Example: biology

Wechsler Individual Achievement Test - 3rd Edition

Wechsler Individual Achievement Test - 3rd Edition Mr. Client was administered the Wechsler Individual Achievement Test - 3rd Edition (WIAT-III). This instrument is designed to measure academic Achievement of students from pre-kindergarten through grade 12. It is often used to inform decisions regarding educational services and instructional objectives, as well as aid in the diagnosis of specific learning disabilities. The WIAT-III consists of a possible 16. subtests that contribute to composite scores evaluating listening and speaking, reading, writing, and mathematics skills. The scores provide insight into an Individual 's academic Achievement strengths and weaknesses compared to other individuals his/her age and/or grade level, and compared to the rest of his/her own academic Achievement profile. In this case, Mr. Client's scores were compared to other youth his age. Total Achievement The Total Achievement Composite score represents a student's collective academic ability across the listening and speaking, reading, writing, and mathematics domains.

Wechsler Individual Achievement Test - 3rd Edition Mr. Client was administered the Wechsler Individual Achievement Test - 3rd Edition (WIAT-III).

Tags:

  Tests, Individuals, Edition, Achievement, Wechsler, Wechsler individual achievement test 3rd edition

Information

Domain:

Source:

Link to this page:

Please notify us if you found a problem with this document:

Other abuse

Transcription of Wechsler Individual Achievement Test - 3rd Edition

1 Wechsler Individual Achievement Test - 3rd Edition Mr. Client was administered the Wechsler Individual Achievement Test - 3rd Edition (WIAT-III). This instrument is designed to measure academic Achievement of students from pre-kindergarten through grade 12. It is often used to inform decisions regarding educational services and instructional objectives, as well as aid in the diagnosis of specific learning disabilities. The WIAT-III consists of a possible 16. subtests that contribute to composite scores evaluating listening and speaking, reading, writing, and mathematics skills. The scores provide insight into an Individual 's academic Achievement strengths and weaknesses compared to other individuals his/her age and/or grade level, and compared to the rest of his/her own academic Achievement profile. In this case, Mr. Client's scores were compared to other youth his age. Total Achievement The Total Achievement Composite score represents a student's collective academic ability across the listening and speaking, reading, writing, and mathematics domains.

2 Mr. Client's Total Achievement Score placed him in the average range (32nd percentile) as compared to other Canadian youth his age. It is highly likely (95% chance) that Mr. Client's true Total Achievement is somewhere within the range of the 27th and 39th percentile. A score at the 32nd percentile signifies that 32% of youth his age scored equal or below his result. Writing Mr. Client's highest performance came on tests measuring writing. The Written Expression Composite score measures a student's proficiency at age-appropriate writing of letters, words, sentences and essays. Mr. Client's writing abilities were assessed by tasks that required him to spell letter sounds and single words (66th percentile), combine two or three sentences into one (53rd percentile), formulate sentences utilizing target words (66th percentile) and write spontaneous compositions within a time limit (essay composition 34th percentile; grammar and mechanics 53rd percentile).

3 Mr. Client's overall results in writing placed him in the average range (61st percentile). As these writing scores reflect proficiency with writing, these findings therefore predict Mr. Client would have predominantly average academic Achievement in similar tasks involving writing. Reading Mr. Client's next highest performance came on tests measuring reading. The Total Reading Composite score measures a student's proficiency with basic reading of words, their understanding of what they have read, and their level of ease and facility with reading. Mr. Client's reading abilities were assessed by tasks that required him to read words of increasing difficulty (45th percentile), read nonsense words of increasing difficulty (39th percentile), silently read and then answer comprehension questions about various types of written text (63rd percentile) and quickly and accurately read passages aloud (overall fluency 21st percentile; rate 19th percentile; accuracy 63rd percentile).

4 In this case, Mr. Client's scores measuring basic reading of words without context placed him in the average range (66th percentile), and his scores measuring comprehension, and ease and facility with reading, placed him in the low average range (21st percentile). Mr. Client's overall results in reading placed him in the average range (50th percentile). The variability among Mr. Client's performances on these tasks was unusually large, indicating his reading abilities are not uniform. The direction of this variability indicates that Mr. Client's reading comprehension is stronger than his speed and accuracy of reading. These findings therefore predict Mr. Client would have variable experiences with academic Achievement in similar tasks involving reading. Listening and Speaking Mr. Client's next highest performance came on tests measuring listening and speaking. The Oral Language Composite score measures a student's ability to listen to and comprehend spoken language, as well as their ability to express themselves using spoken language.

