Gloria Maccow, Ph.D. Assessment Training Consultant
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantAdministration, Scoring,InterpretationGloria Maccow, Ph.D.Assessment Training ConsultantObjectives 2 describe features of the WIAT-III;describe administration and scoringof subtests;discuss interpretation of WIAT-IIIdata.Copyright 2011 09/08/2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.1
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantWIAT -III Kit3 Copyright 2011 09/08/2011Resources To Be ReferencedDuring Webinar4 ―Record Form―Response Booklet―Examiner’s Manual―Scoring Workbook―WIAT-III Sample ReportCopyright 2011 09/08/2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.2
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantWhat is WIAT -III ?A comprehensive nationally standardizedachievement test that provides norm referenced andcriterion referenced information. covers grades Pre-K through 12 orages 4 years 0 months through 50years 11 months. provides recommended interventions.5 Copyright 2011 09/08/2011Use WIAT -III data to . . .6 (a)identify the academic strengths andweaknesses of a student,(b)inform decisions regarding eligibilityfor educational services, educationalplacement, or a diagnosis of a specificlearning disability, and(c)design instructional objectives andplan interventions.Copyright 2011 09/08/2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.3
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantFeatures of WIAT -III 7 Covers the eight areas ofachievement identified within IDEA2004 (for SLD classification) andNCLB legislation.Provides item-level skills analysis forselect subtests and guidance oninterventions and IEP planning.Copyright 2011 09/08/2011Note: Grade 12 * New*****Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.4
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantRecord Form9 Copyright 2011 09/08/2011General Information Administration Time Item Sets 10 Start Points, Reverse Rules,Discontinue Rules, Stop PointsCopyright 2011 09/08/2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.5
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantOverall Administration Time(50th Percentile)Total Achievement Composite11GradePre-KKGrades1-2Grade 3Grades4-12 Time (inminutes)35458094104 Copyright 201109/08/2011Overall Administration Time(50th Percentile)Total Achievement Composite12Age20:025:1126:035:1136:050:11Time (inminutes)9510397 Copyright 2011 09/08/2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.6
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantItem Sets 13 Item Sets allow administration ofitems that are moderately difficult forthe student. This provides the mostinformation about his or herachievement level.For the Reading Comprehension andOral Reading Fluency subtests, itemsare grouped together into item sets.Copyright 2011 09/08/2011Item Sets 14 Item sets span a range of difficultylevels. They are delineated by gradebased start and stop points.Using item sets reduces the overalladministration time, makes maximumuse of the student’s energy and effort,and facilitates rapport.Copyright 2011 09/08/2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.7
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantStart and Stop Points(Subtests that do not use Item Sets) Grade-based start point– Current grade level or last grade completed Follow reverse and discontinue rules– Reverse if score of 0 on any of first 3 itemsadministered– Discontinue after 4 consecutive “0” scores15 Copyright 2011 09/08/2011Administration ofSubtestsSee Record FormCopyright 2010 Pearson Education, Inc. or its affiliates. All rights reserved.Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.8
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantChronological AgeYearMonthDayTest Date2010218Date of Birth200022091128Test Age17 Copyright 2011 09/08/2011General Administration DirectionsSay, I’ll be asking you to do a number ofthings today.Some of the things may be easy foryou, but some things may seem hard.Most people do not know every answeror finish everything, but please try yourbest.Do you have any questions?18 Copyright 2011 09/08/2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.9
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantTest Structure – Oral LanguageListening Comprehension– Receptive VocabularyPage 5 Record Form– Oral Discourse ComprehensionPage 6 Record Form20 Copyright 2011 09/08/2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.10
