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WIAT-III

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Ashley Dermody

on 27 April 2013

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Transcript of WIAT-III

Psychometric Properties Strengths and Limitations Description and History Continued WIAT-III Alison Chuchmuch and Ashley Dermody Wechsler Individual Achievement Test-III Description and History of the WIAT-III Helps Identify:

-an individual’s strength and weaknesses

-assist professionals who are determining whether a student is eligible for special educational services
or has a learning disability

-aid in the educational placement of students

- help with creating instructional objectives or interventions. (p. 286)

Vaughan-Jensen, et al. (2011) Designed to provide:

- more accurate recommendations for interventions,

- in-depth subtest analyses, Burns (2010).

“A noted strength is that it provides domain-specific coverage in every required academic area specified
by [US] federal law for identifying a learning disability”

(Individuals with Disabilities Education Improvement Act, as cited in Burns, 2010, p. 234). Measures scores in:

-oral language

-basic reading

- total reading

-reading comprehension and fluency

-written expression

-mathematics

-math fluency

-total achievement

Burns, 2010, p. 234 Theoretical Perspective

The WIAT-III uses a concordance-discordance model which compares an individual’s academic ability
and their intellectual potential.

Although a calculation of discordance between the two factors is not determined in the WIAT-III, “it
does examine the child’s strengths and weakness in such a way that can be used for comparative
purposes”

Burns, 2010, p. 234 Population

-The WIAT-III is a test that must be administered by an individual who is qualified.

-Individual attention is crucial during administration because of the various rules in the protocol.

-May be administered to students in grades Prekindergarten through 12 or individuals age 4 years 0 months through 19 years 11 months

Vaughan-Jensen, 2011, p. 286 Administration

The length of time required to administer the test can vary from approximately 29 to 144 minutes,
depending upon:

- age and performance level of the examinee

- skill level of the administrator

- number of subtests being administered

In order to prevent practice effects from interfering with the results, it is imperative that the WIAT-III is
not administered more than twice a year.

Vaughan-Jensen, 2011, p. 286 Format

-The examiner is either showing or reading items, or having the examinee listen to the items presented

-The examinee then responds verbally, can point out an answer, or may write answers

-A score for each individual item is awarded

-Individual scores from 16 subtest scores

-Subtests are combined to produce eight standardized composite scores

Vaughan-Jensen, 2011, p. 286 Interpretation

- includes: standard scores, percentiles, normal curve equivalents, stanines, age and grade equivalents,
as well as growth scale values (Vaughan-Jensen, 2011, p. 288).

- scoring rules were improved in response to reviews by expert researchers, teachers and clinicians

- comes with a scoring assistant computer program, designed to eliminate human calculation errors

- provides graphs and comparisons between subtests.

-discrepancy analysis of strengths and weaknesses

-has enhanced skill analysis

-intervention goal statements can be used for students, with individualized education goals, in the
classroom setting

Dumont & Willis, 2010, pp. 243-244 Standardization

-Standardization sample of 2775 students age 4-19

-Standardization considered age, grade, sex, race/ethnicity, parental education level, and geographic region (McCrimmon and Climie, 2009, p. 153)

-Special education students were also included in the standardization sample (Dumont and Willis, 2010, p. 240).

-The test developers were transparent about their standardization procedures and include the information in the WIAT-III manual (Dumont and Willis, 2010, p. 240). Validity

-Content validity: McCrimmon and Climie (2009) state that the final assessment items adequately measure what they intend to (p.154).

-Response process: test questions that consistently resulted in incorrect responses or misunderstandings were revised (Vaughan-Jensen et al., 2009, p. 290).

-Internal Structure: Developers of the WIAT-III created “two or more subtests for each composite area, which improved validity based on internal structure” (Vaughan-Jensen et al., 2009, p. 290).

-Construct validity: The relationship between the
WIAT-III and other assessments indicate that construct validity is acceptable (McCrimmon and Climie, 2011, p. 154). Reliability

-Split-half reliability and test-retest stability coefficients were both used to obtain internal consistency scores for many of the WIAT-III subtests (Vaughan et al., 2011, p. 289).

-Subtest reliability coefficients ranged from very good to excellent, with the exception of the alphabet writing fluency component (McCrimmon and Climie, 2011, p.153).

-Test-retest reliability for subtests ranged from adequate to excellent, depending on the type of subtest (McCrimmon and Climie, 2011, p. 153).

-Interrater reliability ranged from high to very high in both objective and subjectively scored sections (Vaughan-Jensen, 2009, p. 290). Strengths

-Subtests that allow for a “better understanding of students academic strengths, weaknesses” (McCrimmon and Climie, 2009, p. 148).

-Subtests assess all academic areas required to identify a learning disability (Burns, 2010, p.234).

-Canadian focused test questions that attempt to lack an American bias (McCrimmon and Climie, 2009, p. 155).

-Improved floor and ceiling of subtests, with most having a minimum of two standard deviations above the mean (Dumont and Willis, 2010, p. 240).

-strong technical adequacy and strong reliability and validity are also benefits of this assessment (McCrimmon and Climie, 2009, p. 155).

-Administration Strengths: technical manual and CD, instructions are clear, free from ethnic bias, assessment materials appeal to intended population (Vaughan-Jensen et al., 2011, p. 291). The assessment also, comes in easel format for presenting subtests, has a large number of scoring examples, a scoring workbook, and a computer scoring program for calculations and graphs (Dumont and Willis, 2010, p. 240).

-The WIAT-III is an appropriate and highly useful assessment tool when assessing academic achievement Limitations

-Length: McCrimmon and Climie (2011) state that the WIAT-III can take up to 2 hours to administer (p. 155).

-Cost is another drawback. Recording forms have increased from $130 to $140 for 25 forms (McCrimmon and Climie, 2011, p. 155).

-Language: WIAT-III is only available in English and can only be used on highly verbal students (Vaughan et al., 2009, p.291).

-Lack of Collage/Adult Norms: Burns (2010) states
that the publishers of the WIAT-III intend to include adult norms in their next edition (p. 236).

-Limited floor for the lowest ability levels in very young students (Dumont and Willis, 2010, p. 240).

-Sample Size: the sample size seems large but when you break it down into age and grade norms the norms are based on a small number of students (Vaughan et al., 2011, p. 291).

-Conclusion: The WIAT-III is a significant improvement upon the WIAT-II and has several
assets which outweigh the limitations of this assessment tool. The WIAT-III is a useful and exceptional test which can be used to gain a better understanding of student achievement (McCrimmon and Climie, 2011, p. 156). Would We Use It? -As teachers we believe it is a great way to identify learning needs.

-Provides direct remedial information for students with special needs.

-Easy to pinpoint specific skills to provide remediation for students who struggle in specific subject areas (e.g. reading).

-Provides targeted interventions.

-Can reduce the cost & time required to administer the test by only using the necessary subtests.
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