Wechsler Individual  Achievement Test Second Edition

Wechsler Individual Achievement Test Second Edition PowerPoint PPT Presentation

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Overview of the WIAT-II. ComprehensiveIndividually administeredGrades Pre Kindergarten through 16 Ages 4:0 to adulthood9 Subtests in 4 content areasTime:Pre-K - K45 minGrades 1 690 minGrades 7 1690 120 min. Overview of the WIAT-II. Nationally standardized with an age-based a

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Wechsler Individual Achievement Test Second Edition

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1. Wechsler Individual Achievement Test Second Edition

2. Overview of the WIAT-II Comprehensive Individually administered Grades Pre Kindergarten through 16 Ages 4:0 to adulthood 9 Subtests in 4 content areas Time: Pre-K - K 45 min Grades 1 6 90 min Grades 7 16 90 120 min

3. Overview of the WIAT-II Nationally standardized with an age-based and a grade-based sample. Student Age - based sample of 2,950 Student Grade - based sample of 3,600

4. Overview of the WIAT-II Offers a full array of normative information Age - based standard scores Grade - based standard scores Percentiles Stanines Normal curve equivalents (NCEs) Age and Grade equivalents for each of the subtests Linked to the WPPSI-R; WISC-III; and WAIS-III

5. Development Goals of the WIAT - II Update the norms Modification of subtests Strengthen the link between assessment and instruction/intervention Extension of the age range Improved scoring Inclusion of ability achievement discrepancy analysis using Verbal IQ, Performance IQ, and factor scores Statistical linkage to a process instrument Development of a stand-alone computer scoring program

6. Revisions Guided by Research, Standards and Mandates Reading Subtests Report of the National Reading Panel (2000) Research by Virginia Berninger and others funded by the National Institute of Child Health and Human Development (NICHHD) Mathematics Subtests Consistent with the Principles and Standards for School Mathematics (2000) by the National Council of Teachers of Mathematics Written Language Subtests Research by Graham, Berninger, Abbott, Abbott, & Whitaker (1997), Berninger (1998; 2001), Moats (1995) Oral Language Subtests Representative of oral language activities as they occur in the classroom Links language more closely to reading activities

7. Changes from WIAT to WIAT-II Word Reading Accuracy of word recognition Word Reading Letter identification Phonological awareness Alphabet principle (letter-sound awareness) Accuracy of word recognition Automaticity of word recognition

8. Changes from WIAT to WIAT-II Pseudoword Decoding None Pseudoword Decoding Phonological decoding Accuracy of word attack

9. Changes from WIAT to WIAT-II Reading Comprehension Literal comprehension Inferential comprehension Reading Comprehension Literal comprehension Inferential comprehension Lexical comprehension Reading rate Oral reading accuracy Oral reading fluency Oral reading comprehension Word recognition in context

10. Changes from WIAT to WIAT-II Spelling Alphabet principle (sound-letter awareness) Written spelling of regular and irregular words Written spelling of homonyms (integration of spelling and lexical comprehension) Spelling Alphabet principle (sound-letter awareness) Written spelling of regular and irregular words Written spelling of homonyms (integration of spelling and lexical comprehension)

11. Changes from WIAT to WIAT-II Written Expression Descriptive writing (evaluated on extension and elaboration, grammar and usage, ideas and development, organization, unity, and coherence, and sentence structure and variety) Narrative writing (evaluated on the same criteria as descriptive) Written Language Timed alphabet writing Word fluency writing Sentence combining Sentence generation Written responses to verbal and visual cues Descriptive writing (evaluated on organization, vocabulary, and mechanics)

12. Changes from WIAT to WIAT-II Written Expression Written Language Persuasive writing (evaluated on organization, vocabulary, theme development, and mechanics) Writing fluency (based on word count)

13. Changes from WIAT to WIAT-II Numerical Operations Numeral writing Calculation (addition, subtraction, multiplication, division) Fractions, decimals, algebra Numerical Operations Counting One to one correspondence Numerical identification and writing Calculation (addition, subtraction, multiplication, division) Fractions, decimals, algebra

14. Changes from WIAT to WIAT-II Math Reasoning Quantitative concepts Problem solving Money, time, and measurement Geometry Reading and interpreting charts and graphs Statistics Math Reasoning Quantitative concepts Multi-step problem solving Money, time, and measurement Geometry Reading and interpreting charts and graphs Statistics and probability Estimation Identifying patterns

