Assessment Critique Essay

1860 Words Dec 18th, 2010 8 Pages
Assessment Critique
Sandra Whitney
California State University, Northridge
SPED 501 M/M
Dr. Haney

A. General Information

The Kaufman Test of Educational Achievement, Second Edition (KTEA-II) is an individually administered measure of academic achievement for ages 4.5 through 25. The test is available in 2 versions. The Brief Form assesses achievement in reading, math and written expression. The Comprehensive Form covers reading, math, written language, and oral language. It also provides an analysis of students’ errors. Examiners can obtain a Comprehensive Achievement Composite in about 30 minutes for younger children and 85 minutes for the oldest students. The Comprehensive Form has 2 independent, parallel forms (A and
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The core composites for Reading (.96), Mathematics (.96), and Written Language (.93) are also highly reliable. However, the Oral Language composite (.87) and Oral Fluency (.85) fall below the desired (.90) standard for reliability. The Sound-Symbol and Decoding composites are adequately reliable at all age levels. Because of the format for the subtests for the Reading Fluency composite, it is not possible to evaluate the internal consistency. The internal consistency coefficients are lower for subtests than composites. Most of the Reading and Mathematics subtests, and the Spelling subtest coefficients are sufficiently reliable. The majority of coefficients for the Oral Language subtests and the Written Expression subtest are less than (.90). The coefficients for Nonsense Word Decoding are acceptable; but the majority of coefficients for the Phonological Awareness, Associational Fluency, and Naming Facility are below (.90).

To assess the stability of the KTEA-II scores over a period of weeks, the test was administered twice to 221 children from three grade ranges (Pre-K to Grade 1, Grades 2 through 6, and Grades 7 through 12). The retest interval ranged from 11 to 60 days and averaged 3½ to 4 weeks. Alternate-form reliability was also examined in this analysis because about half the students took Form A first and Form B second; the other half took the test in the opposite order. The reliability correlations for the three grade ranges for the
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