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Introduction to the WIAT-III

Introduction to the WIAT-III. Presented by George McCloskey, Ph.D. Philadelphia College of Osteopathic Medicine georgemcc@pcom.edu gmccloskz@aol.com. WIAT-III: What’s New?. New Age Range (temporary): 4-0 to 19-11 Adult Norms planned for 2010. WIAT-III: What’s New? Materials. Record Form

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Introduction to the WIAT-III

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  1. Introduction to the WIAT-III Presented by George McCloskey, Ph.D. Philadelphia College of Osteopathic Medicine georgemcc@pcom.edu gmccloskz@aol.com

  2. WIAT-III: What’s New? • New Age Range (temporary): 4-0 to 19-11 • Adult Norms planned for 2010

  3. WIAT-III: What’s New? Materials • Record Form • Longer – 52 pages, but space is well-used to improve ease of administration • All administration and item directions are in the Record Form; no need to refer to the manual during testing

  4. Quick Administration Guide for Each Subtest on Record Form

  5. General Directions for Each Subtest on Record Form

  6. Correct Answer Key for Each Subtest Item on Record Form

  7. WIAT-III: What’s New? Materials • Stimulus Booklet • Only one booklet, not two • Contains only items; no subtest directions in easel • Items on both sides of easel pages; work through one side then flip over to continue • More durable construction

  8. WIAT-III: What’s New? Materials • Oral Reading Fluency Booklet • Durable, reusable, washable booklet; student reads from this booklet • Word Reading and Pseudoword Decoding Cards • New items but no design changes

  9. WIAT-III: What’s New? Materials • Response Booklet • Longer - 32 pages • Used for 9 different Subtests • Improved Item layout for Numerical Operations

  10. WIAT-III: What’s New? Materials • Examiner’s Manual • Administration and scoring; analysis and interpretation • Not used for test administration • Appendices contain expanded scoring guidelines for specific subtests

  11. WIAT-III: What’s New? Materials • Technical Manual on CD only • Contains Norms Tables • Information about psychometric properties

  12. WIAT-III: What’s New? Materials • Scoring Assistant • Provided as part of basic kit • Expanded capabilities • Item Scoring (interactive scoring guide for Essay Composition) • Item skill analyses • Goal & Objective statements

  13. Derived Scores for Composites and Subtests • Standard Score • Percentile Rank • Normal Curve Equivalent • Stanines • Grade Equivalent • Age Equivalent • Growth Scale Values Status Scores Growth Scores

  14. Assessment in a Three Tier Model Educators need to be aware of psychometric pitfalls in attempting to assess response to intervention using standard scores from norm-referenced tests.

  15. Attempting to Assess Response to Intervention Using Standard Scores 100 100 ? 78 Time 1 Time 2

  16. 100 100 78 78 Attempting to Assess Response to Intervention Using Standard Scores Time 1 Time 2

  17. 100 100 78 ? 78 Attempting to Assess Response to Intervention Using Standard Scores Time 1 Time 2

  18. 100 100 78 70 78 Time 1 Time 2 Attempting to Assess Response to Intervention Using Standard Scores

  19. Attempting to Assess Response to Intervention Using Standard Scores The score graphs demonstrate the fact that the use of age- or grade-referenced standard scores to monitor performance across time will not effectively characterize progress in situations where the amount of progress made is less than the average amount of progress made by same-age or same-grade peers.

  20. Constructing Grade Equivalents 30 25 20 15 10 0 Interpolate K.6 1.6 2.6 3.6 4.6 5.6 6.6 2.9

  21. (6.3) 109 (7.1) 102 100 100 100 82 (1.6) Word Reading Subtest Time 1 11/03 Grade 4.3 Time 2 6/04 Grade 5.10 Time 3 3/06 Grade 7.7

  22. WIAT-III: What’s New? Growth Scale Values • Growth Scale Values can be used to monitor progress instead of Standard Scores or Grade Equivalent • Grow Scale Values are psychometrically sound and reflect change in a more accurate manner than Grade Equivalents

  23. 503 453 445 360 Assessing Response to Intervention Using Growth Scale Values Time 1 Time 2

  24. WIAT-III: What’s New? Growth Scale Values • When interpreting student performance: • Use Standard Scores to report how the student is performing compared to same age or same grade peers • Use Growth Scale Values to reflect intra-individual growth

  25. Subtest Administration Order • Whenever possible, subtests should be administered according to the order of subtests in the Record Form • Simply skip any unwanted subtests • Alterations to the order should be based on clinical need (not examiner preference) • Every effort should be made to administer subtests in one session.

