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Wiat Iii Essay Composition Measures Of Academic Progress

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Wiat Iii Scoring Essay Composition Writing

Wiat Iii Scoring Essay Composition Writing

WIAT –III Essay Composition: “Quick Score” for Theme · PDF fileWIAT ®–III Essay Composition: “Quick Score” for Theme Development and Text Organization If the essay includes 2 or more paragraphs, Wechsler Individual Achievement Test ®-Third EditionWechsler Individual Achievement Test ®–Third Edition Assessing Writing Skills Using Correct-Incorrect Word Sequences WIAT-III. Scoring the Essay Composition .WIAT–III. Scoring the Essay Composition - PearsonWIAT–III. Scoring the Essay Composition - PearsonGloria Maccow, Ph.D. Assessment Training Consultant · PDF file and Interpretation of Wechsler Individual Achievement Test -III Gloria Maccow, Scoring. and Interpretation Assessment Training Consultant Copyright © 2011 Wechsler Individual Achievement Test - 3rd Ed. · PDF fileWechsler Individual Achievement Test - 3rd Ed. Essay Composition subtest scoring. and interpreting the WIAT-IIIWIAT ®–III. Sentence Composition Quick Score Guide - English · PDF fileSentence Composition Quick Score. Score the writing sample for Mechanics Question. Stop scoring Mechanics. 1.Reading Tests - Independent School District 200 · DOC file · Web viewThe Wechsler Individual Achievement TestIII Alphabet Writing Fluency Sentence Composition. and Essay Composition. Oral .Sentence Composition Quick Score · PDF fileSentence Composition Quick Score. Sentence Combining Quick Score Before you begin scoring. Pearson Assessment Support / Files / WIAT-III ScoringWIAT-III Scoring Assistant. WISC-III -WIAT -II Scoring Assistant. WISC-III -WIAT -II Writer. Files. PCCII_1_0_15.exe. PsychCorpCenter-II Platform Update Version 1.0.15.

WIAT-III - elspsyd.com

WIAT – III. The W echsler speaking, reading, writing. and mathematics skills. Essay Composition The student writes an essay within a 10-minute time limit.WIAT –IIICDN Frequently Asked Questions · PDF fileWIAT ®–IIICDN Frequently Asked Questions Please click WIATIII. Scoring the Essay Composition to access this recorded webinar. Please click WIATIII. Agenda - Assessment & Instruction · PDF fileAgenda ♦Describe scoring criteria for the WIAT -III Sentence CompositionWIAT -III. Scoring Sentence Composition Gloria Maccow, Ph.D. Assessment Training ConsultantWIAT -III - HelloQWIAT ®-III (Wechsler Individual Achievement Test The examinee is asked to complete the numerical operations by writing the answers in Essay CompositionWechsler Individual Achievement Test, Third Edition (WIAT · PDF fileWechsler Individual Achievement Test, Third Edition (WIAT -III ) Fluency, Spelling, Sentence Composition. Essay Composition. Pearson WIAT®–III Web Seminar - amityvilleufsd.org · PDF fileParticipants will evaluate sample responses for Alphabet Writingscoring criteria for Sentence Composition and Essay Composition. WIAT -III. Scoring the EssayWIAT -III. Essay Composition List of Acceptable TransitionsEssay Composition List of Acceptable Transitions. Attached is a Quick Score Guide for WIAT -III Essay Composition for your WIAT -III Essay Quick ScoringWIATIII. Scoring the Sentence CompositionWIATIII. Scoring the Sentence CompositionWiat iii indtest report - SlideShare7/21/2013 · WIAT III Administration and partial Scoring PPT presentation to Individual Wiat iii indtest report • Total raw score for Essay CompositionWechsler Individual Achievement Test - Wikipedia The Wechsler Individual Achievement Test Second Edition The WIAT -III US consists of 16 subtests including several not Sentence Composition and Essay History · PSYCHOEDUCATIONAL REPORT WIAT -III TOURO COLLEGE … · PDF fileinterpretation of the Wechsler Individual Achievement Test - Third Edition (WIAT -III ), measured Loren’s Essay Composition 118 (107-129

