notes on Administration -- How to Score the KTEA-3 -- Types of Scores -- Subtest-by-Subtest Scoring Keys -- How to Interpret the KTEA-3 -- Introduction to Interpretation -- Step 1: Interpret the Academic Skills Battery (ASB) Composite -- Step 2: Interpret Other Composite Scores and Subtest Scores -- Step 3: Identify Composite Strengths andWeaknesses -- Step 4: Identify Subtest Strengths andWeaknesses -- Step 5: Determine the Significance and Unusualness of Planned Comparisons -- Subtest Floors and Ceilings -- Interpretation of Composites -- Clinical Analysis of Errors -- Qualitative Observations -- Using the KTEA-3 Across Multiple Administrations -- Repeated Administrations of the Same Form -- Administering Alternate Forms
Using the KTEA-3 Brief Form -- Progress Monitoring -- Screening for a Comprehensive Evaluation -- KTEA-3 Score Reports -- Chapter Three: WIAT®-III -- History and Development -- Changes From WIAT-II to WIAT-III -- Age Range -- New and Modified Subtests -- Composites -- Administration and Scoring Rules -- Skills Analysis -- Intervention Goal Statements -- New Analyses -- New Scores -- Validity Studies -- Materials -- Scoring and Reporting -- Description of the WIAT-III -- Subtests With Component Scores -- Mapping WIAT-III to Common Core State Standards -- Standardization and Psychometric Properties of the WIAT-III -- Standardization -- Reliability -- Validity -- How to Administer the WIAT-III -- Starting and Discontinuing Subtests -- Sample, Teaching, and Practice Items -- Recording Responses -- Timing -- Queries and Prompts -- Subtest-by-Subtest Notes on Administration -- How to Score the WIAT-III -- Types of Scores -- Score Reports -- Subtest-by-Subtest Scoring Keys -- Listening Comprehension -- Early Reading Skills -- Reading Comprehension -- AlphabetWriting Fluency -- Sentence Composition -- Word Reading and Pseudoword Decoding -- Essay Composition -- Numerical Operations -- Oral Expression -- Oral Reading Fluency -- Spelling -- Math Fluency-Addition, Subtraction, and Multiplication -- How to Interpret the WIAT-III -- Introduction to Interpretation -- Step 1: Interpret the Composite Scores -- Step 2: Interpret the Subtest Scores -- Step 3: Identify Composite Strengths andWeaknesses -- Step 4: Identify Subtest Strengths andWeaknesses -- Step 5: Determine the Significance and Unusualness of Planned Comparisons -- Subtest Floors and Ceilings -- Skills Analysis -- Intervention Goal Statements -- Qualitative Data -- Using the WIAT-III Across Multiple Administrations -- Chapter Four: Clinical Applications
Part One: Using the -3 and WIAT-III With Cognitive Ability Tests -- Linking Studies -- Overview of the WISC-V, WISC-V Integrated, and KABC-II -- Using a CHC Framework to Integrate Assessment Results -- Using a Neuropsychological Approach to Integrate Assessment Results -- Qualitative/Behavioral Analyses of Assessment Results -- Identification of Specific Learning Disabilities -- Part Two: New Composite Scores, Special Considerations, and Ongoing Research -- Interpretation and Use of Three New Composite Scores -- Accommodations for Visual, Hearing, and Motor Impairments -- Ongoing Research on Gender Differences in Writing and the Utility of Error Analysis -- Female Advantage in Writing on KTEA-II Brief and Comprehensive Forms -- Chapter Five: Strengths and Weaknesses of the KTEA™-3 and WIAT®-III -- Strengths and Weaknesses of the KTEA-3 -- Assets of the KTEA-3 -- Test Development -- Two Forms -- Standardization -- Reliability and Validity -- Administration and Scoring -- Interpretation -- Phonological Processing -- KTEA-3 Flash Drive -- Limitations of the KTEA-3 -- Test Development -- Standardization -- Reliability and Validity -- Administration and Scoring -- Test Items -- Interpretation -- Final Comment -- Strengths and Weaknesses of the WIAT-III -- Assets of the WIAT-III -- Test Development -- Normative Sample -- Reliability and Validity -- Administration and Scoring -- Interpretation -- Better Listening Comprehension Measure -- Technical Manual -- Limitations of the WIAT-III -- Floor and Ceiling -- Test Coverage -- Poor Instructions for Scoring Certain Tasks -- Item Scoring -- Audio Recorder -- Final Comment -- Content Coverage of the KTEA-3 and WIAT-III -- Chapter Six: Illustrative Case Reports -- Case Report 1: Jenna -- Reason for Evaluation -- Background Information -- Behavioral Observations -- Assessment Procedures and Tests Administered
Test Results -- Neuropsychological Implications and Diagnostic Impressions -- Recommendations -- Psychometric Summary for Jenna -- Case Report 2: Oscar -- Reason for Evaluation -- Background Information -- Behavioral Observations -- Assessment Procedures and Tests Administered -- Test Results -- Diagnostic Summary -- Recommendations -- Resources -- Psychometric Summary for Oscar -- Case Report 3: Rob -- Purpose of the Evaluation -- History and Background -- Behavioral Observations -- Assessment Procedures and Tests Administered -- Results -- Summary and Diagnostic Impressions -- Recommendations -- Psychometric Summary for Rob -- Chapter Seven: Q-interactive for KTEA™-3 and WIAT®-III -- Q-interactive Versus Q-global -- Equivalency Studies -- Essential Features of Q-interactive -- Key Terminology -- Central Website -- Assess Application -- References -- Annotated Bibliography -- About the Authors -- About the Digital Resources -- Index -- EULA
Description based on publisher supplied metadata and other sources
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2020. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
鏈接 Print version: Breaux, Kristina C. Essentials of KTEA-3 and WIAT-III Assessment Somerset : John Wiley & Sons, Incorporated,c2016 9781119076872
主題 Wechsler Individual Achievement Test
Electronic books
Alt Author Lichtenberger, Elizabeth O
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