Essentials of WIAT-II and KTEA-II Assessment (Google eBook)

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John Wiley & Sons, Aug 5, 2005 - Psychology - 304 pages
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Quickly acquire the knowledge and skills you need to confidently administer, score, and interpret the WIAT(r)-II and KTEA-II

The Wechsler(r) Individual Achievement Test, Second Edition (WIAT(r)-II) and the Kaufman Test of Educational Achievement, Second Edition (KTEA-II) are two popular measures of individual achievement. Both tests assess adult and child performance on academic skills and problem-solving abilities. Essentials of WIAT(r)-II and KTEA-II Assessment provides the definitive guide to administering, scoring, and interpreting the WIAT(r)-II and the KTEA-II.

Like all the volumes in the Essentials of Psychological Assessment series, this book is designed to help busy mental health professionals quickly acquire the knowledge and skills they need to make optimal use of major psychological assessment instruments. Each concise chapter features numerous callout boxes highlighting key concepts, bulleted points, and extensive illustrative material, as well as test questions that help you gauge and reinforce your grasp of the information covered.

The best source of information on the WIAT(r)-II and the KTEA-II, Essentials of WIAT(r)-II and KTEA-II Assessment provides students and practitioners with an unparalleled resource for learning and application, including expert assessment of relative strengths and weaknesses, valuable advice on clinical applications, and illuminating case reports.

Other titles in the Essentials of Psychological Assessment series:
* Essentials of WISC(r)-IV Assessment
* Essentials of Stanford-Binet (SB5) Assessment
* Essentials of Assessment Report Writing
* Essentials of Neuropsychological Assessment
* Essentials of WJ III(r) Cognitive Abilities Assessment
* Essentials of WJ III(r) Tests of Achievement Assessment
* Essentials of WAIS(r)-III Assessment
* Essentials of WPPSI-III Assessment
* Essentials of Cross-Battery Assessment
* Essentials of KABC-II Assessment
  

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Contents

Chapter 1 OVERVIEW
1
Chapter 2 WIATII
13
Chapter 3 KTEAII
88
Chapter 4 CLINICAL APPLICATIONS
175
Chapter 5 ILLUSTRATIVE CASE REPORTS
244
References
337
Annotated Bibliography
344
Index
347
Copyright

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Page 6 - Committee was initiated by the American Educational Research Association (AERA), the American Psychological Association (APA), and the National Council on Measurement in Education (NCME).
Page 5 - Test Users Should: 1. First define the purpose for testing and the population to be tested. Then, select a test for that purpose and that population based on a thorough review of the available information.
Page 5 - Then, select a test for that purpose and that population based on a thorough review of the available information. 2. Investigate potentially useful sources of information, in addition to test scores, to corroborate the information provided by tests. 3. Read the materials provided by test developers and avoid using tests for which unclear or incomplete information is provided. 4. Become familiar with how and when the test was developed and tried out 5. Read independent evaluations of a test and of...
Page 6 - Provide test takers or their parents/guardians with information about rights test takers may have to obtain copies of tests and completed answer sheets, retake tests, have tests rescored, or cancel scores.
Page ii - Inventories Assessment by Stephen N. Strack Essentials of CAS Assessment by Jack A. Naglieri Essentials of Forensic Psychological Assessment by Marc J. Ackerman Essentials of Bay ley Scales of Infant Development— II Assessment by Maureen M.
Page 6 - Review the performance of test takers of different races, gender, and ethnic backgrounds when samples of sufficient size are available. Evaluate the extent to which performance differences may have been caused by inappropriate characteristics of the test.
Page 5 - Avoid using tests for purposes not specifically recommended by the test developer unless evidence is obtained to support the intended use. 12. Explain how any passing scores were set and gather evidence to support the appropriateness of the scores. 13. Obtain evidence to help show that the test is meeting its intended purpose(s).

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About the author (2005)

ELIZABETH O. LICHTENBERGER, PhD, is a clinical psychologist residing in Carlsbad, California. She has coauthored several Essentials books, including Essentials of Assessment Report Writing (with Nancy Mather, Nadeen Kaufman, and Alan Kaufman). She is also coauthor, with Alan Kaufman, of Assessing Adolescent and Adult Intelligence, Third Edition (Wiley).

DONNA R. SMITH, EdD, is a Clinical Measurement Consultant with Harcourt Assessment, Inc.–The Psychological Corporation, and was closely involved with the development of the WIAT®-II.

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