Kaufman Test of Educational Achievement

Purpose: Designed to measure school achievement of children.

Population: Grades 1-12.

Score: Age and grade norms.

Time: (60-75) minutes.

Authors: Alan S. Kaufman and Nadeen L. Kaufman.

Publisher: American Guidance Service.

Description: The Kaufman Test of Educational Achievement (K-TEA) was designed to measure school achievement of children enrolled in Grades 1-12. It consists of two overlapping forms: Comprehensive and Brief. The Brief Form globally samples the areas of reading, mathematics, and spelling, whereas the Comprehensive Form measures more specific skills in the areas of reading decoding and comprehension, mathematics applications and computation, and spelling. Norm-referenced measures are included in both forms. The Comprehensive Form also provides criterion-referenced assessment data to analyze the studentsí errors in each subtest content area. Additionally, all standard scores in both forms are set at a mean of 100, with a standard deviation of 15, to allow for comparisons between the K-TEA and previously obtained standard IQ scores.

Scoring: The Comprehensive Form subtests include: Mathematics/Applications (60 items), Reading/Decoding (60 items), Spelling (50 items), Reading/Comprehension (50 items), and Mathematics/Computation (60 items). Raw scores can be converted to age and grade norms.

Reliability: The overall reliability coefficients ranged from .87 to .95 for all ages. Internal consistency showed strong reliability in this area. Coefficients ranged from .77 to .85 by grade level and from .82 to .88 by age group. Test-retest intervals ranged from 1 to 35 days. In most cases the results showed a .90 or better test-retest coefficient. Because there are two forms of the K-TEA (Brief and Comprehensive), reliability between the two was examined. The overall results showed interform reliability coefficients to be in the low .90s, with a range from .87 to .96 for the different grade levels and .90 to .97 for the separate age groups. Interform reliability coefficients in the areas of reading were higher (in the .90s) for younger children and fell into the upper .70s for older children.

Validity: Data that correlate performance on both forms of the K-TEA with other achievement tests are presented in the manual. The other tests included the Wide Range Achievement Test, the Peabody Individual Achievement Test (PIAT), the Metropolitan Achievement Test, the Stanford Achievement Test, and the K-ABC. The test authors present data to support relatively strong correlations on most of these measures (e.g., K-ABC ranged from .83 to .88; PIAT ranged from .75 to .86).

Norms: The standardization sample was representative with regard to geographic region, sex, socioeconomic status, and educational level of parents.

Suggested Uses: The K-TEA is recommended for achievement assessment in educational and research settings.