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KTEA™-3Kaufman Test of Educational Achievement, Third EditionStandard ReportAlan S. Kaufman, PhD, & Nadeen L. Kaufman, EdD

Name: Amanda Salgado Test Date: 2020/01/25Examinee ID: 123456789 Form: B

Birth Date: 2010/03/12 Examiner Name: Betzabe SalgadoAge: 9:10 Testing Site:

Gender: FemaleCurrent Grade (or Highest Grade Completed):

4

Reason for Referral: Medication:

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[ 1.4 / RE1 / QG1 ]

KTEA™-3 Standard Report, Age-Based Norms 1234567892020/01/25, Amanda Salgado

Core Composite Score Summary Table

Composite/SubtestSubtest

RawScores

Sum ofSubtest

StandardScores

StandardScores

95% Confidence

Interval

PercentileRank

DescriptiveCategory

Age Equivalent GSV

Core Composites

Academic Skills Battery (ASB) Composite - - - - - - - -

Math Concepts & Applications 59 - 106 100 - 112 66 Average 10:6 522

Letter & Word Recognition 60 - 97 92 - 102 42 Average 9:7 512

Written Expression - - - - - - - -

Math Computation 55 - 129 121 - 137 97 High 12:6 541

Spelling - - - - - - - -

Reading Comprehension - - - - - - - -

Reading Composite - - - - - - - -



Math Composite - 235 118 113 - 123 88 Above average - -

Math Concepts & Applications 59 - 106 100 - 112 66 Average 10:6 522

Math Computation 55 - 129 121 - 137 97 High 12:6 541

Written Language Composite - - - - - - - -


Spelling - - - - - - - -1 Indicates a raw score that is converted to a weighted raw score (not shown).2 Indicates that a raw score is based on a below grade level item set.



Supplemental Composite Score Summary Table

Composite/SubtestSubtest

RawScores

Sum ofSubtest

StandardScores

StandardScores

95% Confidence

Interval

PercentileRank

Descriptive Category

Age Equivalent GSV

Supplemental Composites

Sound-Symbol Composite - - - - - - - -

Phonological Processing - - - - - - - -

Nonsense Word Decoding - - - - - - - -

Decoding Composite - - - - - - - -


Nonsense Word Decoding - - - - - - - -

Reading Fluency Composite - - - - - - - -

Silent Reading Fluency - - - - - - - -

Word Recognition Fluency - - - - - - - -

Decoding Fluency - - - - - - - -

Reading Understanding Composite - - - - - - - -


Reading Vocabulary - - - - - - - -

Oral Language Composite - - - - - - - -

Associational Fluency - - - - - - - -

Listening Comprehension - - - - - - - -

Oral Expression - - - - - - - -

Oral Fluency Composite - - - - - - - -

Associational Fluency - - - - - - - -

Object Naming Facility - - - - - - - -

Comprehension Composite - - - - - - - -


Listening Comprehension - - - - - - - -

Expression Composite - - - - - - - -


Oral Expression - - - - - - - -

Orthographic Processing Composite - - - - - - - -

Spelling - - - - - - - -

Letter Naming Facility - - - - - - - -

Word Recognition Fluency - - - - - - - -

Academic Fluency Composite - - - - - - - -

Writing Fluency - - - - - - - -



Math Fluency - - - - - - - -

Decoding Fluency - - - - - - - -1 Indicates a raw score that is converted to a weighted raw score (not shown).2 Indicates that a raw score is based on a below grade level item set.



Core Composite Score Summary Profile



Supplemental Composite Score Summary Profile



Supplemental Composite Score Summary Profile Continued



Error Analysis Narrative

Amanda's responses on the following subtest(s) were further examined to identify specific skill strengths and/or weaknesses. First, her errors on each subtest were totaled according to error categories. Then the number of errors Amanda made in each error category was compared with the average number of errors made by students in the norm sample who were at the same grade level and who attempted the same items. As a result, Amanda's performance in each error category could be rated as strong, average, or weak. The diagnostic information obtained from Amanda's error analysis is summarized below. As you read these results, keep in mind that error analysis is most effective for students who obtained standard scores that are below the mean. For students who obtain standard scores above 110, extreme caution should be used in the interpretation of error categories identified as weaknesses.



