Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Assessing Academic
Achievement
Gloria Maccow, Ph.D.
Assessment Training Consultant
Objectives
• describe components of WIAT-III;
• select components of WIAT-III to answer
specific referral questions;
• analyze data from WIAT-III to determine
appropriate classification and diagnosis;
and
• use sample data to identify goals and
objectives for instruction and
intervention.
2 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
WIAT®-III Kit
3 | Copyright © 2013. All rights reserved.
Resources To Be Referenced
―
Record Form
―
Response Booklet
―
Examiner’s Manual
―
Scoring Workbook
―
WIAT-III Sample Report
4 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
What is WIAT®-III ?
A comprehensive nationally
standardized achievement test that
─ provides norm referenced and criterion
referenced information.
─ covers grades Pre-K through 12+ or ages
4 years 0 months through 50 years 11
months.
─ provides recommended interventions.
5 | Copyright © 2013. All rights reserved.
Use WIAT®-III data to . . .
a.
identify the academic strengths and
weaknesses of a student,
b.
inform decisions regarding eligibility for
educational services, educational
placement, or a diagnosis of a specific
learning disability, and
c.
design instructional objectives and plan
interventions.
6 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Features of WIAT®-III
• Covers the eight areas of achievement
identified within IDEA 2004 (for SLD
classification) and NCLB legislation.
• Provides item-level skills analysis for select
subtests and guidance on interventions and
IEP planning.
7 | Copyright © 2013. All rights reserved.
Note: Grade 12+
* New
*
*
*
*
*
8 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
General Information
• Administration Time
• Item Sets
• Start Points, Reverse Rules, Discontinue
Rules, Stop Points
9 | Copyright © 2013. All rights reserved.
Overall Administration Time
(50th Percentile)
Total Achievement Composite
Grade
Pre-K
K
Grades
1-2
Grade 3
Grades
4-12+
Time (in
minutes)
35
45
80
94
104
10 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Overall Administration Time
(50th Percentile)
Total Achievement Composite
Age
Time (in
minutes)
20:0-25:11 26:0-35:11
95
36:0-50:11
103
97
11 | Copyright © 2013. All rights reserved.
Item Sets
• Item Sets allow administration of items
that are moderately difficult for the
student. This provides the most
information about his or her achievement
level.
• For the Reading Comprehension and Oral
Reading Fluency subtests, items are
grouped together into item sets.
12 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Item Sets
• Item sets span a range of difficulty levels.
They are delineated by grade-based start
and stop points.
• Using item sets reduces the overall
administration time, makes maximum use
of the student’s energy and effort, and
facilitates rapport.
13 | Copyright © 2013. All rights reserved.
Start 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 items
administered
― Discontinue after 4 consecutive “0” scores
14 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Administration of Subtests
See Record Form
Chronological Age
Year
Month
Day
Test Date
2013
2
18
Date of Birth
2003
2
20
9
11
28
Test Age
16 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
General
Administration Directions
Say, I’ll be asking you to do a number of
things today.
Some of the things may be easy for you,
but some things may seem hard.
Most people do not know every answer
or finish everything, but please try your
best.
Do you have any questions?
17 | Copyright © 2013. All rights reserved.
Test Structure – Oral Language
18 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Listening Comprehension
– Receptive Vocabulary
Page 5 Record Form
– Oral Discourse Comprehension
Page 6 Record Form
19 | Copyright © 2013. All rights reserved.
Description of the Subtests
Listening Comprehension
Subtest and
Grade Level
Description
Receptive
Vocabulary
Measures
listening
(Grades Pre-K vocabulary.
to 12+)
Task Examples
Examinee points to
the picture that best
illustrates the
meaning of each
word s/he hears.
20 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Description of the Subtests
Listening Comprehension
Subtest and
Grade Level
Oral Discourse
Comprehension
(Grades Pre-K to
12+)
Description
Task Examples
Measures ability
to make
inferences about,
and remember
details from oral
sentences and
discourse.
Examinee listens
to sentences and
passages and
orally responds to
comprehension
questions.
21 | Copyright © 2013. All rights reserved.
Converting Raw Scores to
Standardized Scores
22 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Oral Expression
– Expressive Vocabulary
Page 29 Record Form
– Oral Word Fluency
Page 30 Record Form
– Sentence Repetition
Page 31 Record Form
23 | Copyright © 2013. All rights reserved.
Description of the Subtests
Oral Expression
Subtest and
Grade Level
Expressive
Vocabulary
(Grades Pre-K
to 12+)
Description
Task Examples
Measures
speaking
vocabulary and
word retrieval
ability.
