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Academic Achievement Evaluations

Achievement assessment is typically included in a full individual evaluation for any student considered for special education services. Careful evaluation of academic strengths and weaknesses can provide helpful information about academic and school success, as well as significant insight into factors (both general and subject-specific) that are having an adverse impact on academic achievement, including identification of learning gaps that have not previously been noted.

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Diagnostic Achievement Battery - Fourth Edition (DAB-4)

Academic Achievement

The Diagnostic Achievement Battery – Fourth Edition (DAB-4; Newcomer, 2014) is a standardized, norm-referenced achievement test used to measure achievement in children from ages 6 to 14.

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Bilingual Verbal Ability Tests (BVAT-NU)

Academic Achievement

The Bilingual Verbal Ability Tests – Normative Update (BVAT-NU; Muñoz-Sandoval, Cummins, Alvarado, & Ruef, 2005) are based on three tests from the Woodcock-Johnson–Revised Tests of Cognitive Ability [WJ-R] (Woodcock & Johnson, 1989).

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Gray Oral Reading Test – Fifth Edition (GORT-5)

Academic Achievement

The Gray Oral Reading Test – Fifth Edition (GORT-5; Wiederholt & Bryant, 2012) is an individually administered, norm-referenced assessment used to measure oral reading fluency and comprehension.

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Kaufman Test of Educational Achievement – Third Edition (KTEA-3)

Academic Achievement

The Kaufman Test of Educational Achievement – Third Edition (KTEA-3: Kaufman & Kaufman, 2014) is an individually administered measure of academic achievement for individuals from ages 4.5 through 25.

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KeyMath Diagnostic Assessment – Third Edition (KeyMath-3)

Academic Achievement

The KeyMath Diagnostic Assessment – Third Edition (KeyMath-3; Connolly, 2007) is an individually administered, norm-referenced inventory designed to assess mathematical skills.

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Oral and Written Language Scales – Second Edition (OWLS-II)

Academic Achievement

The Oral and Written Language Scales – Second Edition (OWLS-II: Carrow-Woolfolk, 2011) offers an integrated, global approach to language assessment.

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Test of Early Mathematics Ability – Third Edition (TEMA-3)

Academic Achievement

The Test of Early Mathematics Ability – Third Edition (TEMA-3; Ginsburg & Baroody, 2003) is designed to measure the informal and formal mathematics abilities of children ages 3 to 8-11.

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Test of Early Reading Ability – Third Edition (TERA-3)

Academic Achievement

The Test of Early Reading Ability – Third Edition (TERA-3; Reid, Hresko, & Hammill, 2001)

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Test of Early Written Language – Third Edition (TEWL-3)

Academic Achievement

The Test of Early Written Language – Third Edition (TEWL-3; Hresko, Herron, Peak, & Hicks, 2012) evaluates writing skills in children ages 4 to 12.

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Test of Mathematical Abilities – Third Edition (TOMA-3)

Academic Achievement

The Test of Mathematical Abilities – Third Edition (TOMA-3; Brown, Cronin, & Bryant, 2012) is a norm-referenced assessment tool of mathematical functioning that measures math performance in children aged 8 to 19, and is used to identify and quantify mathematical deficits.

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Test of Reading Comprehension – Fourth Edition (TORC-4)

Academic Achievement

The Test of Reading Comprehension – Fourth Edition (TORC-4; Brown, Wiederholt & Hammill, 2008) measures silent reading comprehension of contextual reading materials in students between the ages of 7 and 18.

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Test of Word Reading Efficiency – Second Edition (TOWRE-2)

Academic Achievement

The Test of Word Reading Efficiency – Second Edition (TOWRE-2; Torgesen, Wagner, & Rashotte, 2012) is an individually administered, norm-referenced measure of reading fluency and accuracy for individuals ages 6 to 25.

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Test of Written Language – Fourth Edition (TOWL-4)

Academic Achievement

The Test of Written Language – Fourth Edition (TOWL-4; Hammill & Larsen, 2009) is a test of written composition for students aged 9 to 18. It can be administered individually or in a group. The measure can help identify students in need of specialized support and document progress in a writing program.

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Test of Written Spelling – Fifth Edition (TWS-5)

Academic Achievement

The Test of Written Spelling – Fifth Edition (TWS-5; Larsen, Hammill, & Moats, 2013) is an accurate and efficient instrument that uses a dictated-word format to assess spelling skills in school-age children and adolescents from 5 to 18 years old.

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Wechsler Individual Achievement Test – Third Edition (WIAT-III)

Academic Achievement

The Wechsler Individual Achievement Test – Third Edition (WIAT-III; Wechsler, 2009) is a nationally standardized, comprehensive, individually administered test for assessing the achievement of children, adolescents, college students, and adults ages 4 through 50.

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Woodcock Reading Mastery Tests – Third Edition (WRMT-III)

Academic Achievement

The Woodcock Reading Mastery Tests – Third Edition (WRMT-III; Woodcock, 2011) is an individually administered assessment designed to measure reading readiness and achievement.

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Woodcock-Johnson IV (WJ IV)

Academic Achievement

The Woodcock-Johnson IV (WJ IV; Schrank, Mather, & McGrew, 2014a) assessment consists of three distinct, co-normed batteries: the Tests of Cognitive Abilities (WJ IV COG) (Schrank, McGrew, & Mather, 2014b); Tests of Oral Language (WJ IV OL) (Schrank, Mather, & McGrew, 2014b); and Tests of Achievement (WJ IV ACH) (Schrank, Mather, & McGrew, 2014a).

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Woodcock-Muñoz Language Survey – Revised Normative Update (WMLS-R NU)

Academic Achievement

The Woodcock-Muñoz Language Survey – Revised Normative Update (WMLS-R NU; Woodcock, Muñoz-Sandoval, Ruef, & Alvarado, 2005; Schrank, Wendling, & Alvarado, 2010) is an individually administered assessment designed to measure proficiency in oral language, language comprehension, reading, and writing.

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