  26. Start and Stop Points • Generally acceptable to choose an earlier or later start point if the grade-appropriate start point is too easy/difficult • HOWEVER – If you choose an earlier start point and then child gets credit on grade-appropriate start item and next 2 items • THEN full credit is rewarded on all items preceding grade-appropriate start point

  27. ERASERS - WHY NOT??? • “The student must write his or her responses using a pencil without an eraser. Students who participated in the standardization sample were required to use pencils without erasers because erasure marks can make the student’s response difficult to read and score. FOR THIS REASON, STUDENTS MUST CORRECT ERRORS BY MARKING OUT AND REWRITING.”

  28. WIAT-III: What’s New? Subtests and Scores • Reading • 5 Subtests; 9 Scores • Oral Language • 2 Subtests; 7 Scores • Written Expression • 4 Subtests; 9 Scores • Mathematics • 5 Subtests; 5 Scores

  29. Reading Subtests

  30. Early Reading Skills Word Reading Pseudoword Decoding Reading Comprehension Oral Reading Fluency Word Reading Reading Subtests Pseudoword Decoding Reading Comprehension

  31. Early Reading Skills Word Reading Pseudoword Decoding Reading Comprehension Oral Reading Fluency Reading Scores Word Reading Rate Pseudoword Decoding Rate OR Accuracy OR Rate

  32. Written ExpressionSubtests

  33. Spelling Alphabet Writing Fluency Sentence Composition Essay Composition Spelling Written Expression Subtests Written Expression

  34. Spelling Alphabet Writing Fluency Sentence Composition Essay Composition Written Expression Scores Sentence Combining Sentence Building Word Count Theme Dev & Text Org Grammar & Mechanics

  35. Oral Language Subtests

  36. Listening Comprehension Listening Comprehension Oral Language Subtests Oral Expression Oral Expression

  37. Listening Comprehension Oral Expression Receptive Vocabulary Oral Expression Scores Oral Discourse Comprehension Expressive Vocabulary Oral Word Fluency Sentence Repetition

  38. MathematicsSubtests

  39. Numerical Operations Numerical Operations Math Subtests Math Reasoning Math Problem Solving Math Fluency - Addition Math Fluency - Subtraction Math Fluency - Multiplication

  40. Numerical Operations Math Scores Math Problem Solving Math Fluency - Addition Math Fluency - Subtraction Math Fluency - Multiplication

  41. Achievement Testing vs Diagnostic Skill Assessment • Achievement testing indicates overall level of performance in a very global manner • Diagnostic skills assessment identifies specific component skill strengths and weaknesses Copyright 2007 George McCloskey, Ph.D.

  42. Achievement Testing vs Diagnostic Skill Assessment • Achievement testing focuses on composite scores • Diagnostic skills assessment focuses on subtest and process scores Copyright 2007 George McCloskey, Ph.D.

  43. Interpretive Levels Framework Global Composite Level Specific Composite Indexes / Clinical Clusters Level Subtest Level Item Level Task Cognitive Capacities Level Copyright 2007 George McCloskey, Ph.D.

  44. Reading Subtests

  45. Early Reading Skills • Item types originally included on WIAT-II Word Reading Subtest (Items 1-47): • Letter Names (Items 1-11) • Letter-Sound Relationship (Items 12, 13, 27-29) • Rhyming (Items 14-17) • Sound Awareness (Items 18-24) • Sound Blending (Items 25, 26) • Orthographic Awareness (Items 30-34)

  46. Early Reading Skills • Grades PK-3 • 34 Items (47 Items on WIAT-II) • All students start with Sample A and Item 1 • Administer ALL subtest items • Use routinely for PK-1, for low functioning in grades 2 & 3 • Total Raw Score to Standard Score

  47. Word Reading • Grades 1-12 • 75 Items (84 Items on WIAT-II) • All students start with Item 1 • Discontinue after 4 items (7 on WIAT-II) • Time and Record number of items completed in first 30 seconds

  48. Word Reading • Student are told to read words aloud but not to read as quickly as possible • Students can use their fingers but do not provide materials for place marking • Credit should be given for regional or dialectal pronunciations of words • Pronunciations must be fluent to receive credit. For dysfluent attempt, say “Say it all together.” If 2nd attempt not fluent, score 0.

  49. Word Reading • Total Raw Score to Standard Score • Words Read in 30 seconds to Word Reading Speed Cumulative Percentage

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