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Content Validity
Internal Structure
- 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:
- 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
Completion Time:
Varies by grade level and number of sub tests administered
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
- 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.
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.
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.
James Choi, Teresa Garcia, Miles McNeeley, Ismael Banda