ASSESSMENT EVALUATION 1
Assessment Evaluation:
Andrica Mclemore
School of Education, Liberty University
ASSESSMENT EVALUATION 2
Analysis of Gray's Oral Reading Tests
Summary of Assessment
Gray's Standardized Oral Reading Check Tests, authored by William S. Gray and
published in 1923 by the University of Chicago Press, focus on diagnosing specific oral reading
errors and behaviors in elementary and middle school students. The tests assess reading rate and
accuracy, providing detailed insights into students' reading difficulties.
Strengths and Weaknesses of the Assessment
Detailed diagnostic capability for identifying specific reading errors.
Straightforward administration and scoring procedures.
Weaknesses:
Lack of modern validation and reliability data.
Limited adaptation for diverse populations and English language learners.
ASSESSMENT EVALUATION 3
Justification and Use of the Assessment
Despite its historical significance, the instrument’s diagnostic detail makes it valuable for
tailored instructional strategies in reading. However, its limitations necessitate cautious
application in diverse and contemporary settings.
ASSESSMENT EVALUATION 4
Name of Instrument #1 Gray's Standardized Oral Reading Check Tests
Author(s) of Instrument #1 William S. Gray
Date of Publication 1923
Publisher University of Chicago Press
1. Describe the subtests (e.g., learning areas).
The subtests include five matched assessments for each grade level that measure oral reading
rate and accuracy. They also provide a detailed diagnostic of reading behaviors, focusing on
specific oral reading errors such as mispronunciations, omissions, substitutions, and insertions.
2. Describe the age range.
The tests are designed for elementary and middle school students, typically ranging from ages
6 to 14.
3. State the purpose of the instrument.
The primary purpose of Gray's Standardized Oral Reading Check Tests is to diagnose specific
oral reading behaviors and errors in order to adjust and improve reading instruction.
4. Describe the examiner qualifications.
Examiners should be trained educators or reading specialists who are familiar with
administering standardized reading assessments and interpreting the results to guide
instruction.
5. Describe the available scores.
The tests provide scores for reading rate (words per minute) and accuracy (percentage of
words read correctly). Additionally, there is a diagnostic checklist that categorizes different
types of reading errors.
6. Describe the instrument’s technical data provided (i.e., validity, reliability, norms,
research).
The instrument lacks detailed statistical data on validity and reliability. While it has historical
significance, modern validation and norming procedures are not available, limiting its use in
contemporary educational settings.
7. Describe features of the instrument that provide well-designed and easy-to-follow
administration procedures.
The administration procedures are straightforward, requiring students to read aloud from
standardized passages while the examiner records errors. The detailed checklist for errors is
easy to follow and helps in diagnosing specific reading difficulties.
8. State the approximate administration and scoring time.
Administration and scoring typically take about 10-15 minutes per student, depending on the
length of the reading passage and the student's reading ability.
9. Describe features of the scoring procedures that are well designed and easy to follow.
The scoring procedures involve counting the number of words read correctly and the number
of errors made. The diagnostic checklist categorizes errors, making it easy for the examiner to
identify specific reading issues.
10. Explain this instrument’s adaptation for students with limited English proficiency.
The instrument was not specifically designed for students with limited
English proficiency. Adaptations might include using simpler passages or
providing additional support during the assessment.
11. Explain the appropriateness of the instrument for use with children who have
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disabilities.
The instrument can be adapted for use with children who have reading disabilities by selecting
appropriate reading passages and providing additional time or support as needed. However, it
may not be suitable for students with severe disabilities or those who cannot read aloud
12. Describe the adaptation of the instrument for use with children who have special
needs.
Adaptations could include using shorter passages, allowing extra time, or providing breaks
during the assessment. Additionally, the diagnostic checklist can be tailored to focus on
specific areas of difficulty for students with special needs.
13. Describe the strengths of the instrument.
Detailed diagnostic capability for identifying specific reading errors.
Historical significance as an early standardized reading assessment tool.
Easy-to-follow administration and scoring procedures.
14. State any weaknesses of the instrument.
Overemphasis on reading rate, potentially overlooking comprehension and fluency.