15. Changes from WIAT to WIAT-II Listening Comprehension Receptive vocabulary Listening-literal comprehension Listening-inferential comprehension Listening Comprehension Receptive vocabulary Expressive vocabulary Listening-literal comprehension Listening-inferential comprehension

16. Changes from WIAT to WIAT-II Oral Expression Expressive vocabulary Giving directions Explain steps in sequential tasks Oral Expression Word fluency (oral) Auditory short-term recall for contextual information Story generation Giving directions Explaining steps in sequential tasks

17. Content Areas Covered by the WIAT-II Reading Mathematics Written Language Oral Language

18. WIAT-II and Reading Reading Composite Word Reading Reading Comprehension Pseudoword Decoding

19. WIAT-II and Mathematics Mathematics Composite Numerical Operations Math Reasoning

20. WIAT-II and Written Language Written Language Spelling Written Expression

21. WIAT-II and Oral Language Oral Language Listening Comprehension Oral Expression

22. WIAT-II Testing Considerations Testing Considerations Sit so that you and the examinee can see the stimuli Consider the time of day you are testing Evaluate the examinees mood, affect, and attitude

23. WIAT-II Testing Considerations Some basic things to remember: The WIAT-II was not designed to be used as a measure of academic giftedness in adolescents. Build rapport and engage the child or adult before starting testing (i.e., informal conversation) Maintain a steady pace but be flexible. Pay attention to changes in the examinees mood, activity level, and cooperation If you must take a break, do so at the end of a subtest.

24. Assessing the Physically Challenged Familiarize yourself with the examinees limitations Be flexible Balance the need for accommodation with the need to maintain standard procedures Note modifications on the record form and in your report

25. Assessing the Physically Challenged Use your clinical judgment to evaluate the impact of your modifications Modifications may invalidate the use of norms; but still result in useful qualitative and quantitative information REMEMBER assessment should be based on multiple sources of information

26. WIAT-II Administration Stimulus Book One: Word Reading Numerical Operations Reading Comprehension Spelling Pseudoword Decoding Stimulus Book Two: Math Reasoning Written Expression Listening Comprehension Oral Expression

27. Things to Remember Consult the Stimulus Booklets and Record Form about Starting Points Reversal Rules Discontinue Rules Timing Teaching or Modeling Repetition of Items Prompting Querying Qualitative Observations

28. WIAT-II Scoring Considerations Dont penalize for slang, informal language, or regional variations of pronunciation. Dont penalize for articulation problems. Give credit for spontaneous corrections. Dont give credit for spoiled responses. On multiple responses, score only the last response. If an examinee gives a correct response and an incorrect response, ask which one is intended, and score that response.

29. Completing the WIAT-II Record Form

30. WIAT II Parent Report Front page folds out and can be detached from the rest of the record form. The detachable page contains the Parent Report on which test results can be provided. The back of the Parent Report contains a description of each WIAT-II subtest and a graph, based on the bell curve, where you can plot scores.

31. Helpful Abbreviations When Recording Responses Q - Query or question DK - Dont know CR - Cant remember PC - Pointed correctly PX - Pointed incorrectly NR - No response

32. Completing the Score Conversion Worksheet Determine whether you will use grade-based or age-based normative data. Transfer the Total Raw Score from each of the subtests to the space provided. Use Appendix C or Appendix F to obtain the standard score for each subtest. Transfer the subtest standard scores to the Summary Report on the front of the record form.

33. Supplemental Score Conversion Worksheet Continue to use either grade-based or age-based norms. Transfer the Total Raw Scores for the supplemental scores from the subtests to the space provided. Use Appendix B or Appendix E to obtain the quartiles or decile for each total raw score.

34. Supplemental Score Conversion Worksheet For Oral Expression Word Fluency only, transfer the converted score from the Oral Expression subtest. Divide the converted score by 2 and record the quotient in the oval to the right of the previously recorded converted score. Transfer the supplemental quartiles or decile to the Summary Report.

35. Completing the Summary Report Complete demographic information and calculate age. Indicate whether you used grade-based or age-based standard scores. Transfer the subtest standard scores from the Raw Score Conversion worksheet. Calculate the composite standard scores by summing the subtest standard scores, then use Table C.2 or Table F.2.

36. Completing the Summary Report If desired, supply the confidence interval information for each subtest and composite. If desired, supply the confidence interval information for each subtest and composite. If you wish to obtain percentile ranks, NCEs, or stanines for the subtest and composite standard scores, use Table D.3 or Table G.3. If you wish to obtain grade or age equivalents, you must use the subtest raw scores rather than the standard scores. Use Table D.4 or G.4.