Examinee says the
word that best
corresponds to a
given picture and
definition.
24 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Description of the Subtests
Oral Expression
Subtest and
Description
Grade Level
Oral Word
Fluency
(Grades Pre-K
to 12+)
Measures
efficiency of word
retrieval (how
easily he or she
can produce
words).
Task Examples
Examinee names as
many things as
possible belonging
to a given category
(i.e., animals,
colors) within 60
seconds.
25 | Copyright © 2013. All rights reserved.
Description of the Subtests
Oral Expression
Subtest and
Description
Grade Level
Measures oral
syntactic
(Grades Pre-K knowledge and
short-term
to 12+)
memory.
Sentence
Repetition
Task Examples
Examinee listens to
sentences that
increase in length and
complexity and
repeats each sentence
verbatim.
26 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Converting Raw Scores to
Standardized Scores
27 | Copyright © 2013. All rights reserved.
Test Structure - Reading
28 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Description of the Subtests
Reading
Subtest and
Description Task Examples
Grade Level
Early Reading
Skills (Grades
PK–3)
Measures
developing
reading skills.
Names letters of the alphabet,
identifies and generates
rhyming words, identifies
words with the same
beginning and ending sounds,
blends sounds, matches
sounds with letters and letter
blends, and matches written
words with pictures that
illustrate their meaning.
29 | Copyright © 2013. All rights reserved.
Reading
– Word Reading
Page 23 Record Form
– Pseudoword Decoding
Page 26 Record Form
– Oral Reading Fluency
Page 33 Record Form
30 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Description of the Subtests
Reading
Subtest and
Grade Level
Word Reading
(Grades 1 to
12+)
Description
Task Examples
Measures speed
and accuracy of
word recognition
without the aid of
context.
Examinee reads
aloud from a list of
words that increase
in difficulty.
31 | Copyright © 2013. All rights reserved.
Description of the Subtests
Reading
Subtest and
Grade Level
Description
Pseudoword
Measures ability
Decoding
to decode
+
(Grades 1–12 ) nonsense words.
•
•
Task Examples
Examinee reads
aloud from a list of
pseudowords that
increase in
difficulty.
Listen to the Audio CD, Track 24.
Audio record student responses.
32 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Pseudoword Decoding
If student’s response is unclear,
– circle item number
– continue administration
After final item is administered, point to the
row containing the item and say, “I did not
hear you clearly. Please read these words
again.”
Score only the target word.
33 | Copyright © 2013. All rights reserved.
Pseudoword Decoding
― If pronunciation is slow or choppy,
prompt by saying “Say it all together.”
― To begin administration, say, “I want
you to read some words that are not
real words, but read them as if they
were.”
34 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Description of the Subtests
Reading
Subtest and
Grade Level
Description
Measures speed,
accuracy, fluency,
(Grades 1–12+) and prosody of
contextualized oral
reading.
Oral Reading
Fluency
Task Examples
Examinee reads
passages aloud,
and then orally
responds to
comprehension
questions.
35 | Copyright © 2013. All rights reserved.
Administration of ORF
Grade Passage
1
2
3
4
5
6
7-8
9-12+
A, B
C, D
E, F
G, H
I, J
K, L
M, N
O, P
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
times.
36 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
37 | Copyright © 2013. All rights reserved.
Description of the Subtests
Reading
Subtest and
Description
Grade Level
Task Examples
Measures untimed
reading
+
(Grades 1–12 ) comprehension of
various types of
text, including
fictional stories,
informational text,
advertisements,
and how-to
passages.
Examinee reads passages
aloud or silently. After
each passage, the student
orally responds to literal
and inferential
comprehension questions
read aloud by the
examiner. May refer to
passage to answer
questions.
Reading
Comprehension
38 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Reading Comprehension
Page 10 Record Form – Administration
Directions



Items measure literal and inferential
comprehension.
Scores are based on examinee’s
performance on a set of items.
The item-set may be below the student’s
grade level.
39 | Copyright © 2013. All rights reserved.
Administration of RC
Item Set Approach
Grade
1
2
3
4
5
6
7
8
9-12+
Items
1 - 18
5 - 24
11 - 31
25 - 45
32 - 53
38 - 59
46 - 67
54 - 75
Item Set Reverse Rule
If the sum of scores for all
reversal items is 2 or less, go
back one start point and
continue administration.
The reverse rule may be
applied a maximum of 3
times.