Lack of modern validation and reliability data.
Limited adaptation for diverse populations, including English language learners and students
with severe disabilities.
15. Additional comments, information, and observations:
Gray's Standardized Oral Reading Check Tests provide valuable insights into specific reading
behaviors, making them useful for tailored instructional strategies. However, educators should
be cautious of the limitations regarding validity, reliability, and appropriateness for diverse
student populations.
ASSESSMENT EVALUATION 6
Analysis of Attention-Deficit Disorders Evaluation Scale (ADDES)
Summary of Assessment
The Attention-Deficit Disorders Evaluation Scale (ADDES) is a comprehensive
assessment tool designed to evaluate attention-deficit disorders in children and adolescents. It
was developed by Arthur D. Anastopoulos and Holly T. A. Hughes in 1994. The ADDES
assesses various aspects of attention, including attentional capacity, sustained attention, selective
attention, and attentional effort.
The age range for the ADDES is typically between 5 to 17 years old, covering the
developmental span from early childhood through adolescence. It is primarily used to diagnose
attention-deficit disorders such as attention-deficit/hyperactivity disorder (ADHD) and to assess
the severity of symptoms associated with these disorders.
Qualified examiners, such as clinical psychologists or psychiatrists, are typically required
to administer and interpret the ADDES due to its specialized nature. The instrument provides
scores on different attentional domains, allowing examiners to assess specific areas of difficulty.
The ADDES has demonstrated good reliability and validity through extensive norming
and research studies. It provides normative data based on age and gender, allowing for
comparison to a representative sample of the population.
One of the strengths of the ADDES is its comprehensive assessment of various
attentional domains, providing a detailed understanding of the individual's attentional
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functioning. Additionally, its reliability and validity make it a valuable tool for diagnosing
attention-deficit disorders.
However, the ADDES may have some limitations, including the need for trained
professionals to administer and interpret the assessment accurately. It may also have limited
utility for individuals with diverse cultural or linguistic backgrounds, as norms are primarily
based on a Western population.
Overall, the ADDES is a valuable instrument for assessing attention-deficit disorders in
children and adolescents, providing detailed information that can guide intervention and
treatment planning.
Strengths and Weaknesses of the Assessment
Broad array of instruments covering various competency areas.
Integration with instructional programs, supporting tailored curriculum alignment.
Weaknesses:
Complexity in selecting appropriate instruments for non-CASAS based programs.
Limited performance measures for critical thinking and problem-solving.
ASSESSMENT EVALUATION 8
Justification and Use of the Assessment
CASAS is a robust system for adult education, offering reliable and valid
assessments for a wide range of skills. Its alignment with real-world applications and
integration with instructional programs make it a valuable tool for adult learners.
ASSESSMENT EVALUATION 9
Name of Instrument #2 Attention-Deficit Disorders Evaluation Scale (ADDES)
Author(s) of Instrument #2 D. Anastopoulos and Holly T. A. Hughes
Date of Publication 1994
Publisher Pro-Ed, Inc
1. Describe the subtests (e.g., learning areas).
The ADDES assesses various aspects of attention, including attentional capacity, sustained
attention, selective attention, and attentional effort. Specific subtests may evaluate these
domains through tasks such as sustained attention tasks, selective attention tasks, and measures
of attentional capacity.
2. Describe the age range.
The age range for the ADDES is typically between 5 to 17 years old, covering the
developmental span from early childhood through adolescence.
3. State the purpose of the instrument.
The primary purpose of the ADDES is to evaluate attention-deficit disorders in children and
adolescents, particularly attention-deficit/hyperactivity disorder (ADHD). It assesses the
severity of symptoms associated with these disorders and aids in diagnosis.
4. Describe the examiner qualifications.
Qualified examiners, such as clinical psychologists or psychiatrists, are typically required to
administer and interpret the ADDES due to its specialized nature.
5. Describe the available scores.
The ADDES provides scores on different attentional domains, allowing examiners to assess
specific areas of difficulty in attention. These scores may include raw scores, standard scores,
percentile ranks, and age equivalents.