37. Completing the Summary Report To calculate the Total Composite score, sum the standard scores of all 9 of the subtests, then use Table C.2 or Table F.2 to convert this sum to a Total Composite standard score. If desired, transfer the Supplemental scores from the Supplemental Score Conversion worksheet.

38. Completing the Ability Achievement Discrepancy Analysis Record the name of the ability test used and the date of ability testing. For each ability-achievement discrepancy you wish to calculate, enter the Wechsler score in the Ability Standard Score column. Decide whether you want to use the predicted-achievement or the simple-difference method. Use Appendix H to determine WIAT-II scores predicted from Wechsler scores. Subtract the actual WIAT-II score from the predicted score.

39. Completing the Ability Achievement Discrepancy Analysis If using Simple Difference, subtract the actual WIAT-II subtest score from the ability standard score. Determine whether each ability-achievement discrepancy is statistically significant using Appendix I or Appendix J. Determine how frequently a statistically significant difference occurred in the standardization linking sample using Appendix I or Appendix J.

40. Word Reading Description Assesses early reading (phonological awareness) and word recognition and decoding skills. Items evaluate the naming of letters of the alphabet, the identification and generation of rhyming words, the identification of beginning and ending sounds of words, the blending of sounds into words, and the matching of sounds with letters and letter blends. Both word reading accuracy and automaticity can be evaluated.

41. Word Reading Scoring Considerations If you want to evaluate automaticity, check the >3 column next to the item when the examinee requires more than 3 seconds to respond correctly. You may also mark when the examinee self corrects on an item by placing a check mark in the column labeled SC. The >3 and SC check marks are not used when calculating the Total Raw Score for the subtest, but they provide useful qualitative information.

42. Word Reading Letter Identification and Phonological Awareness Items Items 4-29: Letter recognition and identification using all 26 alphabet letters Items 30-33: Phonological awareness Items 34-38: Phonemic categorization Items 39-41: Phonemic blending Items 42-47: Sound-symbol relationships

43. Word Reading Word Reading Items High frequency sight words Initial or final consonants Consonant digraphs (/th/, /sh/, /ph/, /ch/) Consonant blends (/sl/, /fr/, /pl/) CVVC (consonant, vowel, vowel, consonant pattern) Syllabication (dividing the word into syllables) Prefixes, suffixes, and roots Applying pronunciation and accent rules

44. Word Reading Use the Qualitative Observations to note the frequency of the following: Substitutes visually similar letters Provides nonword responses for rhyming words Pronounces words automatically Laboriously sounds out words Self corrects errors Loses place when reading words Makes accent errors Adds, omits, or transposes syllables

45. Numerical Operations Description Assesses the ability to identify and write numbers, count using 1:1 correspondence, and solve written calculation problems and simple equations involving the basic operations of addition, subtraction, multiplication and division. Considerations Use a pencil without an eraser. If a mistake is made, the examinee should mark through it and write the correction beside it.

46. Numerical Operations Items 1 7: Identification, discrimination, and ability to write numerals. Items 3 and 6: Rote counting and counting with 1:1 correspondence. Items 8 54: Basic operations, in increasing complexity, of addition, subtraction, multiplication, and division

47. Numerical Operations Interpretation Use the Skill Analysis to evaluate: Inconsistent performance of specific skills Difficulty with multi-digit calculation Difficulty with specific processes (addition, subtraction, multiplication, division) Difficulty with specific types of numbers (fractions, decimals)

48. Numerical Operations Use the Qualitative Observations to note the frequency of the following: Writes incorrectly formed or reversed numerals Uses fingers/aids for counting or calculating Demonstrates automaticity of math facts Conversion problems (horizontal to vertical) Uses place value correctly Makes sequential errors

49. Reading Comprehension Description Designed to measure the types of reading comprehension skills taught in the classroom and used in everyday life. Initial items involve matching written words with representative pictures. Later items include reading sentences aloud and reading different types of passages, then answering questions involving the comprehension of content, such as identifying the main idea and specific details, making inferences, and defining vocabulary by using context cues. Supplemental scores for Target Words and Reading Speed

50. Target Words: Reading Sentences Aloud Evaluates the ability to read words in context Assesses oral reading in conjunction with comprehension Yields a supplemental score for Target Words which is reported as a quartile score

51. Reading Comprehension Passages Three types of passages are included in each set of grade-specific items Yields a supplemental score for Reading Speed which is reported as a quartile score Scored 0, 1, or 2 based on accuracy and quality of response Additional scoring examples are included in the Scoring and Normative Supplements

52. Reading Comprehension Interpretation Look at each of the following eight objectives and analyze the students mastery of that objective. Using Picture Clues - Given a sentence and a picture depicting the content of the sentence, answer a question directly relating to an action or detail in the picture. Recognizing Stated Detail - Given a passage,restate a piece of information stated directly in the passage.

