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Validity

Content Validity

  • Aligned closely with theoretical framework

Standardization Sample

Internal Structure

  • Intercorrelational studies showed moderate to high correlations between subtests that fell within the same domain (.41-.93)

Composite Scores

16 Subtests

- 2,775 U.S. students grades PK- 12 (4-19)

- Equal number of males and females

- Proportions of Whites, African American, Hispanics, Asians, and other racial groups were based on racial proportion of individuals within corresponding groups in the U.S. population

- A representative proportion of students from various special groups was added to the normative samples to accurately represent the student population as a whole

Relationships with other Constructs:

  • When compared to other Wechsler tests, the WIAT-III had high correlations
  • Acceptable correlation with WISC-IV (.41-.76)

- Listening Comprehension - Spelling

- Oral Expression - Sentence Composition

- Early Reading Skills - Essay Composition

- Word Reading - Math Problem Solving

- Pseudoword Decoding - Numerical Operations

- Reading Comprehension - Math Fluency - Addition

- Oral Reading Fluency - Math Fluency - Subtraction

- Alphabet Writing Fluency - Math Fluency - Multiplication

  • Oral Language
  • Total Reading
  • Basic Reading
  • Reading Comprehension & Fluency
  • Written Expression
  • Mathematics
  • Math Fluency
  • Total Achievement

Reliability

  • Norms Sample
  • Internal Consistency: Calculated using split-half reliability for subtests with individual items
  • All subtests reliability coefficients fell between .83 and .97 (very good and excellent)
  • EXCEPT Alphabet Writing Fluency (.69)
  • All Composite Scores were between .90-.98 (Excellent)
  • Test-Rest Reliability: Subtests that do not have item-level responses or are timed tasks
  • Between .82 and .94 (average and excellent)
  • EXCEPT Listening and Comprehension and Sentence Composition (.75 and .79)
  • Composite Score coefficients were between .87-.95 (good and excellent).

Testing Materials

Administration Rules

Completion Time:

Varies by grade level and number of sub tests administered

  • 45 minutes for PreKinder- Kinder
  • 90 minutes for Grades 1-6
  • 90-120 minutes Grades 7 & up
  • Different start points for each grade level
  • Reverse if score of 0 on any of first 3 items administered
  • Discontinue after 4 consecutive 0 scores

Descriptive Categories

WIAT-III

Standard Score

> 145

131-144

116-130

85-115

70-84

55-69

<55

Classification

Very Superior

Superior

Above Average

Average

Below Average

Low

Very Low

Purpose of Test

- To measure the academic strengths and weaknesses of an individual child.

- Inform decisions regarding special support services eligibility and diagnosis of a learning disability.

- Provide information about skills in specific academic areas, for instruction or intervention.

- This measure of academic achievement can be used in clinical, educational, and research settings.

Scoring

  • Each sub test has it's own scoring rules.
  • A scoring workbook is provided for the following sub tests:
  • Alphabetic Fluency
  • Sentence Combining
  • Sentence Building
  • Essay Composition Content and Organization
  • Essay Composition Grammar and mechanics
  • Majority of test items are scored using a 1 (correct), 0 (incorrect), or DK if a participant does not know the answer.

Uses

To (a) identify the academic strengths and weakness of a student, (b) inform decisions regarding eligibility for educational services, placement, or a diagnosis of a specific learning disability, and (c) design instructional objectives and plan intervention.

Limitations

Even though the item content encompasses a wide range of skills and concepts, it was not designed as a measure of academic giftedness in older adolescents or adults.

Wechsler Individual Achievement Test

James Choi, Teresa Garcia, Miles McNeeley, Ismael Banda

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