Instrument used for Assessment: Wechsler Individual Achievement Test (WIAT-III)
What does this assessment measure?
1. It measures oral language, written language, reading, and mathematics. There are 16 subtests: a. New-Oral reading, math fluency, early reading skills b. Enriched listening Comprehension and oral expression c. Enhanced reading comprehension, pseudoword decoding, word reading d. Sentence composition, essay composition, alphabet writing fluency, spelling e. Math problem solving and numerical operations |
What is the sample size?
N=2,775
The normal curve is based on the test results of 2,775 students from different age groups. Sample size is based on:
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This assessment is Norm-Referrenced.
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Who is qualified to administer this assessment?
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![Picture](/uploads/2/0/8/9/20890396/7359608.png)
From the Examiner: Kristin!
Administering the test was rather confusing. It took quite some time to find the assessment in the manual that Chris was already to begin working on. After finding the answer page to the correct assessment, I had to read the directions a few times to make sure I was asking the questions properly, pointing to the correct items, and saying the phrases in a clear and effective manner. Throughout the assessment, I continued to mix up the "page number" with the "item number." As a result, I ended up scoring Chris incorrectly. Since this was the first time I even saw this type of assessment, I am not too surprised that I was so confused because it was foreign to me. With more practice, I would be able to administer and deliver this assessment in a meaningful and clear manner.
From the Examinee: Chris!
Taking the test seemed time consuming. I felt that the test was a bit slow due to my unqualified examiner. However, after reviewing her part for the response it did seem confusing. The math part wasn't all that difficult until letters entered the equation. (Algebra) this reinforced the phrase "Use it or lose it". I also had trouble processing or differentiating the operation being asked. Example: I added when I need to subtract and vice-versa and I multiplied when I needed to divide, vice-versa.
Administering the test was rather confusing. It took quite some time to find the assessment in the manual that Chris was already to begin working on. After finding the answer page to the correct assessment, I had to read the directions a few times to make sure I was asking the questions properly, pointing to the correct items, and saying the phrases in a clear and effective manner. Throughout the assessment, I continued to mix up the "page number" with the "item number." As a result, I ended up scoring Chris incorrectly. Since this was the first time I even saw this type of assessment, I am not too surprised that I was so confused because it was foreign to me. With more practice, I would be able to administer and deliver this assessment in a meaningful and clear manner.
From the Examinee: Chris!
Taking the test seemed time consuming. I felt that the test was a bit slow due to my unqualified examiner. However, after reviewing her part for the response it did seem confusing. The math part wasn't all that difficult until letters entered the equation. (Algebra) this reinforced the phrase "Use it or lose it". I also had trouble processing or differentiating the operation being asked. Example: I added when I need to subtract and vice-versa and I multiplied when I needed to divide, vice-versa.
Validity:
Validity speaks to whether or not the the test measures what it is suppose to measure. This is the single most important focus of test development and evaluation. The degree to which evidence supports the interpretation of test scores, for their intended purposes determines how valid any exam is. The ultimate responsibility for measuring the validity of the exam is the responsibility of the practitioner. There are a number of different modalities that are used to gather evidence to test validity, Test Content, Response Processes, Internal Structure, and other variables like special group studies. The WIAT-III is considered a valid exam, across general, special education and across all demographic testing groups. |
Reliability:
Reliability speaks to the accuracy, consistency and stability of test scores across situations. Reliability of the WIAT-III is determined utilizing 2 methods:
* Now, it's important to note that this method, by itself, is not enough to sufficiently assess the reliability of the WIAT-III, as certain segments of the exam are not congruent, so cannot be "split", so to speak; Alphabet Writing Fluency, Sentence Composition, Essay Composition, Oral Expression, and Oral Reading Fluency *
The data analyzed is Grade Based, and Age Based, and performed seasonally, in the Fall and Spring.
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Would you recommend this assessment?
1. The WIAT-III is suitable for use in a variety of clinical, educational, and research settings, including schools, clinics, private practices, and residential treatment facilities. Results obtained from the WIAT-III can be used to:
a. Identify 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
c. Design instructional objectives and plan interventions
This test is useful for assessing and identifying the deficiencies of students from grades Pre-K through 4. Beyond grade 4, the results should be at or above the normal. Test results should be integrated with information gained from direct observation, background information about the student being assessed, information from school records, and information from additional sources.
1. The WIAT-III is suitable for use in a variety of clinical, educational, and research settings, including schools, clinics, private practices, and residential treatment facilities. Results obtained from the WIAT-III can be used to:
a. Identify 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
c. Design instructional objectives and plan interventions
This test is useful for assessing and identifying the deficiencies of students from grades Pre-K through 4. Beyond grade 4, the results should be at or above the normal. Test results should be integrated with information gained from direct observation, background information about the student being assessed, information from school records, and information from additional sources.