5 Mr. Client's oral language abilities were assessed by tasks that required him to point to pictures that best illustrate the meaning of spoken words (77th percentile), orally respond to comprehension questions (68th percentile), say a word that best defines a picture (10th percentile), name as many things as possible in a given category within a time limit (7th percentile; note a below grade item set was used) and repeat increasingly complex sentences verbatim (9th percentile). Mr. Client's overall results in listening and speaking placed him in the average range (37th percentile). The variability among Mr. Client's performances on these tasks was unusually large, indicating his oral language abilities are not uniform. The direction of this variability indicates that Mr. Client's listening skills (75th percentile) are greater than his speaking skills (14th percentile). As oral language abilities reflect proficiency with verbal communication, these findings therefore predict Mr.

6 Client would have variable academic Achievement in similar tasks involving verbal communication. Mathematics Mr. Client's lowest scores were demonstrated on tests measuring mathematics. Mr. Client completed tasks that measure a student's proficiency with math problem solving and numerical operations, as well as their level of ease and facility with math. These tasks required him to solve age-appropriate math word problems encompassing basic concepts, everyday applications, geometry, and algebra (9th percentile), demonstrate age-appropriate math skills involving basic operations, integers, geometry, algebra, and calculus (3rd percentile), solve written addition problems within a time limit (4th percentile), solve written subtraction problems within a time limit (6th percentile) and solve written multiplication problems within a time limit (1st percentile). In this case, Mr. Client's scores measuring Math Problem Solving placed him in the very low range (5th percentile), and his scores measuring Math Fluency, placed him in the very low range (3rd percentile).

7 The variability among Mr. Client's performances on these tasks was unusually large, indicating his mathematical abilities are not uniform. The direction of this variability indicates that Mr. Client's math skills with word problems are stronger than his math skills outside of word problems. Nonetheless it is clear that Mr. Client struggles with mathematics as his scores in this area were below the norm. Low mathematics scores indicate less proficiency with mathematics, and these findings therefore predict Mr. Client would have difficulties with academic Achievement in similar tasks involving mathematics. Domain Comparisons Specific comparisons of relative strengths and weaknesses of academic domains can further illuminate Mr. Client's academic profile. The magnitude of difference between these personal (not normative). strengths and weaknesses may be either rarely or commonly observed in the sample population at his ability level.

8 In this case, Mr. Client showed the following relative strengths and weaknesses: Strength Weakness Commonness*. basic reading and decoding of contextual reading and ease and facility with Uncommon words out of context reading basic reading and decoding of overall writing ability Uncommon words out of context basic reading and decoding of math problem solving and numerical operations Rare words out of context basic reading and decoding of ease and facility with basic addition, subtraction Extremely words out of context and multiplication Rare overall writing ability contextual reading and ease and facility with Uncommon reading overall writing ability math problem solving and numerical operations Rare overall writing ability ease and facility with basic addition, subtraction Extremely and multiplication Rare * Extremely Rare (<=1% of population at Mr. Client's ability level). Rare (<=5% of population at Mr.)

9 Client's ability level). Uncommon (<=15% of population at Mr. Client's ability level). Common (>15% of population at Mr. Client's ability level). Skills Analysis A skills analysis is a qualitative evaluation of a student's performance across various skill sets. It determines patterns of errors that can be utilized in targeted intervention planning. A skills analysis of Mr. Client's performance highlighted the following areas for improvement: Math Problem Solving Areas for Improvement Feature Skill Basic Concepts comparing numerals; ordering numerals; addition and subtraction of objects Everyday completing number patterns; identifying place value Applications Geometry finding angles and sides distances; finding circumference Algebra converting fractions to decimals; solving simultaneous equations; solving combination problems; mean median mode; finding slope and y-intercept Numerical Operations Areas for Improvement Feature Skill Basic Math subtraction with 2-digit numbers; subtraction with 3-digit numbers; multiplication Operations with 2-digit numbers; multiplication with 3-digit numbers; long division; adding negative integers Algebra addition of fractions; solving 2-step equations; solving simultaneous equations.

10 Finding functions; factoring Geometry numerical value of pi Advanced Math differentiation; integration Pattern of Strengths and Weaknesses Analysis Mr. Client's pattern of cognitive and academic strengths and weaknesses can help determine if he is meeting criteria for a Specific Learning Disorder (SLD). The phrase "unexpected academic underachievement" is often cited as a defining characteristic of a Specific Learning Disorder because it means an Individual 's underachievement in reading, written expression and/or mathematics is surprising, given that there are no other intellectual, physical, mental or neurological conditions or situational factors that would better account for the academic underachievement. The aim of a pattern of strengths and weaknesses analysis is to determine if a specific underlying cognitive processing weakness is possibly contributing to the academic underachievement. In this case, Mr.


Related search queries