Gloria Maccow, Ph.D. Assessment Training Consultant · placement, or a diagnosis of a ... design instructional objectives and plan interventions. Use WIAT®-III data to . .

Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training Consultant

Copyright © 2011. Pearson Inc., or its affliliates. All rights reserved. 1

Administration, Scoring, Interpretation

Gloria Maccow, Ph.D.Assessment Training Consultant

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Objectives

• describe features of the WIAT-III;

• describe administration and scoring of subtests;

• discuss interpretation of WIAT-III data.



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WIAT®-III Kit

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Resources To Be Referenced During Webinar

― Record Form

― Response Booklet

― Examiner’s Manual

― Scoring Workbook

― WIAT-III Sample Report



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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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(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.

Use WIAT®-III data to . . .



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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.

Features of WIAT®-III

*

*

*

* New

*

*

Note: Grade 12+



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Record Form

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General Information

• Administration Time

• Item Sets

• Start Points, Reverse Rules, Discontinue Rules, Stop Points



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Overall Administration Time (50th Percentile)

Time (in minutes)

Grade

Total Achievement Composite

10494804535

Grades 4-12+Grade 3Grades

1-2KPre-K

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Overall Administration Time (50th Percentile)

Time (in minutes)

Age

Total Achievement Composite

9710395

36:0-50:11

26:0-35:11

20:0-25:11



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Item Sets

• 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

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

Administration of Subtests

See Record Form

Copyright © 2010 Pearson Education, Inc. or its affiliates. All rights reserved.



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Chronological Age

28119Test Age

2022000Date of Birth

1822010Test Date

DayMonthYear

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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?



Test Structure – Oral Language

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Listening Comprehension

– Receptive Vocabulary Page 5 Record Form

– Oral Discourse Comprehension Page 6 Record Form



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Description of the Subtests Listening Comprehension

Task ExamplesDescriptionSubtest and Grade Level

Examinee points to the picture that best illustrates the meaning of each word s/he hears.

Measures listening vocabulary.

Receptive Vocabulary

(Grades Pre-K to 12+)

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Description of the Subtests Listening Comprehension


Examinee listens to sentences and passages and orally responds to comprehension questions.

Measures ability to make inferences about, and remember details from oral sentences and discourse.

Oral Discourse Comprehension




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Converting Raw Scores to Standardized Scores

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Oral Expression

– Expressive Vocabulary Page 29 Record Form

– Oral Word FluencyPage 30 Record Form

– Sentence Repetition Page 31 Record Form



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Description of the Subtests Oral Expression


Examinee says the word that best corresponds to a given picture and definition.

Measures speaking vocabulary and word retrieval ability.

Expressive Vocabulary


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Examinee names as many things as possible belonging to a given category (i.e., animals, colors) within 60 seconds.

Measures efficiency of word retrieval (how easily he or she can produce words).

Oral Word Fluency




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Examinee listens to sentences that increase in length and complexity and repeats each sentence verbatim.

Measures oral syntactic knowledge and short-term memory.

Sentence Repetition


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Test Structure - Reading

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Description of the SubtestsReading

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.

Measures developing reading skills.

Early Reading Skills (Grades PK–3)




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Reading

– Word Reading Page 23 Record Form

– Pseudoword Decoding Page 26 Record Form

– Oral Reading Fluency Page 33 Record Form

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

Measures speed and accuracy of word recognition without the aid of context.

Word Reading

(Grades 1 to 12+)




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Examinee reads aloud from a list of pseudowords that increase in difficulty.

Measures ability to decode nonsense words.

Pseudoword Decoding (Grades 1–12+)


• 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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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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Examinee reads passages aloud, and then orally responds to comprehension questions.

Measures speed, accuracy, fluency, and prosody of contextualized oral reading.

Oral Reading Fluency

(Grades 1–12+)




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Administration of ORF

Item Set Reverse RuleIf 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.O, P9-12+

M, N7-8K, L6I, J5G, H4E, F3C, D2A, B1

PassageGrade



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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.

Measures untimed reading comprehension of various types of text, including fictional stories, informational text, advertisements, and how-to passages.

Reading Comprehension

(Grades 1–12+)


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Page 10 Record Form – Administration Directions

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 of RC Item Set Approach

Item Set Reverse RuleIf 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.

60 - 849-12+

54 - 75846 - 67738 - 59632 - 53525 - 45411 - 3135 - 2421 - 181ItemsGrade

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Reading Comprehension requires a

combination of– word identification skills,

– reading vocabulary, and

– language comprehension skills.



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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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14

14

5

25

Word Reading Speed 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.

Test Structure – Writ. Exp.



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Written Expression

25Essay Composition

20/22Sentence Composition

46Spelling

20Alphabet Writing Fluency

PageSubtest

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Description of the SubtestsWritten Expression

Task Examples

DescriptionSubtest and Grade Level

The examinee writes letters in any order, in cursive or print, in upper- or lower-case.

Measures automaticity (30 second time limit) in written letter formation and sequencing.

Alphabet Writing Fluency

Grades Pre-K to 3



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Scoring

ErrorError

─ Repetition

─ Overwriting

─ Reversed (q for p)

─ Transposed (a d c b)

─ Upside-Down

No ErrorNo Error

─ Reformation

─ Stray Marks

─ Placement

─ Poorly formed letters (poor visual-motor control)

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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.

Measures written spelling of letter sounds and single words.