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantDescription of the SubtestsListening ComprehensionSubtest andGrade ng(Grades Pre-K vocabulary.to 12 )21 Copyright 2011 Task ExamplesExaminee points tothe picture that bestillustrates themeaning of eachword s/he hears.09/08/2011Description of the SubtestsListening ComprehensionSubtest andGrade LevelOral DiscourseComprehension(Grades Pre-K to12 )22 Copyright 2011 DescriptionTask ExamplesMeasures abilityto makeinferences about,and rememberdetails from oralsentences anddiscourse.Examinee listensto sentences andpassages andorally responds tocomprehensionquestions.09/08/2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.11
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantConverting Raw Scores toStandardized Scores23 Copyright 2011 09/08/2011Oral Expression– Expressive VocabularyPage 29 Record Form– Oral Word FluencyPage 30 Record Form– Sentence RepetitionPage 31 Record Form24 Copyright 2011 09/08/2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.12
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantDescription of the SubtestsOral ExpressionSubtest andGrade LevelExpressiveVocabulary(Grades Pre-Kto 12 )25 Copyright 2011 DescriptionTask ExamplesMeasuresspeakingvocabulary andword retrievalability.Examinee says theword that bestcorresponds to agiven picture anddefinition.09/08/2011Description of the SubtestsOral ExpressionSubtest andDescriptionGrade LevelOral WordFluency(Grades Pre-Kto 12 )26 Copyright 2011 Measuresefficiency of wordretrieval (howeasily he or shecan producewords).Task ExamplesExaminee names asmany things aspossible belongingto a given category(i.e., animals,colors) within 60seconds.09/08/2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.13
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantDescription of the SubtestsOral ExpressionSubtest andDescriptionGrade LevelSentenceRepetitionMeasures oralsyntactic(Grades Pre-K knowledge andshort-termto 12 )memory.27 Copyright 2011 Task ExamplesExaminee listens tosentences thatincrease in length andcomplexity andrepeats each sentenceverbatim.09/08/2011Converting Raw Scores toStandardized Scores28 Copyright 2011 09/08/2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.14
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantTest Structure - ReadingDescription of the SubtestsReadingSubtest andDescription Task ExamplesGrade LevelMeasuresdevelopingreading skills.Early ReadingSkills (GradesPK–3)30 Copyright 2011 Names letters of the alphabet,identifies and generatesrhyming words, identifieswords with the samebeginning and ending sounds,blends sounds, matchessounds with letters and letterblends, and matches writtenwords with pictures thatillustrate their meaning.09/08/2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.15
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantReading– Word ReadingPage 23 Record Form– Pseudoword DecodingPage 26 Record Form– Oral Reading FluencyPage 33 Record Form31 Copyright 2011 09/08/2011Description of the SubtestsReadingSubtest andGrade LevelWord Reading(Grades 1 to12 )32 Copyright 2011 DescriptionTask ExamplesMeasures speedand accuracy ofword recognitionwithout the aid ofcontext.Examinee readsaloud from a list ofwords that increasein difficulty.09/08/2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.16
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantDescription of the SubtestsReadingSubtest andGrade LevelDescriptionPseudowordMeasures abilityDecodingto decode(Grades 1–12 ) nonsense words. 33 Task ExamplesExaminee readsaloud from a list ofpseudowords thatincrease indifficulty.Listen to the Audio CD, Track 24.Audio record student responses.Copyright 2011 09/08/2011Pseudoword DecodingIf student’s response is unclear,– circle item number– continue administrationAfter final item is administered, point to therow containing the item and say, “I did nothear you clearly. Please read these wordsagain.”Score only the target word.34 Copyright 2011 09/08/2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.17
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantPseudoword Decoding― If pronunciation is slow or choppy,prompt by saying “Say it all together.”― To begin administration, say, “I wantyou to read some words that are notreal words, but read them as if theywere.”35 Copyright 2011 09/08/2011Description of the SubtestsReadingSubtest andGrade LevelDescriptionOral ReadingFluencyMeasures speed,accuracy, fluency, (Grades 1–12 ) and prosody ofcontextualized oralreading.36 Copyright 2011 Task ExamplesExaminee readspassages aloud,and then orallyresponds tocomprehensionquestions.09/08/2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.18