PSYCHOEDUCATIONAL REPORT WIAT -III TOURO COLLEGE …

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Wechsler Individual Achievement Test - Wikipedia, Photos and Videos

WIKIPEDIA ARTICLE

The Wechsler Individual Achievement Test Second Edition (WIAT-II; Wechsler, 2005) developed by David Wechsler. assesses the academic achievement of children, adolescents, college students and adults, aged 4 through 85. The test enables the assessment of a broad range of academics skills or only a particular area of need. The WIAT-II is a revision of the original WIAT (The Psychological Corporation), and additional measures. There are four basic scales: Reading, Math, Writing, and Oral Language. Within these scales there is a total of 9 sub-test scores.

History [ edit ]

The first WIAT was published in 1992 and was standardised in the UK and published as the WORD, WOND and WOLD. It was revised in 2001 with the UK version following in 2005. Each revision has brought with it several updates and changes. The WIAT-II contains the basic contacademically.

There are a small number of differences between the versions of the subtests in the UK and US as a result of the Anglicisation process. These include changes to picture items, the replacing of Americanisms and simple spelling differences. The WIAT-III US edition was published in 2009 for use with those aged 4 through to 50 years 11 months. It includes 16 subtests divided between Oral Reading, Math Fluency and Early Reading Skills.

Test Format [ edit ]
  • Word Reading: assesses pre-reading (phonological awareness) and decoding skills (naming letters, phonological skills [working with sounds in words], reading words from lists).
  • Reading Comprehension: assesses types of reading comprehension skills taught in the classroom or used in everyday life (matching words to pictures, reading sentences aloud, orally answering oral questions about reading passages, silent reading speed).
  • Pseudoword (phonetic) Decoding: assesses the ability to apply phonetic decoding skills. (Reading nonsense words aloud from a list [phonetic word attack]).
  • Numerical Operations: evaluates the ability to identify and write numbers ( e.g. counting, and solving paper & pencil computations).
  • Math Reasoning: assess the ability to reason mathematically ( e.g. counting, identifying shapes, and solving verbally framed "word problems" [presented both orally and either written or in illustration]).
  • Spelling: evaluates the ability to spell (written spelling of dictated letters, sounds and words that are read in sentences).
  • Written Expression: assesses the writing process (writing letters and words as quickly as possible, writing sentences, and writing a paragraph or essay).
  • Listening Comprehension: measures the ability to listen for details (multiple-choice matching of pictures to spoken words).
  • Oral Expression: assesses general ability to use oral language effectively (repeating sentences, generating lists, describing scenes and pictured activities).

The WIAT-III US consists of 16 subtests including several not featured in the second edition: Oral Reading Fluency, Math Problem Solving, Math Fluency Addition /Subtraction /Multiplication, Early Reading Skills, Alphabet Writing Fluency, Sentence Composition and Essay Composition. The test takes 45-90 minutes to administer depending on the age of the participant. The mean score for the WIAT-II is 100 with a standard deviation of 15, and the scores on the test may range from 40 to 160. 68% of participants in the UK standardisation sample obtained scores of 85-115 and 95% obtained scores of 70-130.

Psychometric Properties [ edit ]

WIAT–II has been empirically linked with the WISC –IV, the WPPSI –III, and the WAIS –III. These relationships provide valid discrepancy scores to allow comparisons between achievement and ability. The WIAT-II UK was standardised between 2003-2004 as part of the WISC-IV standardisation with 892 individuals aged 4-16years 11 months (US norms are available up to age 85). The UK project was conducted at City University by Professor John Rust and Professor Susan Golombok. The WAIT-II standardisation also includes several special group studies including those with learning difficulties, ADHD. emotional disturbance, hearing impairments, speech and language impairments and those who are classed as gifted.

The WIAT-III US was standardised on 3,000 students and adults aged 4-19:11. Linking studies were carried out with the WAIS-IV, WISC-IV, WPPSI -III, WNV, and DAS-II with correlations ranging from .60-.82. Special group studies include those with learning difficulties in reading, writing and math, expressive language disorder and mild intellectual difficulties.

