Ktea 3 administration manual

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References Kaufman, A. S., Kaufman, N. L., & Breaux, K. C. (2014). Kaufman Test of Educational Achievement, Third

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Kaufman Test of Educational Achievement, Third Edition Review of the Kaufman Test of Educational Achievement, Third Edition by KAREN MACKLER, School Psychologist, Lawrence Public Schools, Lawrence, NY: DESCRIPTION. The Kaufman Test of Educational Achievement, Third Edition (KTEA-3) is an individually administered measure of academic achievement for children in prekindergarten through Grade 12, and also including adults ages 19 to 25. The assessment covers reading, math, writing, and language areas. There are two parallel forms of the test, A and B. The test is comprehensive and comes with test easels, separate booklets for written expression stories, test protocols including a student response booklet, an administration manual, a scoring manual, and a USB key, which includes scoring protocols and the technical manual. The battery comprises 19 subtests, though administration of all subtests is not required. A subtest may stand on its own, or may be used as part of a composite. The test manual advises which subtests should be administered, based on the referral question, which is very helpful for school-based personnel, especially if the test is to be used for considerations other than eligibility. Administration time varies, depending upon which subtests are given. An estimate of 10 to 35 minutes is given per each core battery, of which there are three. One typically would want to obtain the Academic Skills Battery composite score, which should take approximately 15 minutes at the earlier age ranges and about 85 minutes for those students in Grades 3 and up. The Written Expression subtest takes the longest amount of time to administer, as examinees are asked to write an essay as part of the subtest. The test is primarily norm-referenced, but may be interpreted as criterion-referenced in reading, math, oral language, and written language when using the error analysis capabilities of the test. Uses for the test include determining eligibility for classification and placement, identifying skill strengths and weaknesses, progress monitoring, and demonstrating the effectiveness of response to intervention (RTI) programs. The assessment profile allows for error analysis, which may be useful for instructional planning for school-aged students. Parallel forms of the test would be helpful for pretest/posttest designs or collecting longitudinal data. The subtests may be given to follow disability categories listed in the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA, 2004) and academic deficit