Kaufman Test of Educational

Achievement - Third Edition

(KTEA-3)
Administration and Scoring
Learning Outcomes

PARTICIPANTS WILL BE ABLE TO:

● Identify KTEA-3 features & materials

● Identify when to use the KTEA-3
● Administer the KTEA-3
● Score KTEA-3 using scoring software
● Explain procedure for accessing scoring permissions
● Use report template to create KTEA-3 reports
● Introduce the error analysis score option
● Introduce the teaching objectives and tools available to inform IEPs and instruction
KTEA-3 Features
● Lowered age to 4:0
● Added norms for Pre-K
● Aligned content to Common Core State Standards
● Error analysis based on normative reference group offers teaching objectives and strategies aligned to
common core
● Provides measures of all 8 specific learning disabilities identified in IDEIA, 2004
● Written Expression
○ Pre-K and K students trace and copy letters, and write letters, words, and a sentence from
dictation
○ At grade 1 and higher students complete writing tasks in the context of a visually engaging grade
appropriate story format
○ Grades 1 and higher items include writing sentences from dictation, adding punctuation and
capitalization, filling in missing words, completing sentences, combining sentences, writing
compound and complex sentences, and writing an essay based on the story.
●
Cultural and Gender Bias Reviews

● Achievement test results may be impacted by cultural and language factors and
level of formal education. These factors should be taken into account when
interpreting test results. The manual states that student who are “proficient in
English should be administered the KTEA-3.

● The KTEA-3 content has undergone extensive bias reviews and statistical
analysis to ensure that examinees of either sex and from a variety of ethnic and
socioeconomic backgrounds can be assessed with confidence.

● Technical and Interpretive Manual on flash drive contains more in depth

information on the KTEA-3 test development and norming.
Cultural/Linguistically Diverse Students

● Schools should make sure to carefully go through steps outlined

in our Student Intervention Team (SIT) process before being
considered for special education.

● KTEA-3 results will be interpreted by school psychologist to

account for language-laden subtests

● Scores may not be reliable.

KTEA-3 Materials

● Administration Manual
● Scoring Manual
● Stimulus Books
● Record Forms
● Response Booklets
● Written Expression Booklets
● Flash Drive
● Stopwatch
KTEA-3 Materials (con’t)

Additional Flash Drive Files:

● Audio Files (Form A and B)

● Error Analysis Worksheets (reproducible)
● Hand-Scoring Template (reproducible)
● Scoring Keys for Math Fluency and Silent Reading Fluency (reproducible)
● Common Core Standards Alignment (technical manual pg. 136)
● Qualitative Indicators record form (reproducible)
○ Identifies subtest specific qualitative indicators
○ Looking at things that are not captured in normal scoring
 Administering the KTEA-3

When to use the KTEA

KTEA clusters and subtests
Subtest descriptions
General and subtest tips
When to use the KTEA-3

Use the KTEA-3 (or another appropriate academic achievement test):

● As a part of an Initial Evaluation:
○ Specific Learning Disability
○ Intellectual Disability
○ When there are academic concerns

● As part of a Re-Evaluation ONLY when the team determines that this

information is needed for developing the IEP or making eligibility decisions.
Clusters and Subtests

SLD Eligibility Area KTEA-3 Cluster KTEA-3 Subtests

Basic Reading Skills Decoding #3 Letter and Word Recognition

#5 Nonsense Word Decoding

Reading Fluency Reading Fluency #7 Silent Reading Fluency

#17 Word Recognition Fluency
#19 Decoding Fluency (3rd grade and up)

Reading Comprehension Reading Understanding #9 Reading Comprehension

#14 Reading Vocabulary

Mathematics Calculation Math #4 Math Computation

#8 Math Fluency

Mathematics Problem Solving Math #2 Math Concepts and Applications

Written Expression Written Language #6 Writing Fluency

#10 Written Expression
#12 Spelling
Informing SLD Mathematics Eligibility
A standard score (SS) of 85 or below on the math composite indicates
weaknesses in the areas of both math calculation and math problem
solving. If the standard score for the composite is above 85, look at the
following math subtests to ensure that student doesn’t qualify in a single
area:

● a SS85 or below on math computation and math fluency

indicates the student has a weakness in the area of
MATHEMATICS CALCULATION
● a SS85 or below on math computation and a below average
score on another math calculation assessment (e.g., a score in
the 16th percentile or below on EasyCBM) indicates the student
has a weakness in the area of MATHEMATICS CALCULATION
● a SS85 or below in math concepts and applications and a
below average score on another math reasoning assessment
(e.g., a score in the 16th percentile or below on EasyCBM)
indicates the student has a weakness in the area of
MATHEMATICS PROBLEM SOLVING
Informing SLD Mathematics Eligibility

SLD Eligibility Math Math Math Fluency Math Supplemental

Area Composite Computation < 86 Concepts and Performance
< 86 < 86 Applications Measure
< 86 (ie - easyCBM
16th%ile or below