6. Describe the instrument’s technical data provided (i.e., validity, reliability, norms,
research).
The ADDES has demonstrated good reliability and validity through extensive norming and
research studies. It provides normative data based on age and gender, allowing for comparison
to a representative sample of the population.
7. Describe features of the instrument that provide well-designed and easy-to-follow
administration procedures.
The ADDES typically includes clear administration instructions and standardized procedures,
facilitating its administration by qualified examiners.
8. State the approximate administration and scoring time.
The administration and scoring time for the ADDES may vary depending on the specific
subtests administered and the individual's response speed. However, it typically takes between
30 to 60 minutes to complete.
9. Describe features of the scoring procedures that are well designed and easy to follow.
The scoring procedures for the ADDES are typically well-designed and standardized, allowing
for efficient and accurate scoring of responses.
10. Explain this instrument’s adaptation for students with limited English proficiency.
The ADDES may have limited adaptation for students with limited English proficiency, as
norms and standardization data are primarily based on English-speaking populations.
11. Explain the appropriateness of the instrument for use with children who have
disabilities.
ASSESSMENT EVALUATION 10
The ADDES is appropriate for use with children who have attention-deficit disorders,
including ADHD. However, it may have limited utility for children with other types of
disabilities, as it primarily focuses on attentional functioning.
12. Describe the adaptation of the instrument for use with children who have special
needs.
The ADDES may be adapted for use with children who have special needs through
accommodations such as extended time, modified instructions, or alternative formats.
13. Describe the strengths of the instrument.
Comprehensive assessment of various attentional domains.
Good reliability and validity demonstrated through research studies.
Clear administration and scoring procedures
14. State any weaknesses of the instrument.
Limited adaptation for students with limited English proficiency.
Focus primarily on attentional functioning may limit utility for assessing other areas of
functioning.
15. Additional comments, information, and observations:
The ADDES is a valuable tool for assessing attention-deficit disorders in children and
adolescents, providing detailed information that can guide intervention and treatment planning.
However, its utility may be limited for individuals with diverse cultural or linguistic
backgrounds, and it may not capture all aspects of attentional functioning.
ASSESSMENT EVALUATION 11
Analysis of Behavioral Assessment System for Children (BASC)
Summary of Assessment
The BASC, authored by Cecil R. Reynolds and Randy W. Kamphaus, is a comprehensive
set of rating scales and forms designed to evaluate the behavior and self-perceptions of children
and adolescents. It includes teacher, parent, and self-report components. The Behavioral
Assessment System for Children (BASC) is a comprehensive set of rating scales and forms
designed to evaluate the behavior and self-perceptions of children and adolescents. Developed by
Cecil R. Reynolds and Randy W. Kamphaus, the BASC covers a wide range of behavioral and
emotional domains, making it a valuable tool for assessing various aspects of a child's
functioning.
Strengths and Weaknesses of the Assessment
Strengths:
Comprehensive multi-informant approach.
Strong psychometric properties with extensive validation and reliability data.
Weaknesses:
ASSESSMENT EVALUATION 12
Lengthy administration time.
Requires trained professionals for administration and interpretation.
Limited performance measures for critical thinking and problem-solving.
Justification and Use of the Assessment
The BASC is highly reliable and valid for assessing a wide range of behavioral and
emotional issues in children and adolescents. Its comprehensive nature and multi-informant
approach ensure a thorough evaluation, making it suitable for identifying areas needing
remediation.
ASSESSMENT EVALUATION 13
Name of Instrument #3 Behavioral Assessment System for Children (BASC)
Author(s) of Instrument #3 Cecil R. Reynolds and Randy W. Kamphaus
Date of Publication 1998
Publisher Pearson Assessment.
1. Describe the subtests (e.g., learning areas).
he BASC includes multiple components, such as teacher, parent, and self-report forms, which
assess various behavioral and emotional domains, including externalizing and internalizing
problems, adaptive skills, and school-related behaviors.
2. Describe the age range.
The BASC is designed for use with children and adolescents aged 2 to 25 years, allowing for
assessment across different developmental stages.
