Kaufman Test of Educational Achievement, Third Edition
Overview: Individually administered battery that provides in-depth assessment of key academic skills.
Age Range: Individuals 4:0–25:11
Administration: Q-interactive® (digital) or paper-and-pencil
Completion Time: 15-85 min for ASB Composite
Scores/Interpretation: Age- and grade-based standard scores (M = 100, SD = 15), age and grade equivalents, percentile ranks, normal curve equivalents (NCEs), stanines, and Growth Scale Value (GSV)
Scoring Options: Q-global™ (web-based) or manual scoring
Report Options: Q-global™ report includes Score Summary, subtest Comparisons, Achievement/Ability Comparisons Error Analysis, and Instructional Interventions
Publication Date: 2014
Empower all your students to succeed and receive a deeper understanding of achievement gaps with the new KTEA-3. This comprehensive assessment of key academic skills maintains all the important features of the KTEA-II and offers a wealth of exciting updates for targeted interventions.
Users & Applications
Special education teachers, school psychologists, educational diagnosticians, and other professionals use this tool to help:
- Evaluate academic skills in reading, math, written language, and oral language
- Measure progress or response to intervention and adjust instruction based on performance
- Identify learning disabilities on a core level
Content & Administration
Phonological Processing (PP)
Math Concepts & Applications (MCA)
Letter & Word Recognition (LWR)
Math Computation (MC)
Nonsense Word Decoding (NWD)
New! Writing Fluency (WF)
New! Silent Reading Fluency (SRF)
New! Math Fluency (MF)
Reading Comprehension (RC)
Written Expression (WE)
Associational Fluency (AF)
Object Naming Facility (ONF)
New! Reading Vocabulary (RV)
Letter Naming Facility (LNF)
Listening Comprehension (LC)
Word Recognition Fluency (WRF)
Oral Expression (OE)
Decoding Fluency (DF)
Features & Benefits
- New! New norms for ages 4:0 through 25:11 and for grades pre-K through 12
- New! Mapping to Common Core Standards to assist with compliancy issues
- New! Behavioral checklist to look at how the child responds during testing
- New! Lower age range to age 4 and preschool norms to identify issues earlier
- New! Scoring and reporting on Q-global™—Pearson's new web-based platform that is
- secure, affordable, and efficient
- New! Intervention suggestions for parents and teachers to expand the effectiveness of
- your evaluation
- Easy to administer, score, and interpret
- Coverage of all IDEA and National Council of Teachers of Mathematics (NCTM)
- Novel tasks to motivate low-functioning students
- Alternate forms and Growth Scale Value (GSV) to easily measure progress
- Enhanced error analysis procedures for more precise intervention
- All new normative data collected from July 2011 through July 2013
- Age-norm sample includes 3,000 individuals aged 4:0–25:11
- Grade norms are based on 2,600 students in Grades PreK–12
Research Supported Error Analysis
KTEA–3 error analysis normative data provided the basis of research for 13 articles to be included in a double special issue of the Journal of Psychoeducational Assessment (January-February, 2017) called "Analysis of Student Errors in Reading, Writing, and Math: Implications for Assessment and Intervention." These articles stem from a core belief that error analysis is a critical step for understanding how a student learns and needs to be taught. Unlike standard scores and percentiles, error analysis data provide information about level of mastery for specific skills and reflects the specific processes that mediated performance at the item level. Several of the studies investigated whether patterns of academic errors differ between special groups (e.g., students with intellectual disabilities, giftedness, learning disabilities, attention-deficit/hyperactivity disorder) and between groups of students with specific cognitive profiles associated with learning problems—such as high fluid reasoning paired with low memory or speed. The research described in this special issue of Journal of Psychoeducational Assessment focuses on patterns of errors in and across academic domains on the KTEA–3, revealing valuable insights for improving assessment and instruction.
The KTEA-3 offers the benefit of normed error analysis and much more. Learn more here
Two options for scoring and reporting the KTEA-3 are now available on Q-global.
