Assessment of Academic Achievement

1
Assessment of Academic Achievement

• Chapter Nine

2
CHAPTER OBJECTIVES

• Understand the purpose of achievement tests
• Understand why individually administered
  achievement tests are preferred rather than group
  achievement tests
• Discuss oral reading and miscues associated with
  it
• Understand the different types of reading
  comprehension
• Understand word recognition and word attack skills

3
CHAPTER OBJECTIVES

• Thoroughly evaluate the various reading
  assessment measures
• Understand written composition and the tests
  associated with it
• Differentiate between mathematics and arithmetic
• Identify and thoroughly evaluate the various
  arithmetic tests
• Identify and thoroughly tests that measure
  spelling ability
• Identify and thoroughly evaluate the various
  comprehensive achievement tests

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ACHIEVEMENT TESTS
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READING
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ORAL READING

• Common errors seen on oral reading tests
• Analyzing Oral Reading Miscues

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When are miscues significant?
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When are miscues not significant?
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READING COMPREHENSION
Word Recognition Skills

• Word Attack Skills

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READING ASSESSMENT MEASURES

• Gates-MacGinitie Silent Reading Tests, 4th
  Edition
• Gray Oral Reading Test- 3 (GORT-3)
• Durrell Analysis or Reading Difficulty (DARD)
• Gates-McKillop-Horowitz Reading Diagnostic Tests

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READING ASSESSMENT MEASURES

• Gilmore Oral Reading Test
• Slosson Oral Reading Test- Revised (SORT-R)
• Spache Diagnostic Reading Scales (DRS)
• Woodcock Reading Mastery Test- Revised (WRMT-R)
• Test of Reading Comprehension, 3rd Edition
  (TORC-3)

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WRITTEN EXPRESSION
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• Handwriting
• Manuscript
• Writing

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TESTS OF WRITTEN LANGUAGE

• Test of Early Written Language- 2 (TEWL-2)
• Test of Written Language- 3 (TOWL-3)
• Test of Written Expression (TOWE)
• Written Expression Scale (WES)
• Writing Process Test (WPT)
• Mather-Woodcock Group Writing Tests (MWGWT)

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MATH
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• Mathematics
• Arithmetic

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Analysis Interpretation of Math Skills

• Four error types in computational analysis

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ASSESSMENT OF MATHEMATICAL ABILITIES

• Key Math Diagnostic Arithmetic Tests- Revised
  (Key Math-R)
• Test of Early Mathematics Ability- 2 (TEMA-2)
• Test of Mathematical Abilities- 2 (TOMA-2)
• Diagnostic Mathematics Inventory/Mathematics
  Systems (DMI/MS)
• Stanford Diagnostic Mathematical Test- 4 (SDMT-4)

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SPELLING
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Analysis of Spelling Skills
Several questions should be addressed before one
begins to analyze the results of the spelling
subtest
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Spelling Errors Primarily Due to Auditory or
Visual Channel Deficits
Spelling errors due to auditory channel
deficits Spelling errors due to visual channel
deficits
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ASSESSMENT OF SPELLING

• Diagnostic Word Patterns
• Test of Written Spelling- 4 (TWS-4)
• Spellmaster Assessment and Teaching Systems (SATS)

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COMPREHENSIVE TESTS

• Brigance Diagnostic Inventory of Basic Skills
• Kaufman Tests of Educational Achievement (KTEA)
• Peabody Individual Achievement Test- Revised
  (PIAT-R)
• Wechsler Individual Achievement Test-2 (WIAT-2)

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COMPREHENSIVE TESTS

• Wide Range Achievement Test-3 (WRAT-3)
• Woodcock-Johnson Achievement Test-III (WJ-III)
• Test of Academic Achievement Skills- Revised
  (TAAS-R)

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CHAPTER OBJECTIVES

• Understand the purpose of achievement tests
• Understand why individually administered
  achievement tests are preferred rather than group
  achievement tests
• Discuss oral reading and miscues associated with
  it
• Understand the different types of reading
  comprehension
• Understand word recognition and word attack skills

26
CHAPTER OBJECTIVES

• Thoroughly evaluate the various reading
  assessment measures
• Understand written composition and the tests
  associated with it
• Differentiate between mathematics and arithmetic
• Identify and thoroughly evaluate the various
  arithmetic tests
• Identify and thoroughly tests that measure
  spelling ability
• Identify and thoroughly evaluate the various
  comprehensive achievement tests

27
THE END