Woodcock reading mastery test 3rd edition

Assessment Instrument Review - 10

Assessment Instrument Review One

Name of Instrument

Woodcock Reading Mastery Tests- 3rd Edition (WRMT-3)

Publication Date

2011

Purpose of Instrument

Instrument is used to assess academic achievement in reading (Brunsman, 2014). The WRMT-3 uses scores in nine areas including letter identification, phonological awareness, rapid automatic naming, word identification, word attack, listening, word, and passage comprehension and oral reading fluency (Pierangelo & Giuliani, 2017). These scores produce another additional four cluster scores regarding the students readiness, basic skills, reading comprehension, and total reading skills (Brunsman, 2014). It is administered individually or in small groups in test format (Brunsman, 2014).

Age or Target Population

The WRMT-3 can be used with students from grades three through twelve (Brunsman, 2014).

Reliability

Split-half reliability scores fell between .64 and .97, with an average reliability score between .85 and .95 (Brunsman, 2014). Test-retest reliability was determined based on 155 students and ranged from .52 to .97 (Brunsman, 2014).

Validity

Evidence of construct validity was found for reading achievement (Brunsman, 2014). Patterns were found to increase as the age of test takers increased (Brunsman, 2014).

Norm Group Population

The WRMT-3 was normed during 2009-2010 using 5000 individuals ranging from 4 and ½ years to 79 years 11 months (Brunsman, 2014). The group was representative of the United States for variables such as geographical location, gender, ethnicity, socioeconomic status and the presence of disabilities (Brunsman, 2014).

Kinds of Scores

Scores for the WRMT-3 are available in raw and standard scores, percentiles, and grade and age equivalents so that the student’s reading ability can be compared to those of his or her peers (Brunsman, 2014).

Cost of Instrument

The total cost for both forms of the kit with the administration manual included is $683.70, with lower pricing for individual forms (Brunsman, 2014).

Cost of Protocols

The cost for the administration protocol is $165 (Brunsman, 2014).

List All Personnel Using Instrument

The WRMT-3 should only be administered by trained professionals such as educational diagnosticians (Pierangelo & Giuliani, 2017).

Assessment Information Use

This instrument is used to screen and assess reading achievement (Brunsman, 2014). The information gained from the WRMT-3 can provide guidance for IEP development as well as decisions regarding educational placement (Brunsman, 2014).

Justification and Recommendation for School Use

I would recommend the use of the WRMT-3 in my district for multiple reasons. The first reason is because the demographic makeup of my district tends to have many students who struggle in their reading abilities, so this test could help in assessing and identifying deficits. Additionally, this instrument was found to have good reliability and adequate validity so I believe it to be a viable option for assessing reading achievement (Brunsman, 2014).

References

Brunsman, B. (2014). Woodcock reading mastery tests-Third edition. Mental Measurements Yearbook, 19. Retrieved from https://eds-b-ebscohost-com.libproxy.lamar.edu/ehost/detail/detail?vid=3&sid=81ce81ba-a760-4248-9d37-163dc65f5c45%40sessionmgr104&bdata=JmxvZ2luLmFzcCZzaXRlPWVob3N0LWxpdmU%3d#AN=test.3351&db=mmt

Pierangelo, R., & Giuliani, G. A. (2017). Assessment in special education: A practical approach (5th ed.). Boston, MA: Pearson.

Assessment Instrument Review Two

Name of Instrument

Kaufman Tests of Educational Achievement-3rd Edition (KTEA-3)

Publication Date

The KTEA-3 was first published in 1985, with its most recent third edition being published in 2014 (Mackler, 2017).

Purpose of Instrument

This instrument is a comprehensive test of academic achievement (Pierangelo & Giuliani, 2017). The KTEA-3 is comprised of 14 subtests that generate scores for five composite areas including reading, math, written language, oral language, and comprehensive achievement (Pierangelo & Giuliani, 2017). It is a battery of assessments that is individually administered to students (Pierangelo & Giuliani, 2017).

Age or Target Population

The KTEA-3 is appropriate for individuals ages 4 to 25 (Pierangelo & Giuliani, 2017),

Reliability

Split-half reliability was calculated for all untimed subtests in the KTEA-3 (Mackler, 2017). Reliability coefficients were relatively elevated with averages between .80 and .90, although the oral fluency coefficient was measured to be in the .70 range (Mackler, 2017). The strongest reliability was found in five subtests, mid to high .90s, with slightly lower coefficients in another 5 areas falling between .80 and .90 (Mackler, 2017). Interrater reliability coefficients were high for oral and written expression which is indicative of consistent scoring criteria (Mackler, 2017).

Validity

The KTEA-3 demonstrates concurrent validity, which is important for school assessments (Mackler, 2017). Previous studies found evidence of validity for the subtests and composite scores (Mackler, 2017).

Norm Group Population

The KTEA-3 was normed using 2,600 English-speaking students with no physical or perceptual deficits whose ages ranged from prekindergarten through grade 12 (Mackler, 2017).

Kinds of Scores

Five composite scores are generated via 19 subtests, which can then be converted to standard scores (Mackler, 2017). The standard scores can also generate percentile scores to compare individual academic achievement levels (Mackler, 2017).

Cost of Instrument

The total cost of the KTEA-3 is $992.45 for both forms, the scoring manual, and multiple score reports (Mackler, 2017). Additional pricing is available for individual forms and other resources (Mackler, 2017).