60 - 84
40 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Reading Comprehension
Reading Comprehension requires a
combination of
― word identification skills,
― reading vocabulary, and
― language comprehension skills.
41 | Copyright © 2013. All rights reserved.
Reading Comprehension
• Designed to help examiner distinguish
between reading comprehension difficulties
and other areas such as word identification
skills and vocabulary.
• Reduces the confounds associated with word
identification and vocabulary.
42 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Converting Raw Scores to
Standardized Scores
43 | Copyright © 2013. All rights reserved.
Converting Raw Scores to
Standardized Scores
Word Reading Speed
14
5
14
25
The score is the same as or
higher than the scores
obtained by 5% of students
in the normative sample;
95% of students in the
normative sample scored
higher than this score.
44 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Test Structure – Writ. Exp.
45 | Copyright © 2013. All rights reserved.
Written Expression
Subtest
Page
Alphabet Writing Fluency
20
Spelling
46
Sentence Composition
Essay Composition
20/22
25
46 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Description of the Subtests
Written Expression
Subtest and
Grade Level
Alphabet
Writing
Fluency
Grades Pre-K
to 3
Description
Task
Examples
Measures
automaticity (30
second time limit)
in written letter
formation and
sequencing.
The examinee
writes letters in
any order, in
cursive or print,
in upper- or
lower-case.
47 | Copyright © 2013. All rights reserved.
Scoring
Error
─ Repetition
No Error
─ Overwriting
─ Stray Marks
─ Reformation
─ Placement
─ Reversed (q for p)
─ Transposed
c b)
(a d
─ Poorly formed letters
(poor visual-motor
control)
─ Upside-Down
48 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Description of the Subtests
Written Expression
Subtest and
Description
Grade Level
Spelling
(Grades K12+)
Measures written
spelling of letter
sounds and
single words.
Task Examples
Examinee hears each
letter sound within the
context of a word, and
each word within the
context of a sentence,
and then the student
writes the target letter
sound or word.
49 | Copyright © 2013. All rights reserved.
Spelling – See RF
Pronunciations
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.
50 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Spelling
•
For Grades K–1 only: Do not penalize for
letter reversals on any item administered,
except when the letter reversal forms a different
letter.
•
Administration: Read item prompts clearly and
at a conversational pace. Do not pronounce
spelling words slowly or in parts.
•
Recording responses: Surreptitiously record
and score the student’s responses during
administration . . . to apply reverse and
discontinue rules.
51 | Copyright © 2013. All rights reserved.
Spelling
To begin administration,
•
give the student a pencil without an eraser.
•
say, You will be using a pencil without
an eraser, so if you make a mistake,
just cross it out.
•
open the Response Booklet to the gradeappropriate start point of Spelling and hand
it to the student.
52 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Description of the Subtests
Written Expression
Subtest and
Grade Level
Sentence
Composition
(Grades 1–
12+)
Description
Measures sentence
formulation skills and
written syntactic
maturity (SC) and
syntactic ability (SB).
Task
Examples
Sentence
Combining
Sentence
Building
53 | Copyright © 2013. All rights reserved.
Sentence Composition
Sentence
Combining
Example: The boy has hair.
The girl has hair.
The boy and girl have hair.
Example:
and
Sentence
Building
I like peas and carrots.
54 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Sentence Combining–Scoring
Semantics and Grammar (A)
Conveys same meaning as the original
sentences and uses correct grammar and
syntax.
Score = 2
Conveys same meaning and includes 1 or 2
errors in grammar/syntax.
Score = 1
Does not convey same meaning or includes 3
or more errors in grammar/syntax.
Score = 0
55 | Copyright © 2013. All rights reserved.
Sentence Combining–Scoring
Mechanics (B)
No errors in spelling, capitalization,
or punctuation.
Score = 2
1 or 2 errors in spelling,
capitalization, or punctuation.
Score = 1
3 or more errors, or lacks sufficient
meaning to determine accuracy of
punctuation.
56 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Score = 0
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Sentence Combining–Scoring
Extra Credit (C)
Award 1 point if sentence meets the
following criteria:
1.
Does not use the word and to join two
independent clauses; and
2.
Uses good sentence structure; and
3.
Conveys same meaning as original
sentences.
57 | Copyright © 2013. All rights reserved.
Sentence Combining–Scoring
Extra Credit (C)
Award 0 points if sentence meets
one of the following criteria:
Uses the word and to join 2
independent clauses, OR
2. Uses poor sentence structure, OR
3. Does not convey the meaning of the
original sentences.
