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Peabody Individual Achievement Test - Revised

By: Brittany, Cristen, Maria, and Taylor

Who is it For?

What does it test?

What is it?

  • The PIAT-R is for students in grades kindergarten through 12th (Ages 5-18).
  • All students can take this test, including students who are in Special Education.

Where to begin

The PIAT-R has six subtests:

  • General Information
  • Reading Recognition
  • Reading Comprehension
  • Mathematics
  • Spelling
  • Written Expression (Level I and Level II)
  • The PIAT-R is an achievement test for the 6 content areas (general information, reading recognition, reading comprehension, mathematics, spelling, and written expression).
  • This test has many multiple choice subtests that allow students to point to responses, which helps students with limited expressive abilities.
  • Typically, the student taking the test will start at their grade level.
  • If the administrator has background knowledge to believe that the student’s performance would be below or above grade level, the suggested starting point can be adjusted below or above according to the administrators best judgement.
  • Five out of six of the subtest are not timed. However, the Written Expression Level II subtest is timed and allow students 20 minutes to complete it.

Strengths and Limitations

Basal

Strengths

  • Shows a students overall achievement and achievement in certain subjects. This helps the teacher know what area the child needs support in.
  • Not all sections are timed. This allows the student taking the test to not feel pressured or stressed while taking it.
  • The basal is the lowest item out of the highest five consecutive correct responses.
  • If the student does not get five correct answers in a row, then this tells the administrator that the questions are too challenging and they will need to go back to the original starting point. When they get back to the original starting point, they will start testing the student backwards.

Limitations

  • Questions are combined with various curriculum across the United States
  • Not culturally diverse
  • The norm score might limit some students, because their classifications might not be represented in the norm population (students with disabilities, students who are not native to US).
  • The test is broad. A teacher would be able to determine what level the student is at, but would need to use further testing to figure out if a child has a learning disability. The test is not diganostic.

General Information

Reliability

Ceiling

  • Split-half show reliability of .98
  • Kuder-Richardson show high reliability
  • Test-retest shows high consistency of scores from one test taking to another.

Validity

Raw Score

  • Developmental change shows that the scores increase on the same subject with their age or grade.
  • Factor analysis shows high correlation between two similar subtests.
  • The ceiling is the highest response out of seven consecutive responses containing five errors.
  • The ceiling item will be used when calculating the raw score.

Norm-Referenced

  • The test is a norm-referenced test. This means that the scores are compared to a norm.
  • The norm is based on 1,563 students grades K-12.
  • 91% of the students were in public schools. The other 9% were in private schools.
  • None of the students were in Special Education. However, students in Special Education can take this test.
  • The raw score is calculated by taking the lowest point in the ceiling and subtracting the amount of errors.
  • The raw score will be used as the starting point for the next subtest.
  • It is important to find the raw score directly after the student finishes the subtest.
  • At the end of the entire test, the administrator will compare the raw scores to Appendix G in the manual.
  • Using the student's grade equivalent, you will compare their raw score to the norm that is shown.
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