3. State the purpose of the instrument.
The primary purpose of the BASC is to assess behavioral and emotional functioning in
children and adolescents for diagnostic and intervention planning purposes.
4. Describe the examiner qualifications.
Trained professionals, such as clinical psychologists, school psychologists, or licensed mental
health practitioners, are typically qualified to administer and interpret the BASC.
5. Describe the available scores.
The BASC provides scores on various scales and indices, including clinical scales, adaptive
scales, content scales, and composite scores, allowing for a comprehensive evaluation of the
individual's behavior.
6. Describe the instrument’s technical data provided (i.e., validity, reliability, norms,
research).
The BASC has demonstrated strong psychometric properties, including validity and reliability,
through extensive norming and research studies. It provides normative data based on age and
gender, allowing for comparison to a representative sample of the population.
7. Describe features of the instrument that provide well-designed and easy-to-follow
administration procedures.
The BASC features well-designed and easy-to-follow administration procedures, with clear
instructions for completing the rating scales and forms.
8. State the approximate administration and scoring time.
The approximate administration and scoring time for the BASC vary depending on the specific
forms and scales used but typically range from 20 to 30 minutes per form.
9. Describe features of the scoring procedures that are well designed and easy to follow.
The BASC utilizes standardized scoring procedures, with scoring keys and interpretation
guidelines provided in the manual, facilitating ease of scoring and interpretation.
10. Explain this instrument’s adaptation for students with limited English proficiency.
While specific adaptation guidelines for students with limited English proficiency may not be
provided, efforts can be made to ensure accurate translation and cultural sensitivity in the
administration of the BASC.
11. Explain the appropriateness of the instrument for use with children who have
disabilities.
The BASC is appropriate for use with children who have disabilities, as it assesses a wide
range of behavioral and emotional domains that may be affected by various disabilities.
ASSESSMENT EVALUATION 14
12. Describe the adaptation of the instrument for use with children who have special
needs.
The BASC can be adapted for use with children who have special needs by considering
individual differences in communication, sensory processing, and behavioral regulation.
13. Describe the strengths of the instrument.
The BASC's comprehensive multi-informant approach, strong psychometric properties, and
versatility in assessing various behavioral and emotional domains are among its key strengths.
14. State any weaknesses of the instrument.
Some potential weaknesses of the BASC include the lengthy administration time and the need
for trained professionals for accurate administration and interpretation.
15. Additional comments, information, and observations:
Overall, the BASC is a valuable tool for assessing behavior and emotional functioning in
children and adolescents, providing reliable and valid data that can inform diagnostic and
intervention decisions. However, its use should be complemented with clinical judgment and
consideration of contextual factors.
ASSESSMENT EVALUATION 15
Wechsler Individual Achievement Test (WIAT)
Summary of Assessment
The WIAT, developed by David Wechsler, assesses academic achievement in children,
adolescents, and adults. It covers areas such as reading, math, written language, and oral
language, providing a detailed picture of an individual’s academic strengths and weaknesses.
Strengths and Weaknesses of the Assessment
Strengths:
Comprehensive coverage of academic domains.
Strong validity and reliability, with extensive norming data.
Weaknesses:
Administration time can be lengthy.
Requires specialized training for proper administration and interpretation.
ASSESSMENT EVALUATION 16
Justification and Use of the Assessment
Justification:
The WIAT is a gold standard for academic achievement testing, offering detailed and
reliable data across multiple academic domains. Its comprehensive nature makes it particularly
useful for identifying specific areas requiring remediation and for planning targeted
interventions.
ASSESSMENT EVALUATION 17
Name of Instrument #4 Wechsler Individual Achievement Test (WIAT)
Author(s) of Instrument #4 David Wechsler.
Date of Publication The WIAT has undergone several revisions since its initial
publication, with the most recent version being the WIAT-
III, published in 2009.
Publisher Pearson Clinical Assessment is the publisher of the WIAT.
1. Describe the subtests (e.g., learning areas).
The WIAT assesses academic achievement across various domains, including reading, math,
written language, and oral language. Each of these areas is further broken down into specific
subtests, such as reading comprehension, numerical operations, spelling, and listening
comprehension.
