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KTEA-3 for Dummies Presented by Dummies Dr. Robin McGee, Marla Davis, Dr. Birdie Bezanson, Susan Moores, and Krista Doucette!
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Agenda The ABCs of Testing Program Planning
Template for Level B test results where is the KTEA in the PP process? Break Nancy – test borrowing protocol What is the KTEA-3? KTEA-Brief vs KTEA-3 A song Principles of testing
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Agenda (After Lunch) Breakout practice Scoring and Interpretation
Q and A
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What are A-level Assessments?
Tests which can be administered, scored and interpreted with the aid of the manual and a familiarity with the student population. Qualifications for administration and interpretation of Level A tests: Minimum qualifications are a Bachelor of Education Degree, experience working within a school system as a teacher and a familiarity with the topic. No formal training in assessment required
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Informal Reading Assessment
Observation in Class Running Records File Review Leveled Reading Chart Consult with Classroom Teacher
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Examples of formal Level A
Analytic Reading Inventory Rosner Test of Auditory Analysis Skills PRIME (Professional Resources and Instructions for Mathematics Educators) Brigance Early Childhood Developmental Inventory
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What is B-Level Assessment?
Tests that require specific training for administration, scoring and interpretation. These tests are more complex than Level A tests and require an understanding of psychometric principles, the traits being measured, and the student population. Qualifications for administration and interpretation of Level B tests: In addition to the qualifications for Level A Tests, Level B test administrators must have Master level courses in assessment.
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What are the B tests in the AVRSB?
TONI – Test of Nonverbal Intelligence PPVT-4 – Peabody Picture Vocabulary Test – 4th edition KEYMATH VMI – Test of Visual-Motor Integration BRAKEN – Test of Basic Concepts KTEA-BRIEF – The Kaufman Test of Educational Achievement - Brief Edition
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What is C-level Assessment?
These tests are more complex than Level A and B tests. They require an in-depth understanding of psychometric principles, the traits and constructs being measured, and the student population. This category includes such assessment as WISC, WAIS and other intellectual assessment tools.
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C Level Assessment Continued
Qualifications for administration and interpretation of Level C tests: At least a Master’s degree in Special Education, Educational Psychology or equivalent, A graduate level course in the assessment of intelligence, and Any additional requirements stipulated by the publisher.
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Examples of Level C tests in AVRSB
Weschler Scales of Intelligence for Children (WISC-5) Woodcock-Johnson Tests of Educational Achievement (WJ-4) Clinical Evaluation of Language Fundamentals (CELF-5)
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Lending Policy and Procedure.
Nancy Canavan says: Three week loan!!! with: Full name School Year of Master’s course Which test is wanted Sent in interschool mail. Return addressed to Nancy, indicate from whom.
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Level B Report Template
This is the report template when you must use to report results. Remember each test has it’s own definition of the descriptive category - “average” etc. Template is found in “Resource School Based Forms and Documents”
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Where does the KTEA3 fall in the program planning sequence?
Classroom Teacher Identification – Learner Characteristics Profile Adaptations – documented Referral to Core team - more adaptations? Referral to PPT? Program Planning team – referral to Resource Informal Reading Assessment Consult with Student Services (SLP, Psych) Level B testing – possibly KTEA-3 Consult with Student Services – is full psychoed required? PPT and family informed Refer for Level C assessment (CELF-2; WISC, Woodcock-Johnson IV)
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Consultation with Student Services
Review of past investigations and interventions Recommendation on Level B tests (including KTEA-3) Testing of Student Report Generation Template for other Level B tests For KTEA, use the canned report in the online scoring Upload to Confidential Docs in TIENET Consult with Psychology Full Psychoed required? Present to Program Planning Team and Family
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What is the KTEA-3 Kaufman Test of Educational Achievement - Third Edition Pre-K through 12 (ages 4 to 25). Normed on 2600. Norm-referenced and criterion-referenced Error Analysis 19 subtests, 14 composites Reading Math Written Language Oral Language
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What is the KTEA-3? CORE Reading Writing Math SUPPLEMENTAL
Oral Expression Cross domain (e.g., listening comprehension)
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What subtests? Phonological Processing Math Concepts & Applications
Letter & Word Recognition Math Computation Nonsense Word Decoding Writing Fluency Silent Reading Fluency Math Fluency Reading Comprehension Written Expression Associational Fluency Spelling Object Naming Facility Reading Vocabulary Letter Naming Facility Listening Comprehension Word Recognition Fluency Oral Expression Decoding Fluency
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What composites? Reading Math Written Language
Academic Skills Battery (ASB) Sound-Symbol Decoding Reading Understanding Oral Language Comprehension Expression Reading Fluency Oral Fluency Academic Fluency Orthographic Processing
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Pearson in-depth PowerPoint http://www. masp. mb
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What is the KTEA-Brief? Core subtests, same norms Reading
Single word reading Passage comprehension Math Computation Problem-solving Writing Written expression Spelling
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Both are Groovy Both have online scoring Both have report options
Co-normed, so KTEA-Brief composites can be used in KTEA-3
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When do I use each? KTEA-Brief KTEA-3 Screener – any age
Inconsistent achievement (class vs Resource vs tests, etc) Quick estimate of grade level (new students) Struggling with core curriculum Outside agencies request info on academics Grade 3 and higher All agree there is a problem Complicated cases with little background No Response to Intervention Considering SLD caseload
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KTEA-Brief KTEA-3 Common (5-8 per year) To demo to parents the issue
