Assessment Critique

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  • Topic: Psychometrics, Wechsler Intelligence Scale for Children, Wechsler Adult Intelligence Scale
  • Pages : 6 (1866 words )
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  • Published : December 4, 2010
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Assessment Critique
Sandra Whitney
California State University, Northridge
SPED 501 M/M
Dr. Haney

A. General Information

The Kaufman Test of Educational Achievement, Second Edition (KTEA-II) is an individually administered measure of academic achievement for ages 4.5 through 25. The test is available in 2 versions. The Brief Form assesses achievement in reading, math and written expression. The Comprehensive Form covers reading, math, written language, and oral language. It also provides an analysis of students’ errors. Examiners can obtain a Comprehensive Achievement Composite in about 30 minutes for younger children and 85 minutes for the oldest students. The Comprehensive Form has 2 independent, parallel forms (A and B). The KTEA-II was written by Alan and Nadeen Kaufman and is published by AGS Publishing. B. Brief Description of Test Scoring & Types of Scores Derived The KTEA-II was designed to measure student progress. Some of its applications include assessing achievement, identifying processes, analyzing errors, program planning, measuring academic progress, evaluating interventions/programs, and making placement decisions. After reviewing the Manual, I believe the KTEA-II would be a good measure of academic achievement and student progress.

The KTEA-II’s authors examined literature reviews and recommendations from experts in different subject areas in order to define which skills should be measured in each achievement domain. Three national tryouts of the KTEAII Comprehensive Form Materials were conducted between 2000 and 2001. These trials illustrated whether each subtest had enough items to be reliable and provided adequate coverage of skills at each grade level. They also allowed for statistical analysis to identify and modify/remove items that had poor discrimination or were differentially difficult according to sex or ethnicity. Finally, the tryouts provided valuable information regarding item difficulties that was necessary for constructing standardization forms that would be parallel in content and level of examinee performance.

I believe the KTEA-II is well designed. I especially like the fact that it provides a Clinical Analysis of Errors and that the authors utilized input from experts when designing/selecting test items. The analysis of errors can help a teacher identify specific areas in which the student demonstrates weak, average, or strong skill development. I feel the KTEA-II’s design and norms make it suitable for most populations between the ages of 4.5 and 25. As a special educator, a real positive feature is the inclusion of examinees with special classification or diagnosis. However, I do not feel the KTEA-II is suitable for English Language Learners. The manual specifically states that the test was normed to represent the US population of children and young adults who speak English. C: Validity, Normative Population Data, &Types of Scores Derived The norm sample consisted of 3,000 examinees aged 4½ through 25. The grade norms are based on 2,400 of the examinees in Grades K-12. The standardization took place from September 2001 through May 2003. All age levels had between 100 and 200 participants, except age 19, which had 80. The KTEA-II sample was based on the 2001 Current population Survey and designed to match the US population with regards to sex, parent education, ethnicity, and educational status of examinees aged 18 to 25. The sample was representative in terms of geographic region, with a few exceptions at a couple of age levels. Examinees with special disability classification or diagnosis were also included in the standardization sample. These participants had a specific learning disability, speech/language impairment, attention deficit/hyperactivity disorder, mental retardation, emotional/behavioral disturbance or were gifted and talented. One shortcoming in the norms is the failure to provide a breakdown of rural/urban participants.

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