1.
58 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Sentence Building–Scoring
Semantics and Grammar (A)
Complete sentence that uses target word
meaningfully and uses correct grammar,
syntax, and sentence structure.
Score = 2
Complete sentence that uses target word
meaningfully and includes 1 or 2 errors/
deviations in grammar, syntax, and/or
semantics.
Score = 1
Score = 0
Does not use target word meaningfully and
correctly or includes 3 or more errors in
grammar, syntax, and/or semantics.
59 | Copyright © 2013. All rights reserved.
Sentence Building–Scoring
Mechanics (B)
No errors in spelling, capitalization,
or punctuation.
Score = 2
1 or 2 errors in spelling,
capitalization, or punctuation.
Score = 1
3 or more errors, or lacks sufficient
meaning to determine accuracy of
punctuation.
60 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Score = 0
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Description of the Subtests
Written Expression
Subtest and
Grade Level
Essay
Composition
(Grades 312+)
Description
Task Examples
Measures
spontaneous,
compositional
writing skills within
a 10-minute time
limit.
Student writes
an essay in
response to a
“prompt.”
61 | Copyright © 2013. All rights reserved.
Essay Composition–Scoring
62 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Essay Composition–Scoring
#^
#
.
63 | Copyright © 2013. All rights reserved.
Development & Organization
Six features:
1.
2.
Five paragraphs.
paragraphs
An introduction
•
•
includes a thesis statement, and
summarizes the reasons that will be
presented.
64 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Development & Organization
Six features:
3.
Use of transitions to show
relationships between ideas.
4.
Three or more reasons to support the
thesis statement.
5.
One or more elaborations to support
each reason.
65 | Copyright © 2013. All rights reserved.
Development & Organization
Six features:
6.
A conclusion
– includes a thesis statement, and
– summarizes reasons presented.
66 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Essay Composition–Scoring
#^
#
43
.
11
32
67 | Copyright © 2013. All rights reserved.
Converting Raw Scores to
Standardized Scores
68 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Test Structure - Math
69 | Copyright © 2013. All rights reserved.
Mathematics
Math Problem-Solving
Page 17 Record Form
Numerical Operations
Page 27 Record Form
Math Fluency
Page 49 Record Form
70 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Description of the Subtests
Mathematics
Subtest and
Description
Grade Level
Math Problem
Solving
(Grades Pre-K
to 12+)
Measures untimed
math problemsolving skills in the
following domains:
basic concepts,
everyday
applications,
geometry, and
algebra.
Task Examples
The examinee provides
oral and pointing
responses in response to
questions presented
orally (and often with
visual cues) requiring
the application of math
reasoning skills.
71 | Copyright © 2013. All rights reserved.
Description of the Subtests
Mathematics
Subtest and
Grade Level
Numerical
Operations
(Grades K–
12+)
Description
Task Examples
Measures untimed,
written math
calculation skills in
the following
domains: basic skills,
basic operations with
integers, geometry,
algebra, and
calculus.
Examinee
completes math
calculation
problems
presented in a
worksheet
format.
72 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Description of the Subtests
Mathematics
Subtest and
Description
Grade Level
Task Examples
Math Fluency
Addition
(Grades 112+)
Measures the speed
and accuracy of a
student’s math
(addition)
calculations.
The examinee solves
written addition
problems within a 60second time limit.
Math Fluency
Subtraction
(Grades 1–
12+)
Measures the speed
and accuracy of a
student’s math
(subtraction)
calculations.
The examinee solves
written subtraction
problems within a 60second time limit.
73 | Copyright © 2013. All rights reserved.
Description of the Subtests
Mathematics
Subtest and
Grade Level
Math Fluency
Multiplication
(Grades 312+)
Description
Task Examples
Measures the
speed and
accuracy of a
student’s math
(multiplication)
calculations.
The examinee solves
written addition
problems within a
60-second time limit.
74 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Converting Raw Scores to
Standardized Scores
75 | Copyright © 2013. All rights reserved.
Scores and Interpretation
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Derived Scores for
Composites and Subtests
•
•
•
•
•
•
•
Standard Score
Percentile Rank
Normal Curve Equivalent
Stanines
Status
Scores
Grade Equivalent
Age Equivalent
Growth Scale Values
Growth
Scores
77 | Copyright © 2013. All rights reserved.
