The Peabody Individual Achievement Test

The purpose of this essay is to describe and discuss the PIAT-R. To this end, the essay presents information related to the norming, reliability, validity and scoring of the instrument; item analysis information is also provided along with the findings of two critical reviews of the instrument. The essay concludes with a personal analysis listing the advantages and disadvantages of the instrument as well as recommendations regarding its applicability and use.

The normative or standardized sample of the PIAT-R consisted of 1,563 children and adolescents (kindergarten through Grade 12) drawn from 33 communities located in the northeast, north central, south, and western United States. Alaska and Hawaii were excluded.

Several factors were taken into account in developing the sample so as to make it as representative as possible. These factors were: gender, geographic region, socioeconomic status, race, and ethnicity. Specifically, the most current Census data were used to make sure that the proportion of the sample in each of the just delineated so

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verbal ability (recognizing and remembering complex grammar and semantics). Regarding content validity, Costenbader and Adams (1991) reported that this was established by the following: a) the use of a well-developed item pool; b) evidence of developmental gains over ages and grades; c) substantial levels of the Kuder-Richardson and split-half reliabilities; and d) intercorrelational data demonstrating the expected reliabilities between subtests based on similar constructs. Costenbader and Adams (1991) also reported the results of a test of the concurrent validity of the PIAT-R. Concurrent validity refers to the similarity of the PIAT-R to other achievement tests. In this regard, the PIAT-R was observed to be strongly correlated with the achievement subscale of the K-ABC for ages 5 though 8 (r = .85) and for ages 9-12 (r = .87). In addition, the Reading Recognition, Reading Comprehension and Total Reading sections of the PIAT-R were correlated in the .80s with the Reading subtests of the Revised edition of the K-ABC for these same age groups. Less supportive results were observed by Prewett and Giannuli (1991) who administered the reading subtests of the Woodcock-Johnson Psycho-Educational Battery (WJB), Peabody Individu
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Approximate Word count = 2321
Approximate Pages = 9 (250 words per page)

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