Interpretation of KTEA-II Gloria Maccow, Ph.D., Assessment Training Consultant. Interpretation LEDA, 2013
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1 Interpretation LEDA, 2013 Gloria Maccow, Ph.D. Assessment Training Consultant Objectives Provide an overview of the subtests on the KTEA-II; Describe interpretation of KTEA-II results. 2 Copyright All rights reserved.
2 Composites and Subtests Reading Letter & Word Recognition Reading Comprehension Ages 4:6-25:11 Math Math Concepts & Application Math Computation Written Language Written Expression Spelling Comprehensive Achievement Composite Oral Language Listening Comprehension Oral Expression 3 Copyright All rights reserved. Reading-Related Related Subtests and Composites Sound-Symbol Phonological Awareness Nonsense Word Decoding Decoding Letter & Word Recognition Nonsense Word Decoding Oral Fluency Associational Fluency Naming Facility (RAN) Reading Fluency Word Recognition Fluency Decoding Fluency 4 Copyright All rights reserved.
3 Subtest Administration Test Selection and Order of Administration Examiners may administer: all subtests appropriate for examinee s age/grade only the subtests required for desired composite(s) one or two subtests A suggested sequence is provided (numeric order). See Table 2.1, p. 9 of Manual (next slide) Deviation is allowed with three exceptions: Letter & Word Recognition must precede Reading Comprehension and Word Recognition Fluency Nonsense Word Decoding must precede Decoding Fluency Associational Fluency and Naming Facility must be given out of easel order (intermittently among other subtests) 6 Copyright All rights reserved.
4 Order of Administration 1. Phonological Awareness (K-6) 2. Letter & Word Recognition (PreK-12+) 3. Math Concepts & Applications (PreK-12+) 4. Nonsense Word Decoding (1-12+) 5. Math Computation (K-12+) Easel 1 Easel 2 6. Reading Comprehension (1-12+) 7. Written Expression (PreK-12+) 8. Spelling (1-12+) 9. Listening Comprehension (PreK-12+) 10. Oral Expression (PreK-12+) 11. Word Recognition Fluency (3-12+) 12. Decoding Fluency (3-12+) 13. Associational Fluency (PreK-12+) 14. Naming Facility (RAN) (PreK-12+) 7 Copyright All rights reserved. Calculate Chronological Age Complete identifying information. After subtracting, ignore all days. Do not round up. 8 Copyright All rights reserved.
5 Scoring KTEA-II Training Video Front Page Score Summary 4 Achievement Domains Comprehensive Achievement Composite (CAC) Reading-Related Subtests 10 Copyright All rights reserved.
6 Back Page Score Summary 4 Reading-Related Composites Composite Comparisons Subtest Comparisons Ability-Achievement Discrepancy Analysis 11 Copyright All rights reserved. Completing the Record Form Complete identifying information Calculate chronological age Choose confidence interval (85%, 90%, 95%) and other score options Choose norm basis 12 Copyright All rights reserved.
7 Compute Subtest Standard Scores Step 1: Transfer raw scores for subtests to front cover. Subtests are grouped by Composite, not order of administration. Norm Tables are in this order to facilitate looking up the standard scores. Use Norm Book: Table N.1 Grade Norms (Fall) Table N.2 Grade Norms (Spring) Table N.4 Age Norms Copyright All rights reserved. 14 Copyright All rights reserved. Compute Composite Standard Scores Step 2: Composites are based on summing the subtest standard scores, not the subtest raw scores as in KTEA. Sum the subtest scores and enter in the oval marked Sum. Transfer appropriate subtest standard scores to CAC column and sum. Use Norm Tables: Table N.3 Grade Norms Table N.5 Age Norms
8 Step 3: Compute Confidence Intervals 15 Copyright All rights reserved. Consult Norm Book to find the selected confidence interval (85%, 90%, 95%). Table N.6 Grade Norms Table N.7 Age Norms Completing the Record Form Reading- Related Subtests on front page of Record Form. Special Composites are calculated on back page of Record Form. 16 Copyright All rights reserved.
9 Interpretation Five Steps to Interpretation Step 1 Step 2 Step 3 Step 4 Step 5 Interpret the Comprehensive Achievement Composite Interpret the other composite and subtest scores Identify strengths and weaknesses among all composites administered Identify strengths and weaknesses among all subtests administered Determine significance and unusualness of planned comparisons (see next slide) 18 Copyright All rights reserved.