Q-global is Pearson's new scoring & reporting system that replaces the ASSIST software program. There are two options available to you when using Q-global.
The first option is to pay per-report. Customers who administer the KTEA-3 only a few times each year, or those who want the flexibility to pay only as the assessment is used, may prefer this option.
The second option is to select an “unlimited use” subscription, where one user of the KTEA-3 gets unlimited scoring and reporting for one year, three years, or five years. This may be a better option for customers who administer the KTEA-3 several times each year—and don’t want to worry about keeping track of their report expenses.
Q-global reports provide:
- A summary of student performance by composite or subtest
- Comparisons of skill areas or subtests for easy interpretation of results
- Achievement/ability comparisons
- Error analysis norms for all standard subtests
- Suggestions for designing IEP goals based on Error Analysis results
- Lists of math problems or reading or spelling words similar to those that were difficult for the student
Q-global Unlimited-use Scoring Subscriptions
Two pricing options are now available for KTEA -3 scoring and reporting on Q-global. In addition to the current per-report price, there is now an unlimited-use scoring and reporting subscription.
Important note: Each subscription is per user for the KTEA-3 only and will begin on the date of order processing unless otherwise requested.
Application of Cognitive Hypothesis Testing Using PSW Analysis
Presenter: Adam Scheller, Ph.D., Senior Educational Consultant with Pearson Clinical Assessment
School districts across the country have adopted new and modified old(er) special education evaluation processes in line with the requirements outlined in IDEIA 2004. Since this revised legislation opened the door for schools to use several different means to qualify students with special education needs, we have witnessed an explosion of RTI programs and a subsequent decline in discrepancy-model usage. However, one area included in the law has received less fanfare, the process of analysing the concordance (and thus discordance) between related cognitive and academic processes. During this one-hour webinar Dr. Scheller will review this process of cognitive hypothesis testing by taking an in-depth look at how to apply widely used assessments such as the WISC-V, KTEA-3, and WIAT-III. Dr. Scheller’s goal in this one-hour webinar will be to help take clinicians to a level of detail and accuracy when forming and testing hypotheses about a child’s patterns of thinking and learning.
Date: May 20, 2016
Academic Assessment: From Screening to Progress Monitoring
Presenter: Amy Gabel, PhD
During this webinar we will look at a practical and psychometrically sound method for utilizing the Kaufman Test of Educational Achievement, 3rd Edition to successfully screen for academic difficulties, complete a comprehensive assessment for diagnostic purposes, and ultimately monitor the progress of academic interventions and services. We will specifically highlight using the KTEA-3 Brief, KTEA-3, and Q-global Intervention Guide for LD Subtypes to accomplish this goal.
Date: Sep 30, 2015
Overview of the KTEA-3 Written Language Assessments
Presenter: Adam Scheller, PhD
During this one hour overview webinar we will take a look at the (KTEA–3) written language tests. By the end of the session, participants will be able to describe the subtests comprising the reading and writing domains as well as when to compare them to oral language measures, how those tests can be used to help identify strengths and weaknesses, and how to set up effective interventions.
Date: May 22, 2014
Overview of the KTEA-3: Part II
Presenter: Adam Scheller, PhD
During this second session of the KTEA-3 Overview Webinar Series, we will look in more depth at some of the changes made to the KTEA that were focused on the qualitative indicators of SLD, the parent/teacher interventions suggested that are based on a student’s KTEA-3 performance, and how the test maps to common core standards. Finally, the session will also briefly give information about upcoming combo reports with WISC-V and KABC-II that can be used to drive LD subtype identification.
Date: Mar 27, 2014
Overview of the KTEA-3: Part I
Presenter: Adam Scheller, PhD
This webinar session provides information about the new Kaufman Test of Educational Achievement, 3rd Edition. Specifically we will discuss the changes from the KTEA-II to the KTEA-3 that are noted above and describe how these changes will impact your assessment of achievement.
Date: Feb 14, 2014