Michael Charron Assessment Consultant Pearson, … Charron Assessment Consultant Pearson, Clinical...

Michael Charron Assessment Consultant

Pearson, Clinical Assessment Michael.charron@pearson.com

www.pearsonclinical.ca

What we’ll cover… • Overview • Changes • Kit components • Test structure • Overview of subtests

What is KTEA-3?

The Kaufman Test of Educational

Achievement, Third Edition (KTEA–3

Comprehensive Form) is an individually

administered measure of academic

achievement for grades pre-kindergarten

through 12 or ages 4 through 25 years.

Overview • The Comprehensive Form has two independent,

parallel forms (A and B)

• Covers a wider range of achievement domains

• Provides error analysis capabilities

• Q-global scoring and reporting system availability

– Clinician Report

– Parent Report

• Link to KABC-2 and WISC-V

Updates • The KTEA–3 Comprehensive Form represents a

substantial revision of the KTEA–II including:

• Updated norms

• Four(4) new subtests

• Revised subtests with new items and improved content coverage

• Updated artwork

• Simplification of administration procedures to enhance the user friendliness of the test

Updates • Like the original and the KTEA–II, the KTEA–3

Comprehensive Form is a curriculum-based instrument that is attractive and engaging.

• It provides norm-referenced and, through its error analysis systems, criterion-referenced assessment in the domains of reading, mathematics, written language, and oral language.

KTEA-3: Key Updates • Lowered age to 4:0 • Added norms for Pre-K • Provided Intervention suggestions for parents

and teachers • Made moderate changes to current subtests • Revised Oral Expression • Separated Object and Letter Naming Facility

KTEA-3: Key Updates • Added four new supplemental subtests

– Math Fluency

– Silent Reading Fluency

– Reading Vocabulary

– Writing Fluency

• Added KTEA-3 scoring on Q-global

• Included in Kit comprehensive scoring guide for ease in understanding scoring rules.

Math Fluency (MF)

Silent Reading Fluency (SRF)

Reading Vocabulary: Item 1

RV: Administration Directions

Reading Vocabulary (RV)

Writing Fluency (WF)

KTEA-3: Features Retained • Includes measures of all 8 achievement areas

required by IDEIA

• Provides parallel alternate forms for reevaluation and for measuring growth

• Offers comprehensive error analysis

Special Features The KTEA–3 Comprehensive Form has a number of special features that make it an important tool for assessing academic achievement.

– It measures achievement in reading, mathematics, written language, and oral language, and allows the examiner to administer a single subtest or any combination of subtests to assess achievement in one or more domains.

– The KTEA–3 provides measures of all eight specific learning disability areas identified in the IDEIA, 2004 as well as the areas of impairment specified by DSM–V.

Interventions • Intervention statements are provided along with

error analysis results as part of the Clinician Report to give teachers and clinicians helpful instructional recommendations.

• In addition, Parent intervention suggestions are available as part of the Parent Report to provide parents with fun, playful educational activities to strengthen their child’s basic academic skills at home.

Subtests with Similar Formats • Pairs of subtests—Reading Comprehension and

Listening Comprehension, and Written Expression and Oral Expression—were developed to have similar formats to enable useful comparisons to be made between each pair of subtests.

• These comparisons help the examiner distinguish specific problems in reading or writing from more general language problems.

Approach to Assessment • Colourful art and novel approaches to the

assessment of several skills are designed to encourage examinees’ best efforts.

• For example, on the Written Expression subtest, examinees complete tasks by working through an age-appropriate booklet that tells an engaging story.

Norms • Norms are based on two separate,

representative, nationwide US standardizations, one in the fall and one in the spring (includes Winter norms).

• This procedure was implemented to accurately measure examinees’ performance throughout the year.

Alternate Forms • Forms A and B of the KTEA–3 Comprehensive

Form were developed and normed simultaneously, with approximately half of the standardization sample taking each.

• Retesting an examinee with the alternate form reduces the effects of practice and thereby contributes to accurate measurement of progress.

KTEA-3 Kit !