Uses [ edit ]

The WIAT-II is suitable for use in clinical, educational and research settings. It can be used to identify the academic strengths and weaknesses individuals possess as well as inform and aid intervention planning. An individually administered achievement test such as the WIAT-II can be used in a variety of settings where there is concern over educational progress. The WIAT-II can provide meaningful information to assist with diagnostic, eligibility, placement, and intervention decisions. Best practice suggests the results obtained from the WIAT-II should be interpreted in combination with the evaluation and review of the individual’s background, personality, current emotional functioning, and attention and motivation levels.

Like all assessment instruments, the WIAT-II has certain limitations. Academic achievement can be conceptualised and assessed in many different ways. As a result, it is impossible to develop an instrument that assesses all components of achievement within the constraints of a typical standardised assessment situation. The WIAT-II measures aspects of the learning process that take place in the traditional academic setting in the areas of reading, writing, mathematics, and oral language. Although the WIAT-II item content encompasses a wide range of skills and concepts, it was not designed as a measure of academic giftedness in older adolescents or adults.

Translations [ edit ]

There have been several adaptations of the WIAT-II for use with; Australian, New Zealand, Canadian and French Canadian populations.

See also [ edit ] References [ edit ]
  • The Psychological Corporation. (1992). Wechsler Individual Achievement Test. San Antonio, TX: Author.
  • Wechsler, D. (2005). Wechsler Individual Achievement Test 2nd Edition (WIAT II). London: The Psychological Corp.
External links [ edit ]
  • [1] Psychometric Centre, University of Cambridge

Wechsler Individual Achievement Test - 3rd Ed

Wechsler Individual Achievement Test - 3rd Ed.

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Transcript of Wechsler Individual Achievement Test - 3rd Ed.

Wechsler Individual Achievement Test - 3rd Ed.
Validity of the Test
Inter-correlations range from .46 to .93 among the Language, Total Reading, Basic Reading, Reading Comprehension and Fluency, Written Expression Mathematics, and Math Fluency Composites.
Stronger correlations among reading composites between the Math Fluency composites and other composites.
Description of Normative Score
Evidence of Test - Retest Stability
Conclusion
WIAT-III

Is an academic achievement assessment used to measure knowledge in Reading, Writing, Math and Oral Language.
Scores are based on age norms and can be administered to individuals age 4 to 19.
Qualifications to administer: Individuals who have received professional training in educational or psychological assessment should interpret results of the assessment.
It contains 16 sub test.
Sources of Test Error
For sub-test with time limits, providing extra time invalidates the norms. A spoiled response, the student's elaboration reveals a fundamental misconception about the item, can reduce a score. Reading aloud the Oral Comprehension affects reliability of the subtest.
Uses of Limitations
Used

- to (a) identify the academic strengths and weakness of a student, (b) inform decisions regarding eligibility for educational services, placement, or a diagnosis of a specific learning disability, and (c) design instructional objectives and plan intervention.
Limitations
is - Even though the item content encompasses a wide range of skills and concepts, it was not designed as a measure of academic giftedness in older adolescents or adults.
Description of Normative Score - cont
Reliabillity of the Test
Reliability coeffecients for most of the WIAT-III sub-tests were obtained utilizing the split-half methods.
Writing Fluency, Sentence Composition, Essay Composition, Oral Expression, and Oral Reading Fluency do not have item-level data, and the Alphabet Writing Fluency and Math Fluency sub test are timed tests, test-retest stability coefficients were used as the reliability estimates for these sub tests.
Internal-consistency reliabilities are over .80, except for Listening Comprehension and Sentence Completion (.75 and .79 respectively).
Weighted Raw Scores
Reading Comprehension and Oral Reading Fluency, raw scores are first converted to weighted raw scores before being converted to standard scores.
Sub Test Standard Scores
Reading Comprehension and Oral Reading Fluency, raw scores are first converted to weighted raw scores before being converted to standard
Various moments (means, standard deviations, and skewness)of each score were calculated for each of the 28 (i.e. 14 for fall and 14 for spring) grade groups and 14 age groups of the normative samples.
Composite Score
To construct the composite score tables, sums of standard scores for each grade-appropriate composite were calculated for each student in the normative samples.
Growth Scale Value
Each subtest that has item scores in the WIAT-III, the raw scores were mapped to corresponding growth scale values using the Rasch IRT model (Rasch, 1960, 1961, 1966; Wright, 1968; Hambleton, Swaminathan, & Rogers, 1991)
Description of Standardization Procedure
Grade and Age Equivalent
Grade and age equivalents were constructed by plotting the median raw score for each grade or age and drawing a smooth curve through these points.

