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Writing and Comprehensive Form

Description of Reading and Writing Measures Standardized Test Description KTEA II Reading comprehension and Written Expression The Reading comprehension and written expression subtests were given and scored. The Kaufman Test of Educational Achievement, Second Edition is an individually administered measure of academic achievement for ages 4 and a half through 25. The test is available in two versions: the Brief form which assesses the achievement of reading , mathematics, written expression; and the Comprehensive Form which covers a wide range of achievement domains and an analysis of students’ errors.

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The Kaufman Test of Educational Achievement, Comprehensive Form, Second Edition represents a revision of the Kaufman Test of Educational Achievement Comprehensive Form. The KTEA –II Comprehensive Form has an expanded age range and has retained the five subtests from the original KTEA and has modified to allow for testing of children and adults from preschool-age through college-age. Nine new subtests have been added to allow for assessment of a broad range of achievement domains and skills. KTEA-II Comprehensive Form age norms are provided for ages 4 and a half through 25, and grade norms are provided for Kindergarten through Grade 12.

KTEA III Comprehensive Form is curriculum-based it provides norm-referenced and error analysis systems, criterion-referenced assessment in reading, mathematics, written language, and oral language. The KTEA-II Comprehensive Form has two independent , parallel forms (A and B) and the KTEA-II Brief Form norms at ages 4 and a half through 90. These three non-overlapping batteries make the KTEA II useful for measuring student progress. The KTEA II Comprehensive Form make it an important tool for assessing academic achievement.

The KTEA II measures achievement in reading, mathematics, written language, and oral language and allows the examiner to administer a single subtest or a combination of subtests to assess achievement in one or more domains. All seven specific learning disability areas identified in the Individuals with Disabilities Education Act Amendment of 1997 (IDEA,1997)are measured: basic reading skills, reading comprehension, mathematics calculation, mathematics, reasoning, oral expression, listening comprehension, and written expression.

The KTEA Comprehensive Form like the KTEA was developed from a clinical model of assessment. Curriculum experts defined specific sub skills measured by each subtest and the different types of errors students are likely to make on each subtest. Standardization data guided the final error analysis System. KTEA-II Comprehensive Form content has undergone bias reviews to ensure that students of either sex and ethnic and socioeconomic backgrounds can be assessed. The KTEA II Comprehensive Form was normed using two separate representative, nationwide standardizations, one in the fall and one in the spring.

The procedure accurately measures students’ performance both at the beginning and end of he year. The KTEA-II Comprehensive Form is conformed with the Kaufman Assessment Battery for Children, Second Edition. The KTEA II Comprehensive Form is a reliable, valid measure of academic achievement. The KTEA II allows the examiner to observe the student’s test taking behavior, motivation, and visual-motor coordination. The two parallel forms make it an ideal instrument for longitudinal studies. KTEA II Written Expression subtest

Description of writing task Students are administered an item set based on their grade. (3rd Grade) Following assessment directions from the KTEA II manual and easel, I provided the Level 3 booklet and a pencil to my student. The written expression booklet is titled Kyra’s Dragon. I explain to my student following the provided directions from the easel that this story is about a girl named Kyra and the dragon she has to find. As we go through the story, you’ll write some of the words and sentences. This is similar to the “cloze” technique that was used in the informal assessment, The McLeod Assessment of Reading Comprehensions. ) I tell my student to write the best words and sentences he can and not to worry if he doesn’t know how to spell a word – spelling won’t count. The first item we starts with is #31 I say “ Let’s start by writing your full name here” and I point to the to of the booklet. The next item #32, my student writes the sentence “The dragon carries people away. ” That I dictate.

Tets: Writing Skills

On item #3 my student has to write one word to complete the sentence “ The king says to Kyra, “Finding the dragon_____________ save us all. ” For item #34, my student has to write one good sentence to complete a part of the story, “ Kyra’s Dragon. This fill in the blank interactive story goes on with similar tasks inserting words, sentences, combining sentences, proper word usage of specific words and punctuation into the story booklet until my student gets item # 49. Item #49 is where my student must complete a timed retell of the entire story, pretending my student is the king’s scribe.

My student must retell the story of Kyra’s dragon so that his grandchildren will know how people came to live in their new town. He is given 10 minutes to complete his retell. My task as administrator of this test is to follow the script on the easel, read the prompts, and point to the correct place for the student to write his answers. This took about 25 minutes to administer. I am allowed to repeat story segments and item instructions if necessary. I may also tell a student how to spell a word if they ask, since spelling is not scored in this subtest, but only if examinee asks for assistance.

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