Ktea 3 test description

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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

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areas of the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5; American Psychiatric Association, 2013). The test is the latest in the Kaufman Achievement series, the last being the Kaufman Test of Educational Achievement–Second Edition (KTEA-II; 2004). Of the 19 subtests, four are new. Other subtests have been revised by adding new items or improving content coverage. Administration procedures have been simplified. Even the artwork has been updated. The new subtests are Reading Vocabulary, Silent Reading Fluency, Writing Fluency, and Math Fluency. The Naming Facility subtest on the KTEA-II was broken into two subtests on this measure, Object Naming Facility and Letter Naming Facility. DEVELOPMENT. The Kaufman Test of Educational Achievement, Third Edition is the latest achievement battery developed by Alan and Nadeen Kaufman. This version is a revision of the KTEA-II, originally published in 2004. The KTEA-3 underwent an arduous process leading up to its standardization. The authors conducted mini-pilot studies and a full pilot study prior to a national tryout. The tryout evaluated students and young adults representative of the national population. The final normative sample consisted of approximately 2,600 individuals in prekindergarten through Grade 12, and ages 4 through 25. All participants spoke English and did not have physical or perceptual disabilities that would preclude them from taking the test without modifications. None of the participants was institutionalized. Data from the tryout sample were included with the standardization sample. TECHNICAL. The norm sample was broken down by grade, and norms were created for fall, winter, and spring. The norm sample based upon ages was largely taken from the grade norm sample. In both samples, half of the group was administered Form A and half Form B. Overall, considerable care was taken to ensure a representative sample based on the most current U.S. Census data available. Reliability was computed using the split-half method for all subtests except for the subtests that are timed. Reliability coefficients computed for most composite scores were quite high, in the .80s and the .90s. The Oral Fluency composite coefficients were lower, in the .70s. The reliability for this composite was stronger at younger ages, which is appropriate, as this skill is called upon as a prerequisite for early literacy skills. These findings held true across all grade and age ranges. Of interest is the excellent reliability data (mid- to high .90s) for Letter and Word Recognition, Nonsense Word Decoding, Reading Vocabulary, Math Concepts and Applications, and Spelling. Somewhat lower reliability coefficients were found for Reading Comprehension, Phonological Processing, Math Fluency, Written Expression, and Listening Comprehension, ranging from .80 to the low .90s. Alternate-form reliability was computed for Forms A and B, and the test authors concluded that the two forms measure the same academic abilities. Scores should be consistent regardless of the form chosen for administration. Fluency tests showed lower reliabilities that may be due in part to individual differences such as motivation, stamina, attention, and background knowledge. Interrater reliability was computed for Oral Expression (90%) and Written Expression (95%). Reliability coefficients were high, indicating that the scoring criteria presented in the manuals may be used to obtain scores that are consistent across examiners. Validity was established relative to test content, response processes, and internal structure. Because much of the test was modeled after the preceding KTEA-II, the validity studies should still hold. The constructs of the various academic composites are valid and useful for the practitioner. Concurrent or convergent evidence of validity is important to school-based personnel when deciding which tests to purchase. When compared to scores from other tests (e.g., Wechsler Individual Achievement Test—Third Edition, Woodcock-Johnson III Tests of Achievement), mean KTEA-3 scores for individuals were somewhat lower, which might be attributed to the Flynn effect, which is typical of