Error Analysis Summary

Dashes (-) indicate that no error analysis information is available.Letter & Word Recognition

Last Item Administered: 63

Error Category ItemsAttempted

Average #of Errors

Student's #of Errors Skill Status

Single/Double Consonant 74 0-1 0 A

Consonant Blend 11 0 0 A

Consonant Digraph 9 0 0 A

Wrong Vowel 27 0 0 A

Short Vowel 21 0-1 0 A

Long Vowel 10 0 0 A

Vowel Team/Diphthong 8 0 0 A

R-controlled Vowel 4 0 0 A

Silent Letter 16 0 0 A

Prefix/Word Beginning 5 0 0 A

Suffix/Inflection 15 0 0 A

Hard/Soft C, G, S 21 0 0 A

Unpredictable Pattern 17 0-1 0 A

Initial/Final Sound 42 0-1 0 A

Syllable Insertion/Omission 42 0 0 A

Misordered Sounds 42 0 0 A

Whole Word Error/Misplaced Accent 42 0-1 0 A



Math Concepts & Applications Math Computation

Last Item Administered: 70 Last Item Administered: 47

Error Category Items Attempted

Average # of Errors

Student's # of Errors Skill Status Items

AttemptedAverage # of Errors

Student's # of Errors Skill Status

Number Concepts 22 0 1 W

Addition 3 0 0 A 14 0 0 A

Subtraction 3 0 1 W 13 0-1 0 A

Multiplication 3 0 0 A 6 0-1 0 A

Division 3 0-1 0 A 3 0-1 0 A

Tables and Graphs 3 0 1 W

Time and Money 9 0-1 3 W

Geometry 3 1 1 A

Measurement 7 1-2 2 A

Fractions 4 0 0 A 1 0 0 A

Decimal - - - -

Decimals and Percents 1 0-1 0 A

Data Investigation 2 0-1 2 W

Multistep Problems 3 0-1 1 A

Word Problems 13 1-2 1 A

Exponent or Root - - - -

Algebra 6 0 0 A 1 0 0 A

Wrong Operation 38 0-1 0 A

Fact or Computation 38 0-1 0 A

Regrouping: Addition 2 0 0 A

Regrouping: Subtraction 4 0 0 A

Subtract Smaller from Larger 4 0 0 A

Add or Subtract Numerator & Denominator 1 0 0 A

Equivalent Fraction/Common Denominator - - - -

Multiply/Divide Fraction - - - -

Mixed Number - - - -

Incorrect Sign 1 0 0 A

Uncodable 38 0 0 A



Error Analysis Teaching Objectives & Interventions

Math Concepts & Applications

Teaching Objectives

Number ConceptsGiven ___ pictures each showing multiple objects of varying size, the student will identify the smallest object with no more than ___ errors.Related to CCSS.Math.Content.K.MD.A.1

Given ___ pictures each showing multiple objects of varying size, the student will identify the largest object with no more than ___ errors.Related to CCSS.Math.Content.K.MD.A.1

Given ___ pictures each showing multiple objects, the student will point to, count, and state the sum of the objects with no more than ___ errors.Related to CCSS.Math.Content.K.CC.B.4; CCSS.Math.Content.K.OA.A.2

Given ___ pictures each showing multiple groups of objects containing different numbers of objects, the student will identify the group corresponding to a stated number with no more than ___ errors.Related to CCSS.Math.Content.K.CC.B.5

Given ___ pictures each showing a row of numbers, a student will point to a stated number with no more than ___ errors.Related to CCSS.Math.Content.K.CC.A.3

Given ___ pictures each showing multiple groups of objects containing different quantities and a numeral printed above the groups of objects, the student will match the numeral with the correct group with no more than ___ errors.Related to CCSS.Math.Content.K.CC.A.3

Given ___ pictures each showing multiple objects, the student will point to a given number of objects in each picture with no more than ___ errors.Related to CCSS.Math.Content.K.CC.A.3

Given ___ pictures each showing multiple objects of varying height, the student will identify the tallest object with no more than ___ errors.Related to CCSS.Math.Content.K.MD.A.2

Given ___ pictures each showing multiple objects of varying height, the student will identify the shortest object with no more than ___ errors.Related to CCSS.Math.Content.K.MD.A.2

Given ___ pictures each showing signs combining words and numbers, the student will identify by name the numbers on each sign with no more than ___ errors.Related to CCSS.Math.Content.K.CC.C.7

Given ___ pictures each showing two groups of objects containing different quantities, the student will state which group has more objects with no more than ___ errors.