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantAdministration of ORFGrade Passage1234567-89-12 37 Copyright 2011A, BC, DE, FG, HI, JK, LM, NO, P Item Set Reverse RuleIf reading time exceeds thereversal time limit on thefirst passage of the item set,go back one start point andcontinue administration.The reverse rule may beapplied a maximum of 2times.09/08/2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.19
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantDescription of the SubtestsReadingSubtest andDescriptionGrade LevelTask ExamplesMeasures untimedreading (Grades 1–12 ) comprehension ofvarious types oftext, includingfictional stories,informational text,advertisements,and how-topassages.Examinee reads passagesaloud or silently. Aftereach passage, the studentorally responds to literaland inferentialcomprehension questionsread aloud by theexaminer. May refer topassage to answerquestions.ReadingComprehension39 Copyright 2011 09/08/2011Reading ComprehensionPage 10 Record Form – AdministrationDirections 40 Items measure literal and inferentialcomprehension.Scores are based on examinee’sperformance on a set of items.The item-set may be below thestudent’s grade level.Copyright 2011 09/08/2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.20
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantAdministration of RCItem Set ApproachGrade123456789-12 41 Items1 - 185 - 2411 - 3125 - 4532 - 5338 - 5946 - 6754 - 7560 - 84Copyright 2011 Item Set Reverse RuleIf the sum of scores for allreversal items is 2 or less, goback one start point andcontinue administration.The reverse rule may beapplied a maximum of 3times.09/08/2011Reading ComprehensionReading Comprehension requires acombination of– word identification skills,– reading vocabulary, and– language comprehension skills.42 Copyright 2011 09/08/2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.21
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantReading Comprehension 43 Designed to help examiner distinguishbetween reading comprehensiondifficulties and other areas such as wordidentification skills and vocabulary.Reduces the confounds associated withword identification and vocabulary.Copyright 2011 09/08/2011Converting Raw Scores toStandardized Scores44 Copyright 2011 09/08/2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.22
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantConverting Raw Scores toStandardized ScoresWord Reading Speed45 Copyright 2011 1451425The score is the same as orhigher than the scoresobtained by 5% of studentsin the normative sample;95% of students in thenormative sample scoredhigher than this score.09/08/2011Test Structure – Writ. Exp.Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.23
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantWritten ExpressionSubtestPageAlphabet Writing Fluency20Spelling46Sentence CompositionEssay Composition47 Copyright 2011 20/222509/08/2011Description of the SubtestsWritten ExpressionSubtest andGrade LevelAlphabetWritingFluencyGrades Pre-Kto 348 Copyright 2011 DescriptionTaskExamplesMeasuresautomaticity (30second time limit)in written letterformation andsequencing.The examineewrites letters inany order, incursive or print,in upper- orlower-case.09/08/2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.24
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantScoringError Repetition 49 OverwritingReversed (q for p)No Error Reformation Stray Marks Placement Transposed(a d c b)Poorly formedletters (poor visualmotor control)Upside-DownCopyright 2011 09/08/2011Description of the SubtestsWritten ExpressionSubtest andDescriptionGrade LevelSpellingMeasures writtenspelling of lettersounds andsingle words.(Grades K12 )50 Copyright 2011 Task ExamplesExaminee hears eachletter sound within thecontext of a word, andeach word within thecontext of a sentence,and then the studentwrites the target lettersound or word.09/08/2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.25
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantSpelling – See RFPronunciations For acceptable pronunciations:– listen to the Audio CD, Track 25;– refer to Examiner’s Manual. Alternate pronunciations– For word with more than one pronunciation,choose pronunciation familiar to student.– If student appears confused about pronunciation,use alternate pronunciation.51 Copyright 2011 09/08/2011Spelling52 For Grades K–1 only: Do not penalize forletter reversals on any item administered,except when the letter reversal forms a differentletter. Administration: Read item prompts clearly andat a conversational pace. Do not pronouncespelling words slowly or in parts. Recording responses: Surreptitiously recordand score the student’s responses duringadministration . . . to apply reverse anddiscontinue rules. Copyright 2011 09/08/2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.26