The WIAT-III was standardized on a national sample of 2,775 students.
Trained recruiters and independent examiners used various approaches (e.g. word-of mouth, referrals from other students, posting and distributing flyers) to identify students who met the specified inclusion criteria of the standardization samples and fit the sampling plan matrix.

The evidence of test-retest stability for subtest and composite scores was obtained by administering the WIAT-III twice.
Test-retest intervals ranged from 2-32 days, with a mean interval of 13 days for grades PK-5 and 14 days for grades 6-12.
Sources of Test Error
Standard Error of Measurement
The standard error of measurement (SEM) provides an estimate of the amount of error in an individual's observed test score.
The standard error of measurement is inversely related to the reliability; thus, as reliability increases, the SEM decreases, and confidence in the observed test score increases.
Student candidates for the normative sample were screened for exclusionary criteria that could possibly affect test performance.
Students with potentially confounding issues were excluded from participation.
A representative proportion of students from various special clinical groups were later added to the normative samples to accurately represent the student population as a whole.
Description of Standardization Procedure-cont
Description of Norm Group
Normative information was based on a sample representative of the U.S. population of students in grade PK-12.
Grade - The grade-based normative sample was split into a fall sample and a spring sample. The fall and spring samples included 1,400 and 1,375 students, respectively.
Age - The age-based normative sample included 1,826 student divided into 14 age groups: Age 4-13 were broken down into 4-month intervals; ages 14-16 were broken down into 1-year intervals; and ages 17-19 were combined into one interval.
Sex - The normative sample contained an equal or nearly equal number of female and male students in each grade and age group.
Race/Ethnicity - All Race/Ethnic groups were represented according to the general population distribution.
Education Level - Both normative samples were stratified according to the number of years of education completed by the students' parents.
Geographic Region - The United States was divided into the four major geographic regions: Northeast, Midwest, South, and West.
Strengths and Weaknesses
Strengths: If used with the Process Assessment of the Learner II it enhances the clinical utility by including more complete information about why a student is demonstrating poor learning outcomes and how best to intervene.

Weakness: The results obtained should never be interpreted in isolation, but in combination with a thorough evaluation and review of the students' history and background, culture, personality, current emotional functioning, and attention and motivational levels.

More presentations by Caroline Harris

Wechsler Individual Achievement Test

Wechsler Individual Achievement Test

The Wechsler Individual Achievement Test Second Edition (WIAT-II; Wechsler, 2005) developed by David Wechsler. assesses the academic achievement of children, adolescents, college students and adults, aged 4 through 85. The test enables the assessment of a broad range of academics skills or only a particular area of need. The WIAT-II is a revision of the original WIAT (The Psychological Corporation), and additional measures. There are four basic scales: Reading, Math, Writing, and Oral Language. Within these scales there is a total of 9 sub-test scores.

The first WIAT was published in 1992 and was standardised in the UK and published as the WORD, WOND and WOLD. It was revised in 2001 with the UK version following in 2005. Each revision has brought with it several updates and changes. The WIAT-II contains the basic contacademically.

There are a small number of differences between the versions of the subtests in the UK and US as a result of the Anglicisation process. These include changes to picture items, the replacing of Americanisms and simple spelling differences. The WIAT-III US edition was published in 2009 for use with those aged 4 through to 50 years 11 months. It includes 16 subtests divided between Oral Reading, Math Fluency and Early Reading Skills.