Related to CCSS.Math.Content.K.CC.C.6

Given ___ sets of numbers each represented in numerical order and with a number missing from the ordered set, the student will state the missing number with no more than ___ errors.Related to CCSS.Math.Content.K.CC.A.2

Given ___ pictures each showing objects in a row, the student will name the ordinal position (e.g., third, sixth) of the objects with no more than ___ errors.Related to CCSS.Math.Content.K.CC.B.4a

Given ___ pictures each showing various numerical operation signs, the student will identify the sign that matches a stated math operation with no more than ___ errors.Related to CCSS.Math.Content.3.OA.D.9

Given ___ pictures each showing a number, the student will state the number that immediately precedes or immediately follows the pictured number with no more than ___ errors.Related to CCSS.Math.Content.K.CC.A.2

Given ___ pictures each showing a group of numbered objects, the student will state the numbers in numerical order with no more than ___ errors.Related to CCSS.Math.Content.K.CC.B.4a

Given ___ sets of numbers each showing a number series based on a math operation (e.g., adding five to the preceding number), the student will state the next number occurring in the series with no more than ___ errors.Related to CCSS.Math.Content.3.OA.D.9

Given ___ sets of numbers each showing a number series based on a math operation (e.g. adding five to the preceding number) with some values missing from the series, the student will state the missing numbers with no more than ___ errors.Related to CCSS.Math.Content.3.OA.D.9

Given ___ problems requiring the use of addition to check subtraction or the use of subtraction to check addition, the student will perform the checking procedure with no more than ___ errors.Related to CCSS.Math.Content.1.OA.C.6

Given ___ numbers, the student will state the digit in a given place value with no more than ___ errors.Related to CCSS.Math.Content.2.NBT.A.1

Given ___ numbers, the student will round to a given place value with no more than ___ errors.Related to CCSS.Math.Content.5.NBT.A.4

Given ___ problems requiring the use of division to check multiplication or the use of multiplication to check division, the student will perform the checking procedure with no more than ___ errors.Related to CCSS.Math.Content.4.NBT.B.6

Given ___ sets of numbers, the student will identify the prime numbers in each set with no more than ___ errors.Related to CCSS.Math.Content.4.OA.B.4

Subtraction



Given ___ word problems requiring the subtraction of whole numbers, the student will identify the minuend (the number to be subtracted from) and the subtrahend (the number to be subtracted) in each problem and state the differences with no more than ___ errors.Related to CCSS.Math.Content.1.OA.A.1

Tables and GraphsGiven ___ bar graphs, the student will use the information presented in each graph to answer questions about different elements ( e.g., which element is represented in the largest number, how much of an element is represented) with no more than ___ errors.Related to CCSS.Math.Content.2.MD.D.10

Given ___ line graphs, the student will correctly identify the unit values of points on the graph and will answer questions about the graph (e.g., what is the difference between the highest and lowest values on the graph) with no more than ___ errors.Related to CCSS.Math.Content.5.G.A.1

Time and MoneyGiven ___ pictures of analog clock faces, the student will state the time represented on the clock face with no more than ___ errors.Related to CCSS.Math.Content.2.MD.C.7

Given ___ pictures of calendar months, the student will identify the days of the week associated with specific dates with no more than ___ errors.

Given ___ problems each stating three units for measuring time, the student will choose the most appropriate unit for expressing the duration of an event with no more than ___ errors.