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantSpellingTo begin administration,53 give the student a pencil without an eraser. say, You will be using a pencil withoutan eraser, so if you make a mistake,just cross it out. open the Response Booklet to the gradeappropriate start point of Spelling and handit to the student.Copyright 2011 09/08/2011Description of the SubtestsWritten ExpressionSubtest andGrade LevelSentenceComposition(Grades 1–12 )54 Copyright 2011DescriptionMeasures sentenceformulation skills andwritten syntacticmaturity (SC) andsyntactic ability (SB). /2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.27
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantSentence CompositionSentenceCombiningExample: The boy has hair.The girl has hair.The boy and girl have hair.Example:andSentenceBuildingI like peas and carrots.55 Copyright 2011 09/08/2011Sentence Combining–ScoringSemantics and Grammar (A)Conveys same meaning as the originalsentences and uses correct grammar andsyntax.Score 2Conveys same meaning and includes 1 or 2errors in grammar/syntax.Score 1Does not convey same meaning or includes 3or more errors in grammar/syntax.56 Copyright 2011 Score 009/08/2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.28
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantSentence Combining–ScoringMechanics (B)No errors in spelling, capitalization,or punctuation.Score 21 or 2 errors in spelling,capitalization, or punctuation.Score 13 or more errors, or lacks sufficientmeaning to determine accuracy ofpunctuation.57 Copyright 2011 Score 009/08/2011Sentence Combining–ScoringExtra Credit (C)Award 1 point if sentence meets thefollowing criteria:58 1.Does not use the word and to jointwo independent clauses; and2.Uses good sentence structure; and3.Conveys same meaning as originalsentences.Copyright 2011 09/08/2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.29
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantSentence Combining–ScoringExtra Credit (C)Award 0 points if sentence meetsone of the following criteria:Uses the word and to join 2independent clauses, OR2. Uses poor sentence structure, OR3. Does not convey the meaning ofthe original sentences.1.59 Copyright 2011 09/08/2011Sentence Building–ScoringSemantics and Grammar (A)Complete sentence that uses target wordmeaningfully and uses correct grammar,syntax, and sentence structure.Complete sentence that uses target wordmeaningfully and includes 1 or 2 errors/deviations in
Item Set Reverse Rule If reading time exceeds the reversal time limit on the first passage of the item set, go back one start point and continue administration. The reverse rule may be applied a maximum of 2 9-12 O, P times. 7-8 M,
1 Gloria, gloria, in excelsis deo, Glory to God in the highest. 2 Gloria in excelsis deo gloria. 3 Gloria, gloria, in excelsis deo, 4 Gloria, gloria, in excelsis, in excelsis deo. Section 2 [words and melody repeated] Gloria, gloria. Section 3 [words and melody repeated] Section 4 Et in
Overview of DIAL-4 Gloria Maccow, Ph.D., Assessment Training Consultant Copyright 2011. Pea
discuss interpretation of WIAT-III data. Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III . ―Scoring Workbook ―WIAT-III Sample Report. Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-III Gloria Maccow, Ph.D., Assessment Training Consultant .
Customer Service. 1-800-211-8378 (USA) 1-866-335-8418 (Canada) Webinar-Specific Questions. Gloria Maccow, Ph.D. gloria.maccow@pearson.com. Ph 724-766-7692
A Bilingual Song Book . 2 Tabla de contenido Table of Contents ADVENT 1 Toda la Tierra / All Earth is Hopeful 2 Madre de la Iglesia / Mother of the Church CHRISTMAS 3 Gloria, Gloria, Gloria / Gloria, Gloria, Gloria 4 Venid, Fieles Todos / O Come, All Ye Fa
¡Dad gloria, gloria, gloria, gloria; Dad gloria a nuestro Dios! 2 Durante el día que pasó, La mano del Señor, la mano del Señor De muchos males nos salvó. 3 Pues hasta aquí nos ayudó, Y siempre proveerá, y siempre proveerá, Con gratitud, placer y amor. 4 A otras almas ¡
Playing with an onion at the supermarket, Gloria meets an astronaut Significant Characters A young girl named Gloria Jones and Dr. Grace Street, the astronaut Outcome Gloria and the astronaut talk about what it is like in space and what Gloria needs to do to be an astronaut herself. Then Gloria thinks about
Assessment of Articulation and Phonological Processing Using the GFTA-3 and KLPA-3 Gloria Maccow, Ph.D., Assessment Training Consultant. Assessment of Articulation and Phonological Processing Using the GFTA-3 and KLPA-3