To get program direction Rare (3 x per year) Considering a full psychoeducational assessment
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A song for you: “A B C”
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Standardized Assessment 101
A piece of the puzzle Data – only as good as the administration
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Serious Business “… norms are based on examinees tested in strict compliance with the administration rules. Violating these rules renders the norms of very limited value.” p. 63 What makes standardized assessment powerful and useful is the comparison with a large sample
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Statistical Relevance
Power!! Significance Based on normal curve What ever we can measure will eventually fall under a normal curve if we sample enough people. We develop programs that teach to the middle 68% Any student above or below will find it difficult to learn in an educational setting. Know your mean and your SD
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Finding the Balance “Maintaining strict adherence to the rules, however, is not the same as administering the test in a route and mechanical manner.” p. 63 Find the balance between the rigidity of standardized assessment and adapting to the individual in front of you
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Key Points Know your manual BASICS Know your manual – so important
I will say this again before I am done
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Security and Confidentiality
Key Points Security and Confidentiality Safety – copy right laws Confidentiality – only released to professionals And who you are assessing…… Kids – secret vs. private
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Key Points Competency Training, practice, supervision Consult
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Prepare Students for Testing
Key Points Prepare Students for Testing Explanation (Risk/Benefits, Results) Rapport Maximize performance Ensuring validity
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Key Points Testing Environment
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Key Points Testing Environment
Private / Quiet / Well Lit / Temperature Control / Comfortable Strategic Position for Student “Do Not Disturb”
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Key Points Materials Pencils Timers
Protocols / Stim books / Response Books Water
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Key Points Administration Know your materials intimately
“…the test administrator should read the directions exactly as written, using a natural, deliberate tone of voice and manner while enunciating clearly.” Know Starting Points, Discontinue Rules Know Query Rules Record/Report Irregularities Record Observations
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Key Points Know the ETHICAL ISSUS Informed Consent
Conflict of Interest Competency Know your materials intimately “…the test administrator should read the directions exactly as written, using a natural, deliberate tone of voice and manner while enunciating clearly.” Know Starting Points, Discontinue Rules Know Query Rules Record/Report Irregularities Record Observations
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Sharing Information – Reports
Key Points Sharing Information – Reports Know your materials intimately “…the test administrator should read the directions exactly as written, using a natural, deliberate tone of voice and manner while enunciating clearly.” Know Starting Points, Discontinue Rules Know Query Rules Record/Report Irregularities Record Observations
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Serious Business “… norms are based on examinees tested in strict compliance with the administration rules. Violating these rules renders the norms of very limited value…. Maintaining strict adherence to the rules, however, is not the same as administering the test in a route and mechanical manner.”
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Inform program planning
Goal Inform program planning Sole purpose of assessment is to inform program planning
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…and now, we introduce…ONLINE SCORING!!!
am Or type “Q Global Login” at Google
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KTEA 3 Q-Global on-line scoring procedure
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Go to link https://qglobal.pearsonclinical.com
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LOGIN To QGlobal USERNAME: Robin.McGee@avrsb.ca PASSWORD: AVRSBis#1
Remember: AVRSB is Number One!
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If you would like a tutorial go through the steps outlined in getting started; otherwise, click “close”.
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Click “add an new examinee”.
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Enter demographic information (No comment is necessary)
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Don’t bother entering “History info”… (it does not appear in the report for the KTEA 3.) SAVE!
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2. Click on “Assign new assessment”
1. Click on the student, then double click.
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Choose “KTEA 3, form A” Choose “Assign”
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Enter assessment details, administration testing info, and…
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Click on “Scores” and enter info from the record form
Click on “Scores” and enter info from the record form. Enter “Error Analysis and Qualitative Observations” if you wish And Close .
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Click on “Generate report”
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Choose the options that you would like included in the report
Choose the options that you would like included in the report. Click “Generate Report” Then click
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Click the “Back” button to take you to the front “Examinee” page.
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To Generate a Parent Report: choose “Reports” from the top of the “Examinee” page. Click on the student, then on the KTEA assessment. Click on “Configure report” and then choose “Parent Report”
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Choose the options you would like; Click “Generate Report”
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That’s it! Easy Peasey; Lemon Squeezey!
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BREAK-OUT!
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Interpretation using the KTEA3 Computerized Report
Subtest score summary table Subtest score summary profile Composite score summary profile Qualitative observations If in doubt, consult with psychologists
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Where does the KTEA-3 go in TIENET?
Go to Student Docs Create New Document Confidential Student Records Choose “Level A and B testing” Attach FINALIZE!!
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