Conversion Tables in
Technical Manual
. . . or use Scoring Software
78 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Interpreting Performance
• Growth Scale Values
• Grade-Based and Age-Based Scores
• Composite Scores
• Score Differences
• Statistical Significance of Score Differences
― Frequency of Score Differences
― Qualitative Evaluation of Subtest Component
Score Differences
• Out-of-Level Item Set Performance
79 | Copyright © 2013. All rights reserved.
GSVs and Standard Scores
GSV
SS
Grade 7
572
88
Grade 8
588
88
Learned new math skills;
improved at same rate as peers
80 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Growth Scale Values Chart
Word Reading
Administrations
Student Performance
Test Date
Age
%Rank
GSV
2/18/2010
9:8
7
427
Change Since Last Test
-
7/9/2011
11:4
4
460
33*
* Change since last test is significantly greater than 0.
81 | Copyright © 2013. All rights reserved.
Out-of-Level Item Set
• Applies to Reading Comprehension
and Oral Reading Fluency.
• When out-of-level item set is used,
specify that results are based on
student’s performance below the
grade level of the student.
82 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Out-of-Level Item Set
Poor performance on grade-level
passages for RC may reflect a weakness
in
― word identification skills,
― reading vocabulary,
― language comprehension skills,
― or some combination of these.
83 | Copyright © 2013. All rights reserved.
Out-of-Level Item Set
Reversal provides item set with skill
coverage comparable to gradeappropriate item set, but with passages
at lower readability level.
84 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Out-of-Level Item Set
• If student performs well on lower itemset, language comprehension may be
ruled out as the area of weakness.
• Also, evaluate performance on Word
Reading, Pseudoword Decoding, and
Listening Comprehension.
85 | Copyright © 2013. All rights reserved.
Interpreting
Reading Comprehension
Subtest
Listening Comprehension
Reading Comprehension
Word Reading
Pseudoword Decoding
Oral Reading Fluency
Spelling
Raw
Score
—
26*†
6
3
37*†
7
Standard
Score
96
87
60
67
70
59
– Indicates a subtest with multiple raw scores (shown in the Subtest Components Score Summary).
* Indicates a raw score that is converted to a weighted raw score (not shown).
† Indicates that a raw score is based on a below grade level item set.
86 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Out-of-Level Item Set
• If student performs poorly on lower
item-set, it is likely that student has a
weakness in language comprehension.
• Evaluate to determine which areas of
comprehension need further
instruction.
87 | Copyright © 2013. All rights reserved.
Applications
See Report
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Underachievement?
Ability Score Type: WISC-IV FSIQ = 100
WIAT-III
Composite
Predicted Actual
Score
Score
Expected
Difference
Critical
Value .05
Sign.
Diff.?
Base
Rate
Total Reading
100
69
31
6.13
Y
≤5%
Basic Reading
100
63
37
5.17
Y
≤1%
Reading Comp.
and Fluency
100
75
25
8.36
Y
≤5%
Mathematics
100
104
-4
8.10
N*
N/A
Math Fluency
100
116
-16
7.68
Y*
N/A
89 | Copyright © 2013. All rights reserved.
Pattern of
Strengths and Weaknesses
Statistically evaluate two score comparisons:
(a) Processing Strength vs. Achievement Weakness:
To fit the model for SLD, this comparison must be
discrepant (significantly different).
(b) Processing Strength vs. Processing Weakness: To
fit the model for SLD, this comparison must be
discrepant (significantly different).
90 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Pattern of
Strengths and Weaknesses
• Perform the reality check― Does it all make sense within the context of the
child and his/her instructional experience
• The statistical analyses are conducted by
the WIAT-III Scoring Program – YOU must
conduct the reality check.
91 | Copyright © 2013. All rights reserved.
PSW Analysis
Processing Strength
WISC–IV Perceptual Reasoning
Index SS = 100
A. Discrepant?
* Yes
Achievement Weakness
WIAT–III Basic Reading
SS = 63
B. Discrepant?
* Yes
Processing Weakness
WISC–IV Verbal
Comprehension Index SS = 75
92 | Copyright © 2013. All rights reserved.
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.
Assessing Academic Achievement: Overview and Applications of WIAT-III
Gloria Maccow, Ph.D., Assessment Training Consultant
Skills Analysis and
Intervention Planning
• Item-Level Skills Analysis
• Within-Item Level Skills Analysis
• Intervention Goal Statements
See Report
93 | Copyright © 2013. All rights reserved.
Customer Service
800-627-7271
www.psychcorp.com
Comments or Questions
Gloria Maccow, Ph.D.
gloria.maccow@pearson.com
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved.