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Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantWhat we’ll cover todayAn Introduction to the new WIAT 3 ANZ2016Valorie O’Keefe, BSc, EdS (MAPS/CEPD)Consultant Psychologist New features of the WIAT-III Australian/NZ development, standardisation,and psychometrics What subtests are in the new WIAT III What scores are available Hand-scoring versus online scoring or iPadadministration. Using the WIAT III with the WISC Vwww.pearsonclinical.com.au4 Copyright 2011 09/08/2011Use WIAT-III data to . . .What is WIAT-III ANZ ?A comprehensive and locally standardisedachievement test that provides norm referenced informationabout a student in the four main areasof achievement covers ages 4:0 through 50:11 (schoolyears Pre-School through Year 12)(a)identify the academic strengths andweaknesses of a student,(b)inform decisions regarding eligibility foreducational services, educational placement,or a diagnosis of a specific learning disability,and(c)design instructional objectives and planinterventions through item-level skillsanalysis provides diagnostic information andrecommended interventions5 Copyright 2011 09/08/20116 WIAT III ANZ options 09/08/2011Traditional Kit Materials Traditional paperpencil OR QinteractiveCopyright 2011 Examiner’s ManualScoring andNormativeSupplementTechnical Manual(USB)Stimulus BookOral ReadingFluency Booklet Record Form (x25)Response Booklet (x25)Word Reading CardPseudoword CardAudio File (USB) Carry Bag 8Copyright 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 ANZ KitPaper/Pencil AdministrationOption 2:Q-global Online Scoring & ReportingOption 1:Hand-score9 Copyright 2011 Score Report: 3 per reportor 45 unlimited annual license per user09/08/2011Option 3: Q-interactiveAdministration/Scoring on iPadUse 2 iPads alongsideResponse BookletAutomaticScoring in realtime Available mid- December Score report can be generated Q Interactive Annual license and subtest pricing: www.helloq.com.auWIAT III ANZ Test Structure14 Copyright 2011 09/08/2011WIAT III Test Structure15 Copyright 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 Consultant“How Long Does it Take ifreading is the only concern?”Overall Administration TimeTotal Achievement CompositeGradePSFYears1-2Time (inminutes)354580Year 3Years4-12 94104 Time based on average achieving students. Students with lower academic achievement will take less time toassess.SUBTESTYears1-2Year 3Years 4-12Reading CompWord Rdg.Pseudowd.DecodingOral Rdg. Fl.102213221622579 Flexible battery: Time will also depend on how many subtests areadministered.16 Copyright 2011 1709/08/2011Derived Scores forComposites and SubtestsOverall Administration Time Total Achievement CompositeAge20:025:1126:035:1136:050:11Time (inminutes)9510397– Age norms &/or School Year norms Flexible battery: Time will also depend on how many subtests areadministered. 18 Copyright 2011 Standard ScorePercentile RankNormal Curve EquivalentStaninesSchool Year EquivalentAge EquivalentGrowth Scale ValuesStatusScoresGrowthScores1909/08/2011Derived Scores for the WIAT–III Composites and SubtestsScore TypeDescriptionStandardScoreAge norms or School Year normsRange of 40 to 160 (M 100, SD 15)Separate Term 1-2 and Term 3-4 norm tables.PercentileRankIndicates the percentage of students of the same age or schoolyear who scored the same or lower than the student.Age or YearEquivalentProvides the age or school year at which the student’s rawscore is the median score of all scores in that age or yeargroup.Normal CurveEquivalentA transformation of age and year-based standard scoreinformation on an equal interval scale with a range of 1 to 99(M 50, SD 21.06).StanineA transformation of age- and grade-based standard scoreinformation to a 9-point scale (M 5, SD 2).Growth Score(GSV)Sample-independent scores on an equal-interval scale for thepurpose of tracking growth over time.WIAT-IIIA&NZ StandardisationProject20Copyright 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 Consultant The Language Adaptation ProcessThe Standardisation ProcessPrior to data collection, language and stimulus contentfound in the U.S. edition of the WIAT-III that was notculturally appropriate for the ANZ edition was adapted.Eight independent expert reviewers from acrossAustralia and New Zealand reviewed the WIAT-III.Local norms were collected based on census-matched samples of students.Children from each age group and the 14 different school year levels wereassessed. Reviewers were registered psychologists working in seniorpositions within schools, academia and private practice. Reviewers with experience working with indigenous groups fromAustralia and New Zealand were included. 245 Examiners participated in the WIAT-III A&NZstandardisation data collectionA total of 1132 children were administered the WIAT 3 ANZ to make up thethree norm samples based on1. Age (4:0-19:11)2. Term 1-2 norms3. Term 3-4 normsNorms for 4 yrs to 13 yrs were broken down into 4-month intervalsWhen testing adults (age 20 ), the US norms are used in ANZ. The Normative SamplesAustralianNew ZealandPreschool (PS)Year 0Foundation (F)*Year 1Year 1Year 2Year 2Year 3Year 3Year 4Year 4Year 5Year 5Year 6Year 6Year 7Year 7Year 8Year 8Year 9Year 9Year 10Year 10Year 11Year 11Year 12Year 12Year 13 The Normative SampleAustralian schooling levels wereclassified according to the AustralianCurriculum, Assessment andReporting Authority. For New Zealandparticipants, the Ministry of Education,New Zealand Curriculum was used toclassify the schooling levels. ––––* Please note, Foundation refers tothe student’s first year of formaleducation - also referred to asKindergarten in ACT and NSW;Preparatory in QLD, TAS and VIC;Pre-Primary in WA; Transition in NT;and Reception in SA.Recruitment of Aboriginal and Torres Strait Islander and New ZealandMāori children was in line with the general Australian and New Zealandpopulation. 5% of the Australian sample consisted of students identified asAboriginal and/or Torres Strait Islander 23% of the New Zealand sample consisted of students identified asNew Zealand MāoriAgeParental educationGeographic regionUrbanicityAncestry, Ethnicity andIndigenous Status alsoconsideredThe Normative Samples (continued)The Normative Sample (continued) Norms stratified by To ensure that the Australian and New Zealand normswere based on the full range of abilities within thepopulation, 42 children with an intellectual disability(FSIQ 40 - 70) and 42 children identified asintellectually gifted (FSIQ 130) were included in theAustralian and New Zealand sample This ensured that approximately 2% of cases performedat the intellectual disability level and 2% performed atthe gifted level.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 ConsultantReliability Internal Consistency Reliability coefficients range from good (.83-.89) to excellent (.90-.98), with the exception ofAlphabet Writing Fluency, which has an average reliability of .69. These reliabilities are similar to those reported for the US normative sample. Test-Retest Stability The evidence of test-retest stability for subtest and composite scores was obtained byadministering the WIAT–III twice. This study was completed as part of the U.S. standardisationand demonstrated that the WIAT–III subtest and composite scores possess adequate stabilityacross time.Evidence of ValidityCorrelations with the WIAT-II Australian The WIAT-IIIA&NZ and the WIAT-II Australian were administered to 50students in years AU PS-12 / NZ 0-13, with a testing interval between4 and 42 days, and a mean testing interval of 25 days. The mean WIAT-II Australian composite scores were generally higherthan their corresponding WIAT-IIIA&NZ scores. The mean composite score differences between the WIAT-IIIA&NZ andWIAT-II Australian were in the direction and at the magnitudeexpected given the combined impact of the Flynn effect (Flynn, 2007)and practice effects resulting from the study design. The corrected correlation coefficients of composite scores for the twoinstruments ranged from .74 (Written Expression-Written Language) to.92 (Total Achievement-Total).Evidence of Validity (continued) Correlations with the WISC-VA&NZThe WIAT-IIIA&NZ and the WISC-VA&NZ were administered to 403 children aged6–16 yrs.Correlation between the WISC V FSIQ and WIAT III Total Achievement scoreis moderate to high.Among the primary index scores, VCI is most strongly related to TotalAchievement, followed by WMI. Simple difference and predictive difference tables are available forconducting formal ability-achievement discrepancy analysis. These tablesare available in the WIAT III ANZ Scoring and Normative Manual, as well asin Q Global and Q Interactive digital scoring. Linking tables are also available for WIAT III ANZ to WPPSI IV ANZ ability toachievement discrepancy analysis.40 Copyright 2011 09/08/2011Special Clinical Group Studies 41 Copyright 2011 Children Identified as Intellectually GiftedChildren with Mild or Moderate Intellectual DisabilityChildren with Specific Learning Disorder—Readingand/or Written ExpressionChildren with Attention-Deficit/Hyperactivity DisorderChildren with Autism Spectrum Disorder WithAccompanying Language Impairment09/08/2011Copyright 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 ConsultantMost subtests useStart and Stop Points School Year-based start point– Current school year level or last yearcompletedA Closer look at theWIAT III ANZ Subtests Reverse and discontinue rules– Reverse if score of 0 on any of first 3 itemsadministered– Discontinue after 4 consecutive “0” scoresCopyright 2010 Pearson Education, Inc. or its affiliates. All rights reserved.512 Subtests use Item Sets 52 09/08/2011Reading Comprehension and OralReading Fluency subtests, items aregrouped together into item sets.Item sets span a range of difficultylevels. They are delineated by schoolyear-based start and stop points.Item Set Example: Year 4 studentsare administered items 25 to 45 inReading Comprehension.Copyright 2011 09/08/2011Subtest andYear LevelReceptiveVocabulary(Years PS to12 ) Test Structure – Oral LanguageDescription of the SubtestsListening ComprehensionDescription of the SubtestsListening Comprehension54Copyright 2011Copyright 2011 DescriptionTask ExamplesMeasureslisteningvocabulary.Examinee points tothe picture that bestillustrates themeaning of eachword s/he hears.09/08/2011Subtest andYear LevelDescriptionOral DiscourseComprehensionMeasures abilityto make(Years PS to 12 ) inferences about,and rememberdetails from oralsentences anddiscourse.57 Copyright 2011 Task ExamplesExaminee listensto sentences andpassages andorally responds tocomprehensionquestions.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 ConsultantConverting Raw Scores toStandardised ScoresDescription of the SubtestsOral ExpressionSubtest andYear LevelExpressiveVocabulary(Years PS to12 )59 Copyright 2011 09/08/201160 Oral WordFluencyMeasuresefficiency of wordretrieval (howeasily he or shecan producewords).(Years PS to12 )62 Copyright 2011 Examinee names asmany things aspossible belongingto a given category(i.e., animals,colors) within 60seconds.Converting Raw Scores toStandardised Scores64 Copyright 2011 Measuresspeakingvocabulary andword retrievalability.Examinee says theword that bestcorresponds to agiven picture anddefinition.09/08/2011Subtest andDescriptionYear LevelTask Examples09/08/2011 Task ExamplesDescription of the SubtestsOral ExpressionDescription of the SubtestsOral ExpressionSubtest andDescriptionYear LevelCopyright 2011DescriptionSentenceRepetitionMeasures oralsyntacticknowledge andshort-termmemory.(Years PS to12 )63 Copyright 2011 Task ExamplesExaminee listens tosentences thatincrease in length andcomplexity andrepeats each sentenceverbatim.09/08/2011Test Structure - Reading09/08/2011Copyright 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 ConsultantDescription of the SubtestsReadingDescription of the SubtestsReadingSubtest andDescription Task ExamplesYear LevelEarly ReadingSkills (YearsPS–3)66 Copyright 2011Measuresdevelopingreading skills. 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.09/08/2011Subtest andYear LevelWord Reading(Years 1 to12 )69 DescriptionTask ExamplesPseudowordDecoding(Years 1–12 )Measures abilityto decodenonsense words.Examinee readsaloud from a list ofpseudowords thatincrease in difficulty. Task ExamplesMeasures speedand accuracy ofword recognitionwithout the aid ofcontext.Examinee readsaloud from a list ofwords that increasein difficulty.09/08/2011Description of the SubtestsReadingDescription of the SubtestsReadingSubtest andYear LevelCopyright 2011DescriptionSubtest andYear LevelOral ReadingFluency(Years 1–12 )DescriptionTask ExamplesMeasures speed,accuracy, fluency,and prosody ofcontextualised oralreading.Examinee readspassages aloud,and then orallyresponds tocomprehensionquestions.Examiner can listen to the Audio File(USB) for examples of how topronounce pseudowords.Uses the new Oral Reading Fluency Booklet70 Copyright 2011 09/08/201173 74 Passage1234567-89-12 A, BC, DE, FG, HI, JK, LM, NO, PCopyright 2011 09/08/2011Item 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. 09/08/2011Description of the SubtestsReadingAdministration of ORFYearCopyright 2011Subtest andDescriptionYear LevelTask ExamplesReadingMeasures untimedComprehension readingcomprehension of(Years 1–12 )various 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.76 Copyright 2011 09/08/2011Copyright 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 ConsultantConverting Raw Scores toStandardised ScoresAdministration of RCItem Set ApproachYear1279Items1 - 185 - 243456112532387846 - 6754 - 759-12 60 - 84 Copyright 2011- Item Set Reverse RuleIf the sum of scores for allreversal items is 2 or less, goback one start point andcontinue administration.31455359The reverse rule may beapplied a maximum of 3times.09/08/201182Converting Raw Scores toStandardised ScoresWord Reading Speed83 Copyright 2011 1451425 Copyright 2011 09/08/2011Test Structure – WrittenExpressionThe 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.09/08/2011Description of the SubtestsWritten ExpressionSubtest andYear LevelAlphabetWritingFluencyYears PS to 3TaskExamplesMeasuresThe examineeautomaticity (30writes letters insecond time limit) any order, inin written lettercursive or print,formation andin upper- orsequencing.lower-case.DescriptionStudent writes in Response Booklet85 Copyright 2011 Number of letters written in 30 seconds 1809/08/2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.869
Administration, Scoring, and Interpretation of Wechsler Individual Achievement Test-IIIGloria Maccow, Ph.D., Assessment Training ConsultantDescription of the SubtestsWritten ExpressionSubtest andDescriptionYear LevelSpellingMeasures writtenspelling of lettersounds andsingle words.(Years F-12 )88 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.09/08/2011Description of the SubtestsWritten ExpressionSubtest andYear LevelSentenceComposition(Years 1–12 )92 Copyright 2011SentenceCombiningand SentenceCombiningSentenceBuilding09/08/2011Subtest andYear LevelEssayComposition(Years 312 )The boy and girl have hair.Example:Measures sentenceformulation skills andwritten syntacticmaturity (SC) andsyntactic ability (SB).TaskExamplesDescription of the SubtestsWritten ExpressionSentence CompositionExample: The boy has hair.The girl has hair.DescriptionSentenceBuildingDescriptionTask ExamplesMeasuresspontaneous,compositionalwriting skills withina 10-minute timelimit.Student writesan essay inresponse to a“prompt.”I like peas and carrots.93 Copyright 2011 09/08/2011102 Essay Composition103 Copyright 2011 09/08/2011Copyright 2011 09/08/2011Essay Composition – Scoring104 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 ConsultantConverting Raw Scores toStandardised Scores110 Copyright 2011 09/08/2011Description of the SubtestsMathematicsSubtest andDescriptionYear LevelMathsProblemSolving(Years PS to12 )112 Copyright 2011Measures untimedmaths problemsolving skills in thefollowing domains:basic concepts,everydayapplications,geometry, andalgebra. Test Structure - MathsCurrency images provided for bothAustralia and NZTask ExamplesThe examinee providesoral and