Peabody Individual Achievement Test -- Revised

Purpose: Designed to obtain a survey of an individualís scholastic attainment.

Population: Grades K-12.

Score: Scores in six content areas.

Time: Untimed.

Author: Frederick C. Markwardt, Jr.

Publisher: American Guidance Service.

Description: The Peabody Individual Achievement Test (PIAT-R) is the revised version of the now classic Peabody Individual Achievement Test (PIAT), an individually administered, norm-referenced measure of academic achievement. The test was designed to provide a wide-range screening measure in six content areas that can be used with students in kindergarten through the 12th grade.

Scoring: The content areas covered by the PIAT-R are 1) General Information, 2) Reading Recognition, 3) Reading Comprehension, 4) Mathematics 5) Spelling and 6) Written Expression.

Reliability: Split-half reliability of the PIAT-R ranges from .84 for kindergarten Mathematics to .98 for third-grade Reading Recognition. The median split-half reliability for the total test is .98. With three exceptions, all at age 5, Kuder-Richardson reliabilities all cluster in the low to mid-90s, indicating a high degree of content homogeneity. Test-retest reliabilities for 2- to 4-week periods range in the low to upper .90s for composite correlations and in the mid-.80s to high .90s for individual subtests. The interrater reliabilities for Level II Written Expression range from .49 for Grades 5 and 8 to .81 for Grade 11.

Validity: Content validity of the PIAT-R was established through the selection of items in the test. It is believed that the rigorous item selection used in the development of the PIAT-R supports adequate content validity. Construct validity was established by three methods: 1) by developmental changes, the extent to which test scores show an increase with age or grade; 2) by correlations with other tests, including the original FIAT (median r = .88 for the total test) and the Peabody Picture Vocabulary Test-Revised (median r = .72); and 3) factor analytic techniques.

Norms: The total sample was composed of 1,563 students from 33 communities, 100 to 150 from each grade (K-12), and an additional 159 from the kindergarten level. These students were selected randomly from public school classrooms (91.4%) and 11 private schools, and they were balanced according to sex (49.9% male, 50.1%), age, race (73.3% white, 14.3% black, 9.7% Hispanic, 3.2% other), and socioeconomic level.

Suggested uses: Designed to assess student achievement in educational or research settings.