Given ___ pictures each showing sets of coins of different value, the student will state the total amount of money represented by the coins with no more than ___ errors.Related to CCSS.Math.Content.2.MD.C.8

Given ___ pictures each showing sets of coins of different value, the student will identify the coins required to achieve a stated sum with no more than ___ errors.Related to CCSS.Math.Content.2.MD.C.8

Given ___ word problems each requiring the multiplication of decimal monetary amounts and then subtraction of the product from a given monetary amount to find the change, the student will state an answer with no more than ___ errors.Related to CCSS.Math.Content.4.MD.A.2

Given ___ time schedules listing arrival and departure times or event times, the student will solve word problems requiring knowledge of time differences with no more than ___ errors.Related to CCSS.Math.Content.3.MD.A.1

Given ___ word problems each requiring the multiplication of whole monetary amounts and subtraction of the product from a given monetary amount to find the change, the student will state the answer with no more than ___ errors.Related to CCSS.Math.Content.2.MD.C.8

Given ___ word problems each requiring the multiplication of decimal monetary amounts and then subtraction of the product from a given monetary amount to find the change, the student will state the answer with no more than ___ errors.Related to CCSS.Math.Content.4.MD.A.2



Data InvestigationGiven ___ word problems involving statements of probability, the student will set up and report the ratios or proportions with no more than ___ errors.Related to CCSS.Math.Content.6.RP.A.2

Given ___ word problems requiring the student to calculate averages for sets of numbers, the student will state the averages with no more than ___ errors.Related to CCSS.Math.Content.6.SP.B.5

Given ___ word problems requiring the student to calculate averages for sets of numbers, the student will state the averages with no more than ___ errors.Related to CCSS.Math.Content.6.SP.B.5

Given ___ word problems involving statements of probability, the student will set up and report the ratios or proportions with no more than ___ errors.Related to CCSS.Math.Content.6.RP.A.2

Interventions

For Younger StudentsProvide the student with a series of pictures depicting groups of animals, people, objects, etc. Have the student find the sum of the members within each category.This intervention could be useful for weaknesses in Number Concepts, Addition, Subtraction, or Word Problems.Related to CCSS.Math.Content.1.MD.C.4

All AgesProvide the student with a series of pictures depicting groups of animals, people, objects, etc. Have the student use the pictures to formulate word problems in which addition and/or subtraction are used to find the solution.This intervention could be useful for weaknesses in Number Concepts, Addition, Subtraction, or Word Problems.Related to CCSS.Math.Content.1.OA.A.1

For Older StudentsHave the student survey his or her classmates regarding the use of a particular product or products. Using these data, the student can practice a large variety of math applications, such as finding the percentage of classmates that uses a product.This intervention could be useful for weaknesses in Multiplication, Division, Tables & Graphs, Fractions, Decimals & Percents, or Data Investigation.Related to CCSS.Math.Content.6.RP.A.3

Have the student survey his or her classmates regarding the use of a particular product or products. Using these data, the student can practice a large variety of math applications, such as computing the total amount of money (in decimal form) spent by classmates on a product and create a table summarizing the results.This intervention could be useful for weaknesses in Multiplication, Tables & Graphs, Time & Money, Fractions, Decimals & Percents, or Data Investigation.Related to CCSS.Math.Content.4.MD.A.2

Have the student survey his or her classmates regarding the use of a particular product or products. Using these data, the student can practice a large variety of math applications, such as determining the fraction of classmates that uses a product, or the fraction of the product used by a classmate.



This intervention could be useful for weaknesses in Division, Tables & Graphs, Fractions, Decimals & Percents, or Data Investigation.Related to CCSS.Math.Content.4.NF.B.4c

Have the student survey his or her classmates regarding the use of a particular product or products. Using these data, the student can practice a large variety of math applications, such as dividing classmates into categories based on their use of a product (e.g., amount of product used, time spent using product, money spent on product, etc.).This intervention could be useful for weaknesses in Division, Tables & Graphs, Time & Money, Fractions, Decimals & Percents, or Data Investigation.Related to CCSS.Math.Content.4.MD.A.2

Have the student survey his or her classmates regarding the use of a particular product or products. Using these data, the student can practice a large variety of math applications, such as calculating the average amount of time classmates spend using a product.This intervention could be useful for weaknesses in Multiplication, Division, Tables & Graphs, Time & Money, Fractions, Decimals & Percents, or Data Investigation.Related to CCSS.Math.Content.6.SP.B.5



Qualitative Observations

The qualitative observations entered do not suggest a cognitive processing weakness.



End of Report


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