Math 1 X
Calculation
2 X X

3 X X

Math Problem 1 X
Solving
2 X X
Informing SLD Written Expression Eligibility

A standard score of 85 or below on the written language

composite indicates a weakness in the area of WRITTEN
EXPRESSION. If the composite standard score is above 85
consider the following:

● A SS85 or below on written expression and writing

fluency indicate a weakness in the area of WRITTEN
EXPRESSION even if the student’s spelling score is 86
or above.
● A SS85 or below on written expression and a below
average score on another writing assessment (e.g.,
writing work sample) indicates the student has a
weakness in the area of WRITTEN EXPRESSION
Informing SLD Written Expression Eligibility

SLD Written Written Writing Spelling Supplemental

Eligibility Language Expression Fluency Subtest Performance
Area Composite Subtest Subtest < 86 Measure
< 86 < 86 < 86
(ie - Writing work
sample)
Written 1 X
Expression
2 X X

3 X X
PSW Standard Score Interpretation

On the KTEA-3 - PPS Guidelines are:

● Strength: Standard Score of 90 or above

● Weakness: Standard Score of 85 and below

● Neither: Standard Score of 86 through 89

General Tips

Behavioral Observation:

● Complete this section on the back of the protocol directly after test
administration for each subtest.

● Tip: make a copy of the Behavioral Observations to complete as you

administer the different subtests.

● After or as you score, check all error boxes for items scored 0. This
information can be added to the scoring software to generate intervention
planning and IEP goals aligned to the Common Core.
General Tips (con’t)

Discontinue and Decision Rules: These vary among the subtests. Attend to start, basal, and discontinue rules

Fluency Tests: Timing varies among the three subtests

Writing Fluency: 5 minutes Silent Reading Fluency: 2 minutes

Math Fluency: 1 minute Word Recognition Fluency: 15 seconds

Decoding Fluency: 15 seconds

● These kits will be in use for 10 years. Please be gentle. At times, School Psychologists may share the kit
with you.
Time to Practice!
Subtest Administration

For each subtest we will:

1. Introduce the subtest

2. Practice administering/scoring the subtest.

3. Q&A
Subtest Administration

Subtest Grade/Age Administration

#2 Math Concepts PK - 12+ The student responds orally to items that require the application of
and Application 4-25 mathematical principles to real-life situations. Skill categories
(MCA) include number concepts, operation concepts, time and money,
measurement, geometry, fractions and decimals, data investigation,
and higher math concepts.

TIPS no additional recommendations

 Subtest Age/Grade Administration

#3 Letter & Word PK - 12+ The student identifies letters and pronounces words of
Recognition (LWR) 4-25 gradually increasing difficulty

TIPS ● Complete phoneme key by marking phoneme error(s).

 Subtest Grade /Age Administration

#4 Math K - 12+ The student writes answers to as many math calculation problems
Computation (MC) 5-25 as possible. Skills assessed include simple counting and number
identification; addition, subtraction, multiplication, and division
operations; fractions and decimals; square roots and exponents;
and algebra.

TIPS ● Pay attention to scoring rules around reversals and transposed numbers.
 Subtest Grade/Age Administration

#5 Nonsense Word Grades 1 and up. Untimed assessment of decoding nonsense words.
Decoding

TIPS ● First two items are teaching items. If they do not get the item correct, model the
correct answer, have them repeat the correct answer, and mark the item as
incorrect.
● Always start with #1 no matter the grade level.
● There is an audio recording of nonsense words for teachers to listen to ahead
of time to become familiar with the pronunciation of items.
● There is also a phoneme key to mark errors.
 Subtest Grade/Age Administration

#6 Writing 2 - 12+ The student writes 1 sentence for each picture

Fluency (WF) 7-25 presented in the Response Booklet and
completes as many items as possible within a 5
min. time limit.

TIPS ● This is a word count fluency and does not take grammar or
content into account
● Follow age and grade administration guidelines.
 Subtest Grade/Age Administration

#7 Silent 1 - 12+ The student silently reads simple sentences and marks yes or no in
Reading 6-25 the Response Booklet to indicate whether the statement is true or
Fluency (SRF) false, completing as many items as possible within a two-minute
time limit.

TIPS ● Attend to teaching items to determine if you should proceed with the test.
● If the examine appear to be responding without reading remind them to read the
questions. If they appear to be answering the questions out of sequence redirect
but do not stop timing.
 Subtest Grade/Age Administration

#8 Math Fluency (MF) 1 - 12+ The student writes answers to as many addition,
6-25 subtraction, multiplication and division problems as
possible in 60 seconds.

TIPS no additional recommendations

 Subtest Grade/Age Administration

#9 Reading PK-12+ This untimed test of silent reading comprehension includes several
Comprehension (RC) 4-25 item types. Early items require matching a symbol or word(s) with
its corresponding picture. Subsequent items require reading a
simple instruction and responding by performing the action. Later
items involve reading passages of increasing difficulty and
answering literal and/or inferential questions about them. The most
difficult items require rearranging five sentences into a coherent
paragraph and then answering questions about the paragraph.

