The Peabody Individual Achievement Test

The Peabody Individual Achievement Test - Revised consists of a revision of the 1970 PIAT with more updated norms, items, and content. The instrument assesses achievement in terms of General Information, Reading Recognition, Reading Comprehension, Mathematics, Spelling, and Written Expression; Written Language may also be assessed using a composite of the Written Expression and Spelling subscales.

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

Related Essays

STANFORD-BINET INTELLIGENCE SCALE .... Achievement measurements assessed by the Wide Range Achievement Test, Revised and the Peabody Individual Achievement Test were the criteria for establishing .... (3955 16 )

Parental Involvement and Student Achievement .... Out of the total sample, 582 had a child in the top quartile and 280 had a child in the bottom quartile of the Peabody Individual Achievement Test for reading. .... (6830 27 )

Best Practices in Literacy Acquisition .... scales for listening comprehension (Wechsler Individual Achievement Test; Psychological Corp, 1992); the Peabody Individual Achievement Test-Revised (Markwardt .... (9199 37 )

ACADEMIC ACHIEVEMENT AND INCLUSION .... Individual student protocols were scored with a .... and the SAT (Stanford Achievement Test measuring mathematics .... Nashville, TN: George Peabody College of Vanderbilt .... (6407 26 )

USING MUSIC TO TEACH THE BASICS .... the following standardized instruments: Peabody Picture Vocabulary .... Book, and as an individual student book to .... Stanford Achievement Test scores for each subject .... (5002 20 )

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

Category: Psychology - T