10 Sample Case Robyn H., Age 7:8, Grade 2 20 Copyright All rights reserved.
11 21 Copyright All rights reserved. 22 Copyright All rights reserved.
12 Math is a normative and personal strength. Less than 10% of the norm sample has a 24 point or larger difference between CAC and Math. Written Language is a normative and personal weakness. Less than 10% of the norm sample has a 28 point or larger difference between CAC and Written Language. The differences between CAC and both Reading and Oral Fluency are statistically significant but not uncommon. 23 Copyright All rights reserved. Are any of the subtests normative strengths or weaknesses? Are there statistically significant and uncommon differences between any of the subtests and the CAC? 24 Copyright All rights reserved.
13 Are there statistically significant and uncommon differences between any of the composites or subtests? 25 Copyright All rights reserved. Are there statistically significant and uncommon differences between any of her actual and predicted scores? 26 Copyright All rights reserved.
14 Summary 1. Normative strength in Math Composite & Subtests: a. Significant and uncommon personal strength for Composite and both Subtests. b. Math is significantly & uncommonly higher than the Reading, Written Language, & Oral Language Composite. 2. Normative weakness in Written Language Composite and one Subtest (Written Expression): a. Significant and uncommon personal weakness for Composite and both Subtests. b. Written Language is significantly & uncommonly lower than the Reading, Math, & Oral Language Composite. 27 Copyright All rights reserved. Summary 3. Oral Expression is significantly and uncommonly higher than Written Expression. 4. There is a significant and uncommon discrepancy between her ability and Written Language achievement. 5. Robyn has a domain-specific problem in written language that is not explained by lack of ability or lack of oral language. 28 Copyright All rights reserved.
15 Error Analysis Optional Error Analysis Error analysis norm tables in Appendix K: Compares performance to the number of errors made by average grade mates (middle 50 percent) who attempted the same items.» More errors = weak» Less errors = strong» Errors within range= average Two types of error coding are available: Item-level Qualitative (within-item) 30 Copyright All rights reserved.
16 Error Analysis Use skill categories in Record Form Use separate Error Analysis Booklet Item-Level Math Concepts & Applications Math Computation (in EA Booklet) Reading Comprehension Listening Comprehension Written Expression Oral Expression Phonological Awareness Qualitative Letter & Word Recognition Math Computation Nonsense Word Decoding Spelling Not available for the 4 fluency subtests. 31 Copyright All rights reserved. Item-Level Error Analysis Sample Item-Level Error Analysis from Written Expression Level 2, Items x x Each item corresponds to an error category. When an item is missed, the corresponding error category is assigned to that item. 32 Copyright All rights reserved.
17 Qualitative Error Analysis Why the item was failed, not just what kinds of items were missed. Classifies specific error types within the response. Use the separate Error Analysis Booklet for the four subtests offering Qualitative Error Analysis. 33 Copyright All rights reserved. Qualitative Error Analysis Error Categories for Letter & Word Recognition, Nonsense Word Decoding, & Spelling Single or double consonant Initial blend Consonant blend Medial or final blend Consonant digraph Wrong vowel Short vowel Misordered sounds Long vowel Vowel digraph or dipthong R-controlled vowel Silent letter Prefix or word beginning Suffix or word ending Hard, soft C, G, S Predictable and unpredictable letter patterns are coded separately. 34 Copyright All rights reserved.
18 Qualitative Error Analysis Math Computation Example 35 7 = 32 Coded as: Subtracted smaller digit from larger. 1/2 + 2/3 = 3/5 Coded as: Added both numerators and denominators 35 Copyright All rights reserved. Error Analysis Summary Obtain normative information about errors made. (Use Appendix K) 1. Enter number of items attempted. 2. Enter average # of errors (Ap.K). 3. Enter examinee s # of errors. 4. Circle W, A, or S W=Weak A=Average range S=Strong Located on Pages in Record Form. 36 Copyright All rights reserved.
19 KTEA-II: Summary Measures 4 academic domains Reading Mathematics Written Language Oral Language Covers age 4:6-25:11 and Grades K-12 Offers alternate, parallel forms Co-normed with KABC-II 37 Copyright All rights reserved. Customer Service Questions or Comments gloria.maccow@pearson.com
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