TIPS ● Note start and stop points for grade level set
● Circle start and stop points on protocol before starting
● Attend to Discontinue Rules in a row and Decision Rule in a set
 Subtest Grade/Age Administration

#10 Written PK - 12+ Prekindergarten and kindergarten students trace and copy letters,
Expression (WE) 4-25 and write letters, words and a sentence from dictation.
At grades 1 and higher, students complete writing tasks in the
context of a grade appropriate story format. Items at those levels
include writing sentences from dictation, adding punctuation and
capitalization, filling in missing words, completing sentences,
writing compound and complex sentences, and writing an essay
based on the story.

TIPS
● Use the correct booklet.
● Level 1 is in student response booklet.
● Use the scoring manual to score item by item and refer to explanation of
error categories as needed.
 Subtest Grade/Age Administration

#12 Spelling (SP) K - 12+ The easiest items require students to write single letters that
5-25 represent sounds.
The remaining items require students to write increasingly difficult
(regular and irregular) words from dictation.

TIPS no additional recommendations

 Subtest Grade/Age Administration

#14 Reading 1 - 12+ Early items require the student to point to one of three words
Vocabulary (RV) 6-25 with the same meaning as a picture and target word.
Each of the remaining items requires the examinee to read a
sentence (silently or aloud) and say or point to the word in the
sentence that has a similar meaning to the target word.

TIPS no additional recommendations

 Subtest Grade/Age Administration

#17 Word Grades 1 and up. Timed. Set A or B depending upon age. Two trials -
Recognition 15 seconds each.
Fluency
(WRF)

TIPS ● Attend to start points.

● If a raw score is 48 or above on set A then administer Set B.
● No time bonus is given for completing before the time limit
 Subtest Grade/Age Administration

#19 Decoding Grades 3 and up Timed. One set, two trials - 15 seconds each.
Fluency (DF)

TIPS ● Attend to start point.

● For grade 3+ start with trial 1 and then complete trial 2.
● No time bonus is given for completing before the time limit
Phonological Awareness Subtest

● Teachers may be asked to administer the Phonological Awareness

subtest and should become familiar with it.

● This is low incidence, thus is not included in this training.

BREAK
 How to Score the KTEA-3

Logging in to Q-Global and scoring permissions

Entering scores
When to access error analysis
Creating the report
Teaching outcomes and tools for instruction
Logging in and Scoring Permissions

1. Click new examinee tab

2. Enter student’s name, date of birth and gender
3. Find student under “view” and double click on student row to open
4. Click “assign new assessment” button
5. A window will appear that says “All Assessments,” click the KTEA-3 Form A
a. TIP - click the star next to the KTEA-3 Form A and it will appear in your my
favorites tab so you do not have to scroll through all the assessments
each time.
Logging in and Scoring Permissions (con’t)

6. Click the “assign” button. (be sure to select the examiners name from the
drop down menu)
7. Scroll Down to Demographics tab and select student grade and reason for
referral
8. Click on the “Score” tab and input Raw Scores and, if needed, item set or
level for each sub-test
9. Click on error analysis tab check boxes next to all subtests with a standard
score of 85 or below
Scoring the Test

10. Click on tabs to the left to enter error analysis scores

10.1. Select first and last item administered, due to normative reasons not all
items may be displayed

10.2 enter in error information for items displayed

*Tip: if it is not letting you enter scores look for prompts for
information that needs to be added and/or click the edit button.

11. Enter in general qualitative observations and qualitative observations for all
subtest with a standard score of 85 or below
Logging in and Scoring Permissions

12. Click generate report (wait until the screen loads), then under “include” click:

● Use Respondent Name

● Composite Score Summary Table
● Subtest Score Summary Table
● Omit Age/Grade Equivalent
● Graphical Profile
● Qualitative Observation
● The following analyses are optional, but provide information to lead to targeted instruction/goal
writing:
○ Error Analysis Summary (Optional)
○ Error Analysis Teacher Objectives and Intervention Statements (Optional)
○ Error Analysis Word List (Optional)
○ Math Problems List (Optional)
Creating and Using the Report

13. Under “Settings” change norm group to “age”

14. Click generate report (again) - wait patiently for the report to be generated. The report
opens up as a PDF - save it to your computer.

15. Transfer standard scores and %iles to your academic report, categorize them as a strength
(90+), weakness (85 & below) or neither (86 - 89) in your report. Attach the composite score
summary profile and the subtest score summary profile to your report.

16. Teaching objectives aligned to the CCSS will be included in the report for all areas of
weakness. You can use these to help you draft IEP goals. Also included are teaching strategies
and appropriate accommodations based on error analysis of the student’s academic
performance.
Wrap Up

● KTEA Kits are to be shared at each school - another person at your

school may require this kit to complete this training - check with your
SPED team.
● Use the handouts from this session to guide administration and
scoring of the KTEA-3
● The report templates are available on the PPS Special Education
website
● Be sure to access Q-Global and set up your account well before
scoring the test for the first time.
● For Questions about KTEA-3 contact your TOSA.
Obtaining more protocols

2018-19 School Year

Contacts for Record Forms, Student Response Booklets, and/or Written

Expression Booklets are the following people:

Karrin Garrison

[email protected]

Kristin Chrisman

[email protected]
Thank You