53. Reading Comprehension Sequencing - Given a passage that contains a sequence of events or steps in a process, identify the event or step requested. Recognizing Stated Cause and Effect - Given a passage, state the cause or effect in a cause-effect relationship stated directly in the passage. Recognizing Implied Cause and Effect - Given a passage, state the implied cause or implied effect for a cause-effect relationship occurring within the passage.

54. Reading Comprehension Predicting Events and Outcomes - Given a passage containing a series of events or background information, state an event or outcome that is likely to happen. Drawing Conclusions - Given a passage, state the conclusion that can best be inferred from information stated in the passage.

55. Reading Comprehension Comparing and Contrasting - Given a passage, explain either the similarity or the difference between characters, objects, or events in the passage. Remember Research on the relationship between reading and listening has shown that listening comprehension is developed earlier than reading comprehension and that the young child has a larger listening vocabulary than reading vocabulary.

56. Reading Comprehension Use the Qualitative Observations to note the frequency of the following: Reading passage aloud or silently when given a choice Refers back to the passage in order to answer questions Reads sentences fluently Makes self-corrections Uses context clues when decoding Uses phonetic decoding skills

57. Spelling Description Assesses the examinees ability to spell by writing letters and letter blends that match specific sounds and writing words. Homonyms were included to reflect utilization of context clues to select the appropriate spelling. Considerations Examinee uses a pencil without an eraser. Allow the examinee about 10 seconds to begin writing.

58. Spelling Use the Qualitative Observations to note the frequency of the following: Difficulty with single consonant letter/sound or consonant letter cluster/sound relationships Spelling errors occur at the beginning, medial position, or ending of words Write and rewrites a word several ways to determine which looks right Spells phonetically Self-corrects errors

59. Spelling Omits suffixes that mark tense or part of speech (-ed, -ing, -ly) Makes errors on contractions Writes the incorrect homonym

60. Spelling Interpretation Misspellings are indicative of the developmental stage of the speller. The cross-checking of spelling and word-reading performance can provide important supplemental information about an examinees ability to visualize and manipulate the sounds in words.

61. Spelling For example Difficulty spelling regular words suggests a review of spelling rules and word analysis skills. Good spelling of regular words but difficulty spelling irregular words suggests a review of the concept of exceptions to spelling rules. Poor spelling of homophones suggests instruction in detecting context clues in sentences, along with direct practice with homophones.

62. Pseudoword Decoding Description Measures the ability to apply phonetic decoding skills. The list of nonsense words are designed to be representative of the phonetic structure of words in the English language. Considerations Recording errors phonetically can help with later error analysis.

63. Pseudoword Decoding Interpretation The Pseudoword Decoding subtest can be used to evaluate whether the phonological decoding mechanism is developing in an age-appropriate manner. Frequently, older students who are struggling in reading, will demonstrate non-mastery of the alphabet principle as they are unable to decode unfamiliar words.

64. Math Reasoning Description The examinee counts, identifies geometric shapes, and solves single- and multi-step word problems, including items related to time, money, and measurement in response to both verbal and visual prompts. The examinee solves problems with whole numbers, fractions or decimals, interprets graphs, identifies mathematical patterns, and solves problems related to statistics and probability.

65. Math Reasoning Interpretation Use the Skills Analysis to evaluate: Problem Solving (Word Problems and Consumer Math) Numeration and Number Concepts Graphs Probability and Statistics Geometry Measurement

66. Math Reasoning Use the Qualitative Observations to note the frequency of the following: Uses paper and pencil for calculation Organizes work to facilitate problem-solving Uses concrete aids for computation Breaks multi-step problem into smaller units Disregards irrelevant information Uses correct operation to calculate solution Employs use of an effective strategy to problem solve

67. Examples of Strategies Include Guessing and checking Drawing pictures and tables of information Eliminating extraneous information Developing a formula or written equation Constructing a model Estimating an answer and then working backwards Attempting to simplify a problem

68. Written Expression Description Assesses the writing process. It is divided into 5 sections: Alphabet Writing, Word Fluency, Sentences, Paragraph, and Essay. Alphabet Writing (PreK-Grade 2) is timed and is a measure of automaticity and recall of sequential information. Word Fluency assesses the ability to generate and write a list of words that match a prescribed category. Sentences evaluate the ability to combine multiple sentences into one, meaningful sentence, or the ability to generate a sentence from visual or verbal cues.