Flash Drive (USB key) • Audio files for administering the Listening Comprehension passages

and to demonstrate administration or scoring of items for five subtests

• Hand scoring files (not needed if scoring on Q-global) • Scoring keys for Math Fluency and Silent Reading Fluency • Error analysis worksheets (4 per form) • Error Analysis Summary Form • Graphical profiles (2) • Subtest & Composite Score Computation Form • Analysis & Comparisons Form • Qualitative Observations Form (optional) to assist examiners in

recording key behavioral and performance indicators during the testing session

• Letter Checklist (optional) to help determine which uppercase and lowercase letter names or sounds an examinee knows

Flash Drive-Audio Files

Composites and Subtests

Core Composites

Core Composites (another view)

Reading-Related Composites

Cross-Domain Composites

Oral Language Composites

How to decide which tests to administer…

Guidance is given in the manual.

Subtest Selection Based on Referral

1. Comprehensive vs. Targeted 2. Reading Difficulties 3. Spelling or Writing Difficulties 4. Math Difficulties

Selecting Subtests to Administer • Guidance for selecting KTEA–3 subtests based

on specific reasons for referral • Subtests are suggested for testing hypotheses

about subtypes of learning problems and possible processing weaknesses that may be contributing to academic difficulties. – These subtest suggestions are not intended to be

prescriptive.

Comprehensive vs. Targeted Eval

• The evaluation of areas of strength and weakness is imperative to plan for individualized interventions, rather than assessing only in the area of weakness.

• However, a comprehensive evaluation may not be needed when: – assessment data in other academic areas exists; – conducting screening in a specific area.

(Hale, J., Alfonso, V., Berninger, V., Bracken, B., Christo, C., Clark, E., & Yalof, J., 2010).

Referral for Reading Difficulties Strongly Recommended Subtests:

• Letter & Word Recognition, Reading

Comprehension – For word recognition weaknesses:

Phonological Processing, Nonsense Word Decoding, Spelling, Word Recognition Fluency, and Letter Naming Facility (to evaluate rapid automatic naming); and

Associational Fluency (to evaluate possible word retrieval problems)

Referral for Reading Difficulties Strongly Recommended Subtests: Letter & Word Recognition, Reading

Comprehension – For comprehension weaknesses:

Listening Comprehension, Reading Vocabulary

– For fluency weaknesses: Silent Reading Fluency, Word Recognition Fluency, and

Decoding Fluency (these three combine to form the Reading Fluency composite); and

Math Fluency, Writing Fluency, and Decoding Fluency (which combine to form the Academic Fluency composite)

Sample Referral Questions Related to KTEA-3 Reading Subtests

• If Reading Comprehension skills are weak, also administer:

• Listening Comprehension – How well does the student comprehend literal and

inferential information from oral narrative and expository passages? Are comprehension weaknesses general or specific to reading?

• Reading Vocabulary

– How well can the student identify or infer the meaning of words he or she reads? If performance is weak, consider evaluating oral receptive vocabulary as well

• Letter & Word Recognition – How well does the student read real words under untimed

conditions? Compare performance on sight words and words with unpredictable patterns with regular words.

• Reading Comprehension – How well does the student comprehend literal and inferential

information from written narrative and expository passages?

• Phonological Processing – Does the student demonstrate weaknesses in areas of

phonological processing that might be contributing to decoding and spelling problems?

• Nonsense Word Decoding – How well is the student able to decode unfamiliar words?

• Associational Fluency – Are there weaknesses in fluent word retrieval that might

be contributing to reading problems? • Word Recognition Fluency

– How fluently (quickly and accurately) can the student read real words under timed conditions?

– Are weaknesses in word identification primarily in speed, accuracy, or both?

Subtest order of administration

Administration

Phonological Processing • Pre-K – 12+ (Ages: 4 – 25) • The student responds orally to items that require manipulation

of sounds.

• Tasks include: – Rhyming – Sound Matching – Blending and Segmenting Phonemes – Deleting Sounds

• Discontinue Rule: Skip to the next section after 3 consecutive

scores of 0. Administer all sections, even if the examinee discontinues a previous section

Phonological Processing

Math Concepts and Applications

• Pre-k – 12 (ages 4-25)

• The student responds orally to items that require the application of mathematical principles to real-life situations.

