Descriptor
Source
| Psychology in the Schools | 4 |
Author
| Bennett, Deborah E. | 1 |
| Clarizio, Harvey F. | 1 |
| Cordoni, Barbara K. | 1 |
| French, Ronald W. | 1 |
| Gutkin, Terry B. | 1 |
| Reynolds, Cecil R. | 1 |
| Snyder, Mary K. | 1 |
| Wetter, Jack | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Peabody Individual… | 4 |
| Kaufman Assessment Battery… | 1 |
| Wechsler Intelligence Scale… | 1 |
| Wide Range Achievement Test | 1 |
What Works Clearinghouse Rating
Peer reviewedWetter, Jack; French, Ronald W. – Psychology in the Schools, 1973
Results of the present study appear to suggest that the PIAT and WRAT may be used interchangeably to assess the achievement levels of learning disabled children. (Author)
Descriptors: Academic Achievement, Achievement, Achievement Tests, Diagnostic Tests
Peer reviewedClarizio, Harvey F.; Bennett, Deborah E. – Psychology in the Schools, 1987
Compared Kaufman Assessment Battery for Children (K-ABC) with Wechsler Intelligence Scale for Children-Revised (WISC-R) and Peabody Individual Achievement Test (PIAT) to determine K-ABC's utility in determination of a severe discrepancy for learning disabilities classification. Found that K-ABC and WISC-R/PIAT approaches to the determination of a…
Descriptors: Children, Diagnostic Tests, Educational Diagnosis, Elementary Education
Peer reviewedCordoni, Barbara K.; Snyder, Mary K. – Psychology in the Schools, 1981
Learning disabled college students (N=16) were tested to compare the Wide Range Achievement Test (WRAT) with the Peabody Individual Achievement Test (PIAT). Significantly different scores are derived when WRAT norms are compared with PIAT norms, indicating that the tests are not interchangeable instruments for academic achievement. (RC)
Descriptors: Academic Achievement, Achievement Tests, College Students, Comparative Analysis
Peer reviewedReynolds, Cecil R.; Gutkin, Terry B. – Psychology in the Schools, 1980
When conducting a profile analysis of the Peabody Individual Achievement Test, only those subtests in which the subtest specific variance equals or exceeds 25 percent of the total variance and exceeds error variance should be considered for interpretation. Behavioral factors and testing conditions also should be considered. (Author/BEF)
Descriptors: Achievement Tests, Elementary School Students, Elementary Secondary Education, High School Students