69. Written Expression The Paragraph (given to Grades 3-6) can be evaluated analytically using a rubric scoring system based on organization, vocabulary, and writing mechanics (spelling and punctuation). The Essay (given to Grades 7-16) can be evaluated analytically using a rubric scoring system based on organization, vocabulary, theme development and writing mechanics. Both the the Paragraph and the Essay can be scored holistically, but analytic scoring is required for a subtest standard score. Word count is a Supplemental score.

70. Written Expression Interpretation This is a direct way of measuring an examinees written discourse. This goes beyond the indirect method of assessing writing ability by measuring vocabulary and editing skills. Written Expression addresses vocabulary, editing skills, and skills in formulating an idea and developing that idea into coherent discourse.

71. Written Expression Analytic Considered somewhat more reliable than holistic method. Provides differentiated information on strengths and weaknesses. Necessary for ability-achievement discrepancy analysis. Holistic Quicker Skilled scorers can accomplish the same things as those using analytic approach. Provides general overview of childs writing ability. May be used initially to screen responses.

72. Listening Comprehension Description Divided into three sections: Receptive Vocabulary, Sentence Comprehension, and Expressive Vocabulary. Subtest is designed to measure the ability to listen for detail by selecting the picture that matches a word or sentence, and generating a word that matches a picture and an oral description.

73. Listening Comprehension Interpretation The verbal communication skills of listening, speaking, reading, and writing are interrelated and therefore have become integrated in modern language-arts instruction. Performance on each objective can also be compared to performance on the parallel Reading Comprehension objective.

74. Listening Comprehension Things to look for: A response indicating that the child is focusing either on the picture or the definition for the item word, but not both. A response in which the child restates the definition in the item. A response that is an invented word, such as clockulator rather than calculator.

75. Listening Comprehension REMEMBER When comparing Reading Comprehension to Listening Comprehension, children typically develop listening comprehension earlier than reading ability.

76. Oral Expression Description Oral Expression has four sections: Sentence Repetition (administered only to Grades PreK 3), Word Fluency, Visual Passage Retell, and Giving Directions. Requires the examinee to produce oral language to recall and repeat, categorize, describe, and provide information to direct others.

77. Ability -Achievement Discrepancy Analysis Public Law 94-142 specifies the following criteria: 1. The child does not achieve commensurate with his or her age and ability levels in one or more of the areas listed, when provided with learning experiences appropriate for the childs age and ability levels; and

78. Ability -Achievement Discrepancy Analysis Public Law 94-142 specifies the following criteria: 2. The [multidisciplinary] team finds that a child has a severe discrepancy between achievement and intellectual ability in one or more of the following areas: Oral expression Listening comprehension Written expression Word reading skill Reading comprehension Mathematics calculation Math reasoning

79. Ability -Achievement Discrepancy Analysis Two Basic Approaches: Predicted - Achievement Method Simple - Difference Method

80. Ability -Achievement Discrepancy Analysis Limitations of Ability - Achievement Discrepancy Analysis Reynolds has cautioned that determining a severe discrepancy does not constitute the diagnosis of LD; it only establishes that the primary symptom of LD exists. Evidence separate from test results should indicate that the child has a failure to achieve or lack of attainment in one of the principal areas of school learning. Clinical evidence and direct observations must indicate that the child may have some form of psychological process disorder such as attention and concentration difficulties or problems of conceptualization, information processing, or comprehension of written and spoken language.

81. Ability -Achievement Discrepancy Analysis Limitations of Ability - Achievement Discrepancy Analysis The examiner must ascertain that observed behavior, symptoms, or deficits in the childs learning are not due to other factors such as sensory incapacity (visual or hearing impairment), mental retardation, emotional disturbance, and educational and economic disadvantages. Similarly, the examiner must determine that deficits do not result from factors in the medical or developmental history of the child. These factors include prenatal medical problems; delayed speech; hearing or visual development; brain injury or illnesses that cause neurological damage; difficulties with physical development or motor coordination problems; and many other risk factors.

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