Test Format Edit

  • Word Reading: assesses pre-reading (phonological awareness) and decoding skills (naming letters, phonological skills [working with sounds in words], reading words from lists).
  • Reading Comprehension: assesses types of reading comprehension skills taught in the classroom or used in everyday life (matching words to pictures, reading sentences aloud, orally answering oral questions about reading passages, silent reading speed).
  • Pseudoword (phonetic) Decoding: assesses the ability to apply phonetic decoding skills. (Reading nonsense words aloud from a list [phonetic word attack]).
  • Numerical Operations: evaluates the ability to identify and write numbers ( e.g. counting, and solving paper & pencil computations).
  • Math Reasoning: assess the ability to reason mathematically ( e.g. counting, identifying shapes, and solving verbally framed "word problems" [presented both orally and either written or in illustration]).
  • Spelling: evaluates the ability to spell (written spelling of dictated letters, sounds and words that are read in sentences).
  • Written Expression: assesses the writing process (writing letters and words as quickly as possible, writing sentences, and writing a paragraph or essay).
  • Listening Comprehension: measures the ability to listen for details (multiple-choice matching of pictures to spoken words).
  • Oral Expression: assesses general ability to use oral language effectively (repeating sentences, generating lists, describing scenes and pictured activities).

The WIAT-III US consists of 16 subtests including several not featured in the second edition: Oral Reading Fluency, Math Problem Solving, Math Fluency Addition /Subtraction /Multiplication, Early Reading Skills, Alphabet Writing Fluency, Sentence Composition and Essay Composition. The test takes 45-90 minutes to administer depending on the age of the participant. The mean score for the WIAT-II is 100 with a standard deviation of 15, and the scores on the test may range from 40 to 160. 68% of participants in the UK standardisation sample obtained scores of 85-115 and 95% obtained scores of 70-130.

Psychometric Properties Edit

WIAT–II has been empirically linked with the WISC –IV, the WPPSI –III, and the WAIS –III. These relationships provide valid discrepancy scores to allow comparisons between achievement and ability. The WIAT-II UK was standardised between 2003-2004 as part of the WISC-IV standardisation with 892 individuals aged 4-16years 11 months (US norms are available up to age 85). The UK project was conducted at City University by Professor John Rust and Professor Susan Golombok. The WAIT-II standardisation also includes several special group studies including those with learning difficulties, ADHD. emotional disturbance, hearing impairments, speech and language impairments and those who are classed as gifted.

The WIAT-III US was standardised on 3,000 students and adults aged 4-19:11. Linking studies were carried out with the WAIS-IV, WISC-IV, WPPSI -III, WNV, and DAS-II with correlations ranging from .60-.82. Special group studies include those with learning difficulties in reading, writing and math, expressive language disorder and mild intellectual difficulties.

The WIAT-II is suitable for use in clinical, educational and research settings. It can be used to identify the academic strengths and weaknesses individuals possess as well as inform and aid intervention planning. An individually administered achievement test such as the WIAT-II can be used in a variety of settings where there is concern over educational progress. The WIAT-II can provide meaningful information to assist with diagnostic, eligibility, placement, and intervention decisions. Best practice suggests the results obtained from the WIAT-II should be interpreted in combination with the evaluation and review of the individual’s background, personality, current emotional functioning, and attention and motivation levels.

Like all assessment instruments, the WIAT-II has certain limitations. Academic achievement can be conceptualised and assessed in many different ways. As a result, it is impossible to develop an instrument that assesses all components of achievement within the constraints of a typical standardised assessment situation. The WIAT-II measures aspects of the learning process that take place in the traditional academic setting in the areas of reading, writing, mathematics, and oral language. Although the WIAT-II item content encompasses a wide range of skills and concepts, it was not designed as a measure of academic giftedness in older adolescents or adults.

There have been several adaptations of the WIAT-II for use with; Australian, New Zealand, Canadian and French Canadian populations.