• Skill categories include number concepts, operation concepts, time and money, measurement, geometry, fractions and decimals, data investigation, and higher math concepts

Math Concept and Application

Letter & Word Recognition • Pre-K – 12+ (Ages: 4 – 25) • The student identifies letters and

pronounces words of gradually increasing difficulty.

• Phoneme Key – Mark Errors – Phonemic transcriptions

Math Computation • K-12 or ages 5-25 • The student writes answers to as many math

calculation problems as possible. • Skills assessed include simple counting and

number identification; addition, subtraction, multiplication, and division operations; fractions and decimals; square roots and exponents; and algebra (No error categories on Form)

Nonsense Word Decoding • Grd 1 – 12+ (Ages: 6 – 25) • The student applies phonics and structural

analysis skills to decode nonsense words of increasing difficulty

• Phoneme Key – Mark Errors – Phonemic transcriptions

• Start Points Item 1 for all • No Basal Rule • Discontinue Rule: 4 Consecutive incorrect

answers

Writing Fluency • Grades 2 – 12+ (Ages: 7 – 25)

• The student writes one sentence for each picture

presented in the Response Booklet and completes as many items as possible within a five-minute time limit

• Raw Score = Word Count

Writing Fluency (WF)

Silent Reading Fluency • 1 – 12+ (Ages: 6 – 25)

• The student silently reads simple sentences and

marks yes or no in the Response Booklet to indicate whether the statement is true or false, completing as many items as possible within a two-minute time limit.

Silent Reading Fluency (SRF)

Math Fluency • Grades 1-12, Ages 6-25

• The student writes answers to as many

addition, subtraction, multiplication, and division problems as possible in 60 seconds.

• Raw Score = # correct within time limit

Reading Comprehension • Pre-K – 12+ ; Ages: 4 – 25 • This untimed test of silent reading comprehension

includes: – Early items require matching a symbol or word(s)

with its corresponding picture. – Subsequent items require reading a simple instruction

and responding by performing the action. – Later items involve reading passages of increasing

difficulty and answering literal and/or inferential questions about them.

– The most difficult items require rearranging five sentences into a coherent paragraph, and then answering questions about the paragraph.

Written Expression • Pre-K – 12+ (Ages: 4 – 25) • Pre-K and K students trace and copy letters, and

write letters, words, and a sentence from dictation.

• At grades 1 and higher, students complete writing tasks in the context of a grade-appropriate story format. – Items at those levels include writing sentences from

dictation, adding punctuation and capitalization, filling in missing words, completing sentences, combining sentences, writing compound and complex sentences, and writing an essay based on the story.

Written Expression

• Level 1 Skills: • Copying • Tracing • Writing

KTEA-3 Written Expression Skills

Associational Fluency • Pre-K – 12+ (Ages: 4 – 25)

• The student says as many words as possible in 60 seconds that

belong to a given semantic category. – Foods and Colours in Form A; Animals and Games in Form B

• Audio recording device helpful!

• The fluency of speech and word retrieval is important for effective

speaking, writing, and reading. • Verbal fluency is predictive of writing quality among normally

achieving students (Altemeier, Jones, Abbott, & Berninger, 2006). • Verbal fluency measures can help differentiate students with

dyslexia from their normally achieving peers (Brosnan et al., 2002; Reiter, Tucha, & Lange, 2005)

Spelling • K – 12+ (Ages: 5 – 25) • The easiest items require students to write

single letters that represent sounds. The remaining items require students to write increasingly difficult (regular and irregular) words from dictation.

• Start Points are Grade-based

Object Naming Facility • Pre-K – 12+; Ages 4 – 25 • The student names pictured objects as

quickly as possible • Two short trials

Object Naming Facility

Reading Vocabulary • Grades 1 – 12+ ; Ages: 6 – 25 • Early items require the student to point to one

of three words with the same meaning as a picture and target word.

• Each of the remaining items requires the examinee to read a sentence (silently or aloud) and say or point to the word in the sentence that has a similar meaning to the target word.