pointingresponses in responseto questions presentedorally (and often withvisual cues) requiringthe application ofmaths reasoning skills.09/08/2011113 Description of the SubtestsMathematicsSubtest andYear LevelNumericalOperations(Years F–12 )115 Copyright 2011 DescriptionTask ExamplesMeasures untimed,written mathscalculation skills inthe followingdomains: basic skills,basic operations withintegers, geometry,algebra, andcalculus.Examineecompletes mathscalculationproblemspresented inpaper-pencilformat.09/08/2011Copyright 2011 09/08/2011Description of the SubtestsMathematicsSubtest andDescriptionYear LevelTask ExamplesMaths FluencyAddition(Years 1-12 )Measures the speedand accuracy of astudent’s maths(addition)calculations.The examinee solveswritten additionproblems within a 60second time limit.Maths FluencySubtraction(Years 1–12 )Measures the speedand accuracy of astudent’s maths(subtraction)calculations.The examinee solveswritten subtractionproblems within a 60second time limit.117 Copyright 2011 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 toStandardised ScoresDescription of the SubtestsMathematicsSubtest andYear LevelMaths FluencyMultiplication(Years 3-12 )118 Copyright 2011 DescriptionTask ExamplesMeasures thespeed andaccuracy of astudent’smaths(multiplication)calculations.The examinee solveswritten multiplicationproblems within a60-second time limit.09/08/2011119 Copyright 2011 09/08/2011Derived Scores forComposites and Subtests Standard Scores (mean 100, SD 15)–Scores andInterpretation– 121Percentile Rank School Year EquivalentAge Equivalent Growth Scale Values Copyright 2010CopyrightPearsonEducation,Inc. orAllrights reserved. 2009Pearson Education,Inc.itsor itsaffiliates.affiliates. All rightsreserved.Age normsT1-2 or T3-4 School Year norms Copyright 2011 Copyright 2011 09/08/201109/08/2011WIAT III ScoresScore Profile122 123 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 ConsultantScore DifferencesScore Profile124 Copyright 2011 09/08/2011125 SSYear 757288Year 858888The student’s scaled score stayed the same, butGSV scores indicate that he did learned newskills.He improved at same rate as peers but at a lowerachievement level128 Copyright 2011 09/08/2011Growth Scale Values ChartWord ReadingGSVs and Standard ScoresGSVCopyright 2011Administrations09/08/2011Student PerformanceTest DateAge%RankGSV2/18/20109:87427Change Since Last Test-7/9/201111:4446033** Change since last test is significantly greater than 0.Skills Analysis andIntervention PlanningDiscrepancy Analysis Item-Level Skills Analysis Within-Item Level Skills Analysis Intervention Goal StatementsNote: WISC V FSIQ, GAI, NVI or other index score can be used.130 Copyright 2011 09/08/2011141 Copyright 2011 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 Consultant142 Copyright 2011 09/08/2011Resources and Price Review 1262Q Interactive: 355Annual Licenseplus 1.10 per subtest.www.helloq.com.au 78146 Q Global OnlineScoring. 3 perreport or 45unlimitedlicenseCopyright 2011 09/08/2011Thank you for attending!Pearson Clinical AssessmentValorie O’Keefe (MAPS/CEDP)Consultant Psychologistvalorie.okeefe@pearson.comDiscount Code: NPW111610%*Pearson Clinical published kits and formsSee website for T&C147 Copyright 2011 M: 0409 039 144(02) 9454 22881800 882 385Client Services:www.pearsonclinical.com.au1800 882 385www.helloq.com.au09/08/2011Copyright 2011. Pearson Inc., or its affliliates. All rights reserved.14
Australia and New Zealand reviewed the WIAT-III. Reviewers were registered psychologists working in senior positions within schools, academia and private practice. Reviewers with experience working with indigenous groups from Aust
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The administration of the M-ACE takes approximately 5 minutes, and scoring should not take longer than 1-2 minutes. These instructions have been designed in order to make the questions and their scoring clear for the tester. Please read them carefully before giving the test. If possible, leave the scoring until the end of the session, since the
