Teacher Trainees’ Administration and Scoring Errors on the Kaufman Test of Educational Achievement

Adam B. Lockwood, Karen A Sealander, Thomas J. Gross, Christopher Lanterman

Research output: Contribution to journalArticle

Abstract

Achievement tests are used to make high-stakes (e.g., special education placement) decisions, and previous research on norm-referenced assessment suggests that errors are ubiquitous. In our study of 42 teacher trainees, utilizing five of the six core subtests of the Kaufman Test of Educational Achievement, Third Edition (KTEA-3), we found that while most trainees make errors, they do not make a large number per person with the exception of a few error-prone trainees. In addition, Wilcoxon signed-rank tests indicated that reading comprehension was the most prone subtest to administration (T = 120; p <.001) and clerical (T = 45; p <.01) errors. However, subtests pairwise comparisons indicated nonsignificant differences between error rates across subtests. Based on these findings, we recommend that training programs focus extra attention on reading comprehension and remediating students who make a disproportionate number of errors. Implications for future research are also noted.

Original languageEnglish (US)
JournalJournal of Psychoeducational Assessment
DOIs
StateAccepted/In press - Jan 1 2019

Fingerprint

Educational Status
trainee
Reading
Special Education
teacher
Nonparametric Statistics
Students
Education
comprehension
Research
achievement test
special education
training program
human being
student

Keywords

  • achievement tests
  • errors
  • KTEA
  • norm-referenced assessment
  • training

ASJC Scopus subject areas

  • Education
  • Clinical Psychology
  • Psychology(all)

Cite this

Teacher Trainees’ Administration and Scoring Errors on the Kaufman Test of Educational Achievement. / Lockwood, Adam B.; Sealander, Karen A; Gross, Thomas J.; Lanterman, Christopher.

In: Journal of Psychoeducational Assessment, 01.01.2019.

Research output: Contribution to journalArticle

@article{d87cd43264f74c62b532d3a1ccd89af6,
title = "Teacher Trainees’ Administration and Scoring Errors on the Kaufman Test of Educational Achievement",
abstract = "Achievement tests are used to make high-stakes (e.g., special education placement) decisions, and previous research on norm-referenced assessment suggests that errors are ubiquitous. In our study of 42 teacher trainees, utilizing five of the six core subtests of the Kaufman Test of Educational Achievement, Third Edition (KTEA-3), we found that while most trainees make errors, they do not make a large number per person with the exception of a few error-prone trainees. In addition, Wilcoxon signed-rank tests indicated that reading comprehension was the most prone subtest to administration (T = 120; p <.001) and clerical (T = 45; p <.01) errors. However, subtests pairwise comparisons indicated nonsignificant differences between error rates across subtests. Based on these findings, we recommend that training programs focus extra attention on reading comprehension and remediating students who make a disproportionate number of errors. Implications for future research are also noted.",
keywords = "achievement tests, errors, KTEA, norm-referenced assessment, training",
author = "Lockwood, {Adam B.} and Sealander, {Karen A} and Gross, {Thomas J.} and Christopher Lanterman",
year = "2019",
month = "1",
day = "1",
doi = "10.1177/0734282919871144",
language = "English (US)",
journal = "Journal of Psychoeducational Assessment",
issn = "0734-2829",
publisher = "SAGE Publications Inc.",

}

TY - JOUR

T1 - Teacher Trainees’ Administration and Scoring Errors on the Kaufman Test of Educational Achievement

AU - Lockwood, Adam B.

AU - Sealander, Karen A

AU - Gross, Thomas J.

AU - Lanterman, Christopher

PY - 2019/1/1

Y1 - 2019/1/1

N2 - Achievement tests are used to make high-stakes (e.g., special education placement) decisions, and previous research on norm-referenced assessment suggests that errors are ubiquitous. In our study of 42 teacher trainees, utilizing five of the six core subtests of the Kaufman Test of Educational Achievement, Third Edition (KTEA-3), we found that while most trainees make errors, they do not make a large number per person with the exception of a few error-prone trainees. In addition, Wilcoxon signed-rank tests indicated that reading comprehension was the most prone subtest to administration (T = 120; p <.001) and clerical (T = 45; p <.01) errors. However, subtests pairwise comparisons indicated nonsignificant differences between error rates across subtests. Based on these findings, we recommend that training programs focus extra attention on reading comprehension and remediating students who make a disproportionate number of errors. Implications for future research are also noted.

AB - Achievement tests are used to make high-stakes (e.g., special education placement) decisions, and previous research on norm-referenced assessment suggests that errors are ubiquitous. In our study of 42 teacher trainees, utilizing five of the six core subtests of the Kaufman Test of Educational Achievement, Third Edition (KTEA-3), we found that while most trainees make errors, they do not make a large number per person with the exception of a few error-prone trainees. In addition, Wilcoxon signed-rank tests indicated that reading comprehension was the most prone subtest to administration (T = 120; p <.001) and clerical (T = 45; p <.01) errors. However, subtests pairwise comparisons indicated nonsignificant differences between error rates across subtests. Based on these findings, we recommend that training programs focus extra attention on reading comprehension and remediating students who make a disproportionate number of errors. Implications for future research are also noted.

KW - achievement tests

KW - errors

KW - KTEA

KW - norm-referenced assessment

KW - training

UR - http://www.scopus.com/inward/record.url?scp=85072014705&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85072014705&partnerID=8YFLogxK

U2 - 10.1177/0734282919871144

DO - 10.1177/0734282919871144

M3 - Article

JO - Journal of Psychoeducational Assessment

JF - Journal of Psychoeducational Assessment

SN - 0734-2829

ER -