Transcript Wechsler Individual Achievement Test

Wechsler Individual
Achievement Test
- Second UK Edition
®
WORD
UK
WOLD
WOND
Link to WISC-IVUK
WORD
WOLD
WOND
WISC-IIIUK
WIAT-IIUK
WISC-IVUK
Kit Components
Examiner’s Manual
UK Scoring/Normative
Supplement
2 Stimulus books
25 Record forms
25 Response Booklets
Word Card
Pseudoword Card
Pseudoword CD
New WIAT-IIUK Record FormsAvailable to purchase separately
1. Reading Subtests
3. Language Subtests
Word Reading
Reading Comprehension
Pseudoword Decoding
Spelling
Written Expression
Listening Comprehension
Oral Expression
2. Mathematics Subtests
Numerical Operations
Mathematical Reasoning
Use of WIAT-IIUK with Adults
UK norms up to 16 years 11 months
US norms for adults 17 to 85 years
UK Kit:
Plus
Adult
Scoring and
Normative
Supplement
Overview of WIAT-IIUK
Comprehensive
Individually administered
9 subtests in 4 content areas
Administration Time
Ages 4-5
45 minutes
Ages 6-11
90 minutes
Ages 12+
90-120 minutes
Overview of WIAT-IIUK
Offers a full array of normative
information
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Standard Scores
Percentiles
Stanines
Normal curve equivalents
(NCEs)
Age equivalents for each of the
subtests
Co-normed with WISC-IVUK
Development Goals
of WIAT-IIUK
Update the norms
Modification of subtests
Strengthen the link between
assessment and intervention
Extend the age range
Improve scoring
Develop computer scoring
programme
Content areas covered by
the WIAT-IIUK
Reading
Mathematics
Written Language
Oral Language
WIAT-IIUK and Reading
Reading Composite
 Word Reading
 Reading Comprehension
 Pseudoword Decoding
WIAT-IIUK and Mathematics
Mathematics Composite
 Numerical Operations
 Mathematical Reasoning
WIAT-IIUK and Written Language
Written Language
 Spelling
 Written Expression
WIAT-IIUK and Oral Language
Oral Language
 Listening Comprehension
 Oral Expression
WIAT-IIUK testing considerations
Some basic things to remember:
-Sit so that both you and the examinee can see the stimuli.
-Evaluate the examinee’s mood, affect and attitude.
-Build rapport and engage the examinee before starting
testing.
-Maintain a steady pace but be flexible. Pay attention to
changes in the examinee’s mood, activity level and
co-operation.
WIAT-IIUK testing considerations
-If you must take a break, do so at the end of the
subtest.
-If you need to make modifications to the standard
procedures (e.g. for an examinee with physical
impairment, note these modifications on the record form
and in your report).
-Modifications may invalidate the use of norms; but still
result in useful qualitative and quantitative information.
WIAT-IIUK Administration
The order of subtest administration:
Stimulus Book One:
Word Reading
Numerical Operations
Reading Comprehension
Spelling
Pseudoword Decoding
Stimulus Book Two:
Mathematical Reasoning
Written Expression
Listening Comprehension
Oral Expression
Some things to remember
Consult the Stimulus Booklets and Record Form about:
Starting Points
Reversal Rules
Discontinue Rules
Timing
Teaching of items
Repetition of items
Prompting
Querying
Qualitative Observations
WIAT-IIUK scoring considerations
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Don’t penalise for slang, informal language or regional
variations of pronunciation.
Don’t penalise for articulation problems.
Give credit for spontaneous corrections.
Don’t 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.
Completing the WIAT-IIUK Record
Form
WIAT-IIUK Parent Report
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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.
Helpful abbreviations when
recording responses
Q – Query or question
DK – Don’t know
CR – Can’t remember
PC – Pointed Correctly
PX – Pointed incorrectly
NR – No response
Completing the score conversion
worksheet
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Transfer the Total Raw Score from each of the
subtests to the space provided.
Use Appendix C to obtain the standard score for each
subtest.
Transfer the subtest standard scores to the Summary
Report on the record form.
Supplemental Score Conversion
Worksheet
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Transfer the Total Raw Scores for the supplemental
scores from the subtests to the space provided.
Use Appendix B to obtain the quartiles or deciles for
each total raw score.
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 deciles to the
Summary Report.
Completing the Summary Report
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Complete the demographic information and
calculate age.
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.
If desired, supply the confidence interval information
for each subtest and composite.
If you wish to obtain age equivalents (Table D.4.),
then you must use the raw scores rather than the
standard scores.
Completing the Summary Report
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To calculate the Total Composite score, sum the
standard scores of all 9 of the subtests, then use
Table C.2. to convert this sum to a Total Composite
Standard score.
If desired, transfer the Supplemental scores from
the Supplemental Score Conversion worksheet.
Completing the Ability-Achievement
Discrepancy Analysis
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Record the name of the ability test used and date of
ability testing.
For each ability-achievement discrepancy you wish
to calculate, enter the score in the Ability Standard
Score column.
Decide whether you want to use the
Predicted-Achievement method or the Simple
Difference method.
Use Appendix E to determine the WIAT-IIUK
predicted from Wechsler scores. Subtract the
actual WIAT-IIUK score from the predicted score.
Completing the Ability-Achievement
Discrepancy Analysis
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If using Simple Difference, subtract the
actual WIAT-IIUK subtest score from the
ability standard score.
Determine whether each
Ability-Achievement discrepancy is
statistically significant using Appendix H.
Determine how frequently a statistically
significant difference occurred in the
standardisation sample using Appendix H.
