Standardized Tests in Education, Civil Service and the Military (week 10)

In individual tests ______ tested at a time while in Group tests ______ tested at a time.

one subject, many subjects

In individual tests the _______ records the responses while in Group tests the _________ record their own responses.

examiner, subjects

Individual tests require more _______ and ________ examiner judgement in scoring while Group tests have more _______ and ________ scoring.

skills, subjective, straightforward, objective

Examiner _______ is possible in individual tests depending on standardisation to elicit maximum performance.

flexibility

In group tests, there are _____________ to prevent low scores.

no safeguards

Individual tests allow for more detailed ______________ beyond scores.

detailed

Group tests are more cost- and ______________-efficient.

time

Standardized ______________ of individual reactions is a key advantage of individual tests.

observation

Group tests are commonly used in broad applications such as ______________, military, and industry.

schools

What does Wweschler Individual Achievement Test-III assess?

Academic skills including reading, writing, mathematics, oral language, and spelling.

What type of norms does WIAT-III use in Australia?

Australian-adapted language version

US norms for adults (19–50 yrs 11 mo)

A&NZ norms for preschool to 18 yrs

What are the 7 WIAT-III composite areas?

• Oral Language

• Total Reading

• Basic Reading

• Reading Comprehension and Fluency

• Written Expression

• Mathematics

• Math Fluency

How many WIAT-III subtests are there? Can they be used individually?

16 subtests

Yes, they can be used individually or grouped into composites.

What types of scores does WIAT-III provide?

• Standard scores

• Composite scores

• Percentile ranks

• Stanines

• Normal curve equivalents

• Growth scores

• Grade & age equivalents

• Significance & frequency of score differences

• Qualitative subtest analysis

Oral Language Composite

Derived from the Listening Comprehension and Oral Expression subtests, evaluating an individual’s overall oral language skills. It reflects the ability to understand and express ideas, thoughts, and feelings using spoken language. Critical measure for identifying potential language disorders or difficulties in verbal communication.

Total Reading

This composite score is based on the Word Reading, Reading Comprehension, Oral Reading Fluency and Pseudo word Decoding subtests, providing a comprehensive measure of an individual’s reading skills.

Written Expression

This composite score is based on the Spelling and writing tasks providing a comprehensive measure of an individual’s writing skills. Critical measure for identifying potential writing disorders or difficulties in written communication.

Mathematics

This composite score is derived from the Math Problem Solving and Numerical Operations providing an overall measure of an individual’s math skills.

Word Reading

Subtest under the Total Reading Composite of WIAT — measures accurate reading and pronunciation of individual words

Reading Comprehension

Subtests under the Total Reading Composite of WIAT — Measures capacity to understand & interpret written passages.

Oral Reading Fluency

Subtest under the Total Reading Composite — Measures timed reading for speed/accuracy/expression

Pseudo Word Decoding

A subtest under the Total Reading Composite —  Assess phonological decoding & word attack skills in made up words.

Spelling

A subtest under Written Comprehension Composite Mapping sound to letters, spelling regular/irregular and homonyms words.

Writing Tasks

A subtest under Written Comprehension Composite measuring alphabet writing, word/sentence fluency, combining/generating sentences, descriptive & persuasive writing.

Numerical Operations

A subtests under Mathematics Composite measuring ability to perform number-based operations (+, -, x, /).

Math Problem Solving

A subtest of the Mathematics Composite measuring ability to perform quantitative concepts, multi-step problem solving, word problems, time/money, geometry, data interpretation, statistics & probability, estimation, and patterns.

Listening Comprehension

A subtest under the Oral Language Composite measuring Receptive/expressive vocab, listening-inferential understanding; ability to understand spoken language.

Oral Expression

Composite under the Oral Language Composite measuring ability to express ideas, thoughts, and feelings.

What is the purpose of WIAT-III in educational and clinical contexts?

• Identify academic strengths/weaknesses

• Diagnose learning disorders

• Inform educational interventions

• Support eligibility for educational services

What does the Wide Ranging Achievement Test-4 assess?

It provides an estimate of grade-level functioning in:

• Word Reading

• Spelling

• Math Computation

• Sentence Comprehension

What is the age range for WRAT-4?

For individuals aged 5 years and older

What kind of test is WRAT-4?

An individually administered achievement test.

What major tests does WRAT-4 show concurrent validity with?

• WIAT-III

• Woodcock-Johnson III Tests of Achievement

• Kaufman Test of Educational Achievement II

What are the reliability measures reported for WRAT-4?

• Alternate forms (immediate and delayed)

• Internal consistency

What are the concerns with WRAT-4's content validity?

Small sample sizes used for content validation

What skills does the Lindamood Auditory Conceptualisation Test-3 primarily assess?

Reading-related skills, especially Phoneme awareness and auditory conceptualisation (key for identifying dyslexia & reading disabilities)

What are the three core language/literacy processing domains LAC-3 draws from?

• Auditory (phonetic processing)

• Visual (sight words)

• Language (oral vocabulary, use of context)

What tool is used in early LAC-3 categories (1 & 2) to represent sounds?

Coloured blocks — same colour = same sound

When should LAC-3 be discontinued?

If subjects is ‘unable’ to do ‘any’ of the items.

Requirements for LAC-3 to be done?

number concept up to 4, sameness/ difference, left to right, first vs last.

What does category 1 of the LAC-3 involve?

Using coloured blocks (same colour = same sound) subject identified number in sequence, sameness/difference & order of phonemes.

What does category 2 (tracking phonemes) of the LAC-3 involve?

Ability of subject to discriminate identity & number of phonemes AND their order within a syllable (1 phoneme; add, omit, substitute, shift, repeat)

What does category 3 (counting syllables) of the LAC-3 involve?

Ability of subject to perceive number of syllables within pseudowords using felt squares.

What does category 4 (tracking syllable) of the LAC-3 involve?

Ability of subject to perceive a change in identity, number, or order of syllables in a spoken pseudoword using felt squares. 

What does Category 5 (tracking phonemes and syllables) involve?

Ability of participant to discriminate syllables & phonemes & perceive their identity, number, and order within a pseudoword using felt squares AND blocks.

What are LAC-3’s reliability values for internal consistency?

Between .91 to .95

What tests does LAC-3 correlate well with for criterion validity?

Tests of phonological awareness, reading, and spelling (e.g., WRAT-3)