Spelling

(Grades K-12+)



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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

• 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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Spelling

To begin administration,

• 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 grade-appropriate start point of Spelling and hand it to the student.

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Task Examples

DescriptionSubtest and Grade Level

Sentence Combining

Sentence Building

Measures sentence formulation skills and written syntactic maturity (SC) and syntactic ability (SB).

Sentence Composition (Grades 1–12+)



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Sentence Composition

Example: The boy has hair.The girl has hair.

The boy and girl have hair.

SentenceCombining

Example: and

I like peas and carrots.

SentenceBuilding

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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. Score = 0



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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.

Score = 0

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Sentence Combining–Scoring Extra Credit (C)

Award 1 point if sentence meets the following criteria:

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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Sentence Combining–Scoring Extra Credit (C)

Award 0 points if sentence meets one of the following criteria:

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

2. Uses poor sentence structure, OR3. Does not convey the meaning of

the original sentences.

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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.

Score = 2

Complete sentence that uses target word meaningfully and includes 1 or 2 errors/ deviations in grammar, syntax, and/or semantics.

Score = 1

Does not use target word meaningfully and correctly or includes 3 or more errors in grammar, syntax, and/or semantics.

Score = 0



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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.

Score = 0

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

Measures spontaneous, compositional writing skills within a 10-minute time limit.

Essay Composition(Grades 3-12+)



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Essay Composition – Scoring

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Essay Composition - Scoring

# ^

# .



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Development & Organization

Six features:

1. Five paragraphsparagraphs.

2. An introductionintroduction– includes a thesis statement, and – summarizes the reasons that will be

presented.

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Six features:

3. Use of transitionstransitions to show relationships between ideas.

4. Three or more reasonsreasons to support the thesis statement.

5. One or more elaborationselaborations to support each reason.




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Six features:

6. A conclusionconclusion– includes a thesis statement, and– summarizes reasons presented.

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Essay Composition - Scoring

# ^

# .

43

11

32



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Test Structure - Math



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Mathematics

Math Problem-Solving Page 17 Record Form

Numerical OperationsPage 27 Record Form

Math Fluency Page 49 Record Form

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Description of the SubtestsMathematics


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.

Measures untimed math problem-solving skills in the following domains: basic concepts, everyday applications, geometry, and algebra.

Math Problem Solving(Grades Pre-K to 12+)



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Examinee completes math calculation problems presented in a worksheet format.

Measures untimed, written math calculation skills in the following domains: basic skills, basic operations with integers, geometry, algebra, and calculus.

Numerical Operations(Grades K–12+)

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The examinee solves written subtraction problems within a 60-second time limit.

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

Math Fluency Subtraction(Grades 1–12+)

The examinee solves written addition problems within a 60-second time limit.

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

Math Fluency Addition(Grades 1-12+)



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The examinee solves written addition problems within a 60-second time limit.

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

Math Fluency Multiplication (Grades 3-12+)

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Scores and Interpretation


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Derived Scores for Composites and Subtests

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

• Grade Equivalent• Age Equivalent• Growth Scale Values

Status Scores

GrowthScores



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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• Out-of-Level Item Set Performance



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GSVs and Standard Scores

Learned new math skills; improved at same rate as peers

88588Grade 8

88

SS

572Grade 7

GSV

Growth Scale Values Chart Word Reading

33*460411:47/9/2011

-42779:82/18/2010

Change Since Last TestGSV%RankAgeTest Date

Student PerformanceAdministrations

* Change since last test is significantly greater than 0.



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Score Profile

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Score Profile



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Score Differences

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Discrepancy Analysis



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Out-of-Level Item Set

• 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.

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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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Reversal provides item set with skill coverage comparable to grade-appropriate item set, but with passages at lower readability level.

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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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Interpreting Reading Comprehension

617Spelling6737*†Oral Reading Fluency663Pseudoword Decoding586Word Reading8726*†Reading Comprehension94—Listening Comprehension

Standard Score

Raw ScoreSubtest

– 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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• 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.



Using Data to Make Eligibility Decisions

Copyright © 2010 Pearson Education, Inc., or its affiliates. All rights reserved.

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Base Rate

Sign. Diff.?

Critical Value .05

Expected Difference

Actual Score

Predicted Score

WIAT-III Composite

N/AY *7.68-16116100Math Fluency

N/AN *8.10-4104100Mathematics

≤5%Y8.362575100Reading Comp. and Fluency

≤1%Y5.173763100Basic Reading

≤5%Y6.133169100Total Reading

Ability Score Type: WISC-IV FSIQ = 100

Underachievement?



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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

• 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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PSW Analysis

Processing StrengthWISC–IV Perceptual Reasoning

Index SS = 100

A. Discrepant?* Yes B. Discrepant?

* Yes

Achievement WeaknessWIAT–III Basic Reading

SS = 63

Processing WeaknessWISC–IV Verbal

Comprehension Index SS = 75

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Skills Analysis and Intervention Planning

• Item-Level Skills Analysis

• Within-Item Level Skills Analysis

• Intervention Goal Statements



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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.



For more information contact your Pearson Assessment Consultant

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Comments or QuestionsGloria Maccow, Ph.D.

[email protected]

Documents

Gloria Maccow, Ph.D. Assessment Training Consultant · placement, or a diagnosis of a ... design instructional objectives and plan interventions. Use WIAT®-III data to . .