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.
Word Reading
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Scoring Considerations
If you want to evaluate automaticity, tick the >3
seconds 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 tick in the column labelled
SC.
The >3 seconds and SC tick boxes are not used
when calculating the Total Raw Score for the
subtest, but they provide useful qualitative
information.
Word Reading
Letter Identification & Phonological
Awareness Items
Items 4-29: Letter recognition and
identification using all 26 alphabet letters
Items 30-33: Phonological awareness
Items 34-38: Phonemic categorisation
Items 39-41: Phonemic blending
Items 42-47: Sound-symbol relationships
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
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
Makes accent errors
Adds, omits, or transposes syllables
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 cross it out and write the
correction beside it.
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
Numerical Operations
Interpretation
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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)
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 mathematical knowledge
Conversion problems (horizontal and vertical)
Uses place value correctly
Makes sequential errors
Reading Comprehension
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 available for Target Words & Reading
Speed.
Target Words: Reading Sentences
Aloud
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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
Reading Comprehension Passages
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Three types of passages are included in each
set of 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
or response
Additional scoring examples are included in the
Scoring and Normative Supplements
Reading Comprehension
Interpretation
- Look at each of the following eight objectives
and analyse the examinees 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.
Recognising Stated Detail – Given a passage,
restate a piece of information directly in the
passage.
Reading Comprehension
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Sequencing – Given a passage that contains a
sequence of events or steps in a process, identify the
event or step requested.
Recognising Stated Cause and Effect – Given a
passage, state the cause or effect in a cause-effect
relationship stated directly in the passage.
Recognising Implied Cause and Effect – Given a
passage, state the implied cause or implied effect for a
cause-effect relationship occurring within the passage.
Reading Comprehension
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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.
Comparing and Contrasting – Given a passage, explain
either the similarity or the difference between
characters, objects, or events in the passage.
Note
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.
Reading Comprehension
Use the Qualitative Observations to note the
frequency of the following:
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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
Spelling
Description
Assesses the examinee’s ability to spell by writing
letters and letter blends that match specific sounds
and writing words. Homonyms were included to
reflect utilisation 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.
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
Spelling
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Self-corrects errors
Omits suffixes that mark tense or part of
speech (-ed, -ing, -ly)
Makes errors on contractions
Writes the incorrect homonym
Spelling
Interpretation
Mis-spellings 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
examinee’s ability to visualise and manipulate the sounds in
words.
Spelling
For example
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Difficulty spelling regular words suggests a review of
spelling rules and word analysis skills.
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Good spelling of regular words but difficulty spelling
irregular words suggests a review of the concept of
“exceptions” to spelling rules.
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Poor spelling of homophones suggests instruction in
detecting context clues in sentences, along with direct
practice with homophones.
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.
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.
Mathematical 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.
Mathematical Reasoning
Interpretation
Use the Skills Analysis to evaluate:
- Problem Solving (Word Problems and Consumer
Maths)
- Numeration and Number Concepts
- Graphs
- Probability and Statistics
- Geometry
- Measurement
Mathematical Reasoning
Use the Qualitative Observations to note the
frequency of the following:
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Uses paper and pencil for calculation
Organises 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
Examples of Strategies
Include:
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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
Written Expression
Description
Assesses the writing process. It is divided into 5 sections:
Alphabet Writing, Word Fluency, Sentences, Paragraph
and Essay.
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Alphabet Writing 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.
Written Expression
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The Paragraph (given to younger children) can be
evaluated analytically using a rubric scoring system
based on organisation, vocabulary, and writing
mechanics (spelling and punctuation).
The Essay (given to older children and adults) can
be evaluated analytically using a rubric scoring
system based on organisation, 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.
Written Expression
Interpretation
- This is a direct way of measuring an examinee’s
written discourse.
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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.
Written Expression
Analytic
-Considered somewhat more
reliable than holistic method.
-Provides differentiated
information on strengths and
weaknesses.
-Necessary for abilityachievement discrepancy
analysis.
Holistic
-Quicker
-Skilled scorers can
accomplish the same things
as those using analytic
approach.
-Provides general overview of
child’s writing ability.
-May be used initially to
screen responses.
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.
Listening Comprehension
Interpretation
The verbal communication skills of listening,
speaking, reading and writing are interrelated.
Performance on each objective can also be
compared to performance on the parallel
Reading Comprehension objective.
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 re-states the
definition in the item.
- A response that is an invented word, such as
“clockulator” rather than “calculator.”
Listening Comprehension
Remember
When comparing Reading Comprehension to
Listening Comprehension, children typically
develop listening comprehension earlier than
reading ability.
Oral Expression
Description
Oral Expression has four sections: Sentence
Repetition (administered only to younger
children), Word Fluency, Visual Passage Retell,
and Giving Directions.
Requires the examinee to produce oral language
to recall and repeat, categorise, describe, and
provide information to direct others.
Ability - Achievement
Discrepancy Analysis
Two Basic Approaches:
Predicted - Achievement Method
Simple - Difference Method
Ability - Achievement Discrepancy
Analysis
Limitations of Ability - Achievement Discrepancy
Analysis
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
conceptualisation, information processing, or
comprehension of written and spoken language.
Ability - Achievement
Discrepancy Analysis
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Limitations of Ability - Achievement Discrepancy Analysis
The examiner must ascertain that observed behaviour,
symptoms, or deficits in the child’s learning are not due to
other factors such as sensory incapacity (visual or hearing
impairment), 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 co-ordination problems; and
many other risk factors.
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