2. Describe the age range.
The WIAT is designed for individuals aged 4 to 85 years.
3. State the purpose of the instrument.
The primary purpose of the WIAT is to assess an individual's academic achievement in order
to identify strengths and weaknesses, diagnose learning disabilities, guide educational
planning, and evaluate the effectiveness of interventions.
4. Describe the examiner qualifications.
Proper administration and interpretation of the WIAT require examiners to have specialized
training in standardized test administration and interpretation, as well as familiarity with the
specific administration procedures outlined in the test manual.
5. Describe the available scores.
The WIAT provides a variety of scores, including standard scores, percentile ranks, age
equivalents, and grade equivalents, for each subtest and composite score. These scores allow
for comparison with the performance of same-aged peers and interpretation of an individual's
academic achievement relative to grade-level expectations.
6. Describe the instrument’s technical data provided (i.e., validity, reliability, norms,
research).
The WIAT has strong validity and reliability, supported by extensive normative data and
research studies. Technical data provided in the test manual includes information on test
construction, standardization sample characteristics, reliability coefficients, and evidence of
construct and criterion-related validity.
7. Describe features of the instrument that provide well-designed and easy-to-follow
administration procedures.
The WIAT administration procedures are well-documented in the test manual, providing clear
instructions for test administration, scoring, and interpretation. The test materials are designed
to be user-friendly, with standardized administration procedures to ensure consistency across
examiners.
8. State the approximate administration and scoring time.
The administration time for the WIAT varies depending on the specific subtests administered
and the individual's pace. Generally, the full test battery can take anywhere from 1.5 to 3 hours
to administer, with additional time required for scoring and interpretation.
9. Describe features of the scoring procedures that are well designed and easy to follow.
The WIAT scoring procedures are designed to be straightforward and easy to follow, with
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clear guidelines provided in the test manual for converting raw scores to standard scores,
percentile ranks, and other derived scores. Additionally, scoring templates and software may
be available to streamline the scoring process.
10. Explain this instrument’s adaptation for students with limited English proficiency.
The WIAT can be adapted for students with limited English proficiency by providing
instructions and test materials in the student's preferred language, when available. However,
it's essential to consider the potential impact of language barriers on test performance and
interpretation.
11. Explain the appropriateness of the instrument for use with children who have
disabilities.
The WIAT is commonly used to assess academic achievement in children with disabilities,
including learning disabilities, ADHD, and developmental disorders. However,
accommodations may be necessary to ensure equitable access to the assessment, such as
extended time, alternate formats, or assistive technology.
12. Describe the adaptation of the instrument for use with children who have special
needs.
The WIAT can be adapted for use with children who have special needs by providing
accommodations or modifications as necessary, such as simplifying instructions, providing
breaks, or adjusting test materials. It's essential to ensure that any adaptations maintain the
integrity and validity of the assessment results.
13. Describe the strengths of the instrument.
Comprehensive coverage of academic domains
Strong validity and reliability supported by extensive research
Provides detailed information on individual strengths and weaknesses
14. State any weaknesses of the instrument.
Administration time can be lengthy, particularly when administering the full test battery
Requires specialized training for proper administration and interpretation
15. Additional comments, information, and observations:
The WIAT is widely used in educational and clinical settings to assess academic achievement
and guide intervention planning for individuals across the lifespan. Despite its weaknesses, the
WIAT remains a valuable tool for evaluating academic skills and informing educational
decision-making.
ASSESSMENT EVALUATION 19
References
American Psychological Association. (2020). Publication manual of the American
Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000
Reynolds, C. R., & Kamphaus, R. W. (2015). Behavior Assessment System for Children
(3rd ed.). Pearson.
Wechsler, D., Kaplan, E., Fein, D., Kramer, J., Morris, R., Delis, D., Morris, R., & Delis, D.
(2009). Wechsler Individual Achievement Test (3rd ed.). Pearson.
Anastopoulos, A. D., & Hughes, H. T. A. (1994). Attention-Deficit Disorders Evaluation
Scale (ADDES). [Publisher not provided].
