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Title: Kaufman Test of Educational Achievement, Third Edition
Citation Type: Journal Article
Publication Year: 2016
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Abstract: The Kaufman Test of Educational Achievement, Third Edition (KTEA-3) is a revised and updated comprehensive academic achievement test (Kaufman & Kaufman, 2014). Authored by Drs. Alan and Nadeen Kaufman and published by Pearson, the KTEA-3 remains an individual achievement test normed for individuals of ages 4 through 25 years, or for those in grades prekindergarten (PK) through 12 and above. Based on a clinical model of academic skills assessment in the broad areas of reading, mathematics, and written and oral language, the KTEA-3 follows the CattellHornCarroll (CHC) or Information Processing theoretical assessment approach. Detailed information regarding the composites structure and rationale for changes to subtest inclusion and/or exclusion is provided. Updates assess learning disabilities according to the Individuals With Disabilities Education Improvement Act (IDEIA; 2004) or the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-V; American Psychiatric Association [APA], 2013) criteria. Norm-referenced for diagnostic and classification purposes, the KTEA-3 offers criterion-referenced pattern analyses of errors or individual strengths and weaknesses to facilitate intervention planning. Test administrators are expected to hold a graduate degree or a bachelors degree with specific training in standardized test administration. Including updated norms, items, instructions, graphics, and expanded subtest floors and ceilings, 19 available subtests are selected based on examinees educational level. Formatted similarly to its previous editions, the core battery includes two reading, two math, and two written language subtests, and four new subtests provide indepth assessment of reading-related skills and academic fluency. Depending on the examinees educational level, administration time ranges between 24 and 85 min. Specific prompts, sample, and teaching items individualize administration and ensure that low scores are not due to the subjects failure to understand instructions. The KTEA-3 continues to use item blocks, based on educational level, for the Reading Comprehension, Listening Comprehension, Written Expression, and Oral Expression subtests, with instructions for establishing each basal. A recommended administration order is only given for two subtests (i.e., Letter and Word Recognition before Word Recognition Fluency and Nonsense Word Decoding before Decoding Fluency), verifying that the examinee has the requisite skills to complete the latter. See Table 1 for a summary of KTEA-3 subtests and composite structure.
Url: http://journals.sagepub.com/doi/full/10.1177/0734282916632392
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Authors: Frame, Laura B; Vidrine, Stephanie M; Hinojosa, Ryan
Periodical (Full): Journal of Psychoeducational Assessment
Issue: 8
Volume: 34
Pages: 811-817
Data Collections: IPUMS USA
Topics: Other
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