Cost of Protocols

The protocol for the KTEA-3 is $32.95 for only the record form (Mackler, 2017).

List All Personnel Using Instrument

This instrument must be administered by someone with a master’s degree in a related field or someone with appropriate licensures, such as an educational diagnostician (Mackler, 2017).

Assessment Information Use

The KTEA-3 is used to determine overall levels of academic achievement for individuals (Mackler, 2017). This instrument also uses parallel forms which can help compare pre and posttests, as well provide a means for progress monitoring (Mackler, 2017).

Justification and Recommendation for School Use

I would recommend the continued use of the KTEA-3 in my current school district. The batteries cover a variety of areas that help with the understanding of an individual’s academic strengths and challenges (Mackler, 2017).

References

Macker, K. (2017). Kaufman tests of educational achievement-Third edition. Mental Measurements Yearbook, 20. Retrieved from https://eds-b-ebscohost-com.libproxy.lamar.edu/ehost/detail/detail?vid=8&sid=81ce81ba-a760-4248-9d37-163dc65f5c45%40sessionmgr104&bdata=JmxvZ2luLmFzcCZzaXRlPWVob3N0LWxpdmU%3d#AN=test.6516&db=mmt

Pierangelo, R., & Giuliani, G. A. (2017). Assessment in special education: A practical approach (5th ed.). Boston, MA: Pearson.

Assessment Instrument Review Three

Name of Instrument

Wechsler Intelligence Scale for Children-Fifth Edition, Integrated (WISC-V Integrated)

Publication Date

The WISC-V Integrated was first published in 2004, with its most recent fifth edition being published in 2015 (Bugaj, 2017).

Purpose of Instrument

This instrument is used to assess intelligence (Pierangelo & Giuliani, 2017). The WISC-V Integrated generates five primary scales of index for verbal comprehension, visual spatial, working memory, fluid reasoning, and processing speed (Pierangelo & Giuliani, 2017). Together, these index scales produce a full scale IQ score (Pierangelo & Giuliani, 2017). The test is administered individually (Pierangelo & Giuliani, 2017).

Age or Target Population

The target age group for the WISC-V Integrated is 6-16 years of age (Pierangelo & Giuliani, 2017).

Reliability

Internal reliability of the WISC-V Integrated was found by using the split-half method (Bugaj, 2017). The coefficients were found to be high and ranged in average from .77 to .93 (Bugaj, 2017). The internal reliability was also found to be good among groups of special populations such as ADHD, brain injuries, and autism spectrum disorders (Bugaj, 2017).

Validity

Validity correlations were found between the subtest versions, and explanation was provided for results that were not expected (Bugaj, 2017). Concurrent validity was determined by using two other achievement tests (Bugaj, 2017).

Norm Group Population

The WISC-V Integrated was normed using approximately 500 individuals separated into 11 different age groups (Bugaj, 2017). Gender equality was achieved in all but four groups and the samples were accurate representations of the population for variables such as race, education level, and geographical location (Bugaj, 2017).

Kinds of Scores

The five primary index scales of the WISC-V Integrated generate a Full Scale IQ Score that represents an individual’s overall IQ (Pierangelo & Giuliani, 2017). Scaled scores can also be derived from this instrument, which are converted from raw scores on each of the 21 subtests (Pierangelo & Giuliani, 2017). The scaled scores classify an individual as being developmentally delayed, borderline, low average, average, high average, superior, and very superior in terms of IQ (Pierangelo & Giuliani, 2017).

Cost of Instrument

The cost of the WISC-V Integrated kit is $305 and includes manuals for administration and scoring, technical manuals, stimulus books, and a variety of response booklets and scoring resources (Bugaj, 2017).

Cost of Protocols

WISC-V Integrated protocols cost approximately $125 for a bundle of 25 (Bugaj, 2017).

List All Personnel Using Instrument

In order to administer the WISC-V Integrated, an individual must have a doctorate degree in a related field or certification by a professional organization that is related to the field of assessment (Pierangelo & Giuliani, 2017).

Assessment Information Use

The WISC-V Integrated provides information regarding an individual’s IQ score, which can then be used to assist in IEP development and decision-making about educational placement (Pierangelo & Giuliani, 2017).

Justification and Recommendation for School Use

I would recommend the continued use of the WISC-V Integrated at my current school. It appears to have excellent reliability and good overall validity (Gubaj, 2017).

References

Gubaj, A.M. (2017). Wechsler intelligence scale for children: Fifth edition, integrated. Mental Measurements Yearbook, 20. Retrieved from https://eds-a-ebscohost-com.libproxy.lamar.edu/ehost/detail/detail?vid=6&sid=98523c9f-6e5c-431b-8bcd-965692542f1c%40sessionmgr4009&bdata=JmxvZ2luLmFzcCZzaXRlPWVob3N0LWxpdmU%3d#AN=test.8594&db=mmt

Pierangelo, R., & Giuliani, G. A. (2017). Assessment in special education: A practical approach (5th ed.). Boston, MA: Pearson.

Assessment Instrument Review Four

Name of Instrument

Kaufman Assessment Battery for Children, Second Edition (KABC-II)

Publication Date

The KABC-II was originally published in 1983 and its most recent second edition was published in 2004 (Braden & Ouzts, 2005).