• Grade-based Start Points

Reading Vocabulary

Letter Naming Facility • Grades K – 12+; Ages 5 – 25 • The student names a combination of upper

and lower case letters as quickly as possible during two short trials

• All Grades/Ages complete both trials

Letter Naming Facility

Listening Comprehension • Pre-K–12+ ; Ages: 4–25

• Each item requires the examinee to listen to

either a sentence read by the examiner (for the early items) or a recorded passage played from the Audio CD.

• After listening to each sentence or passage, the student responds orally to literal, inferential, narrative, or expository comprehension questions asked by the examiner.

Word Recognition Fluency • Grades 1 – 12+; Ages 6 – 25

• The student reads isolated words aloud as quickly as possible during two 15-second trials.

• Grades 1 & 2 complete Set A • Grades 3-12 complete Set B • If Raw Score for Set A = 48, administer Set B • If Raw Score for Set B Trial 1 Raw Score = 2 or

less, administer Set A

Oral Expression • Pre-K – 12+ ; Ages: 4 – 25 • The student responds orally with complete

sentences describing the photographs presented in the Stimulus Book.

• As items progress in difficulty, one or two target words are required in the student’s response.

• The most difficult items require a response beginning with a phrase or target word(s).

Oral Expression

Decoding Fluency • Grades 3 – 12+; Ages 8 – 25 • The student reads isolated nonsense words

aloud as quickly as possible during two 15-second trials.

Scoring

Error Analysis

Qualitative Observations • Qualitative observations can provide additional insights to

enhance the interpretability of KTEA–3 scores and cross-validate results.

• Observing the examinee’s test taking behavior, level of motivation, visual-motor coordination, and so forth can be quite helpful when interpreting the examinee’s profile of scores.

• These observations may suggest the kinds of strategies an examinee employs and help the examiner understand the reasons for the examinee’s academic strengths and weaknesses.

• At back of Record Form… – Background Information – Behavioural Observations

Qualitative Observations

Qualitative Observations Form: Q-global Checklist

• Different kit combinations depending on needs

• Training resources available • Questions?

– Michael.charron@pearson.com

Michael Charron Assessment Consultant Pearson, … Charron Assessment Consultant Pearson, Clinical...

Documents

JUDGMENT OF FORECLOSURE AND SALE€¦ · $180,000.00, from Marlene Charron (the "Defendant") and her brother, David L. Charron ("Mr. Charron") to Plaintiff, subject to security interests

Caroline Turner Client Assessment & Referral Consultant

Security Assessment Tools Paula Kiernan Senior Consultant Ward Solutions

Dave Charron David Charron attorney Grand Rapids SANCTIONED, MISCONDUCT, CONTEMPT

Overview Assessment Consultant tammy.stephens@pearson.com Overview Tammy L. Stephens, Ph.D. Assessment Consultant tammy.stephens@pearson.com

Charron - SOG Conference Nov08

P3M3 Assessment Choices: Registered Consultant or Self-Assessment?

Publisher: Claude-Yves Charron

cv charron 2017

ISearch Editor By Sophie Charron Technology Literacy Class Block AB By Sophie Charron Technology Literacy Class Block AB

Damin-Charron-Full-AD - Pacific Edge...Title Damin-Charron-Full-AD Created Date 1/20/2018 10:22:53 PM

Nicholas Charron, Associate Professor Quality of Government Institute, University of Gothenburg

Assessment of Metro Gold Line project by a consultant

Smarter Balanced Assessment System Dr. Cristi Alberino, ELA Assessment Consultant, CSDE Abe Krisst, CMT Education Consultant, CSDE Education Institutes

Charron & Hanisch $1.3 million guilty FRAUDULENT Transfer Judgment

Domaine de Charron - Preiss Imports · 2019. 11. 1. · Charron oak barrels are made by Gilles Bartholomo, one of the last remaining coopers in Le Frêche (Landes), Gascony region

Dr. Ellen Vorenkamp Assessment Consultant Wayne RESA

Premiers pas dans les extensions PHP, Pierrick Charron, Confoo 2011

CWSC Consultant Strategic Planning Assessment

Amy Patenaude, Ed.S., NCSP MHS Assessment Consultant ... · MHS Assessment Consultant ~ School Psychologist. Your Presenter Amy Patenaude, Ed.S., NCSP MHS Assessment Consultant