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The Kaufman Test of Educational Achievement (K-TEA)

The Kaufman Test of Educational Achievement (K-TEA) was designed by Alan S.
Kaufman & Nadeen L. Kaufman in 1985 and published through the American Guidance
Service (Kaufman & Kaufman, 1985). Kaufman Test of Educational Achievement is a
well-conceived and carefully constructed educational achievement test that was
normed on a national sample of 2,476 students in grades 1 though 12. (Kaufman, A.
S., & Kaufman N. L. 1985).

There are two overlapping forms included in the Kaufman Test of Educational
Achievement (K-TEA): Comprehensive and Brief. The Brief Form tests reading,
mathematics, and spelling. The Comprehensive Form measures more specific
abilities, such as, reading decoding and comprehension, mathematics applications
and computation, and spelling (Kaufman & Kaufman, 1985).

Norm-referenced measurements are included in both varieties of the Kaufman Test of

Educational Achievement (K-TEA). The Comprehensive Form supplies criterion-
referenced assessment data to analyze the students’ errors in each subtest.
Additionally, all standard scores in both forms are set at a mean of 100, with a
standard deviation of 15; this allows for comparisons between the K-TEA and
previously obtained standard IQ scores (Kaufman & Kaufman, 1985).

The Kaufman Test of Educational Achievement is a norm-referenced test;

individually administered to measure the achievement of students enrolled in
grades 1 through 12. The K-TEA is presented on an easel with only one or a small
number of items per page, requiring (60-75) minutes to administer (Anastasi, &
Urbina, 1997). Items are not multiple-choice and are focused on the areas of
reading decoding, reading comprehension, mathematics application, mathematics
calculation, and spelling (Kaufman, A. S. & Kaufman N. L. 1985).
Reliability of the Kaufman Test of Educational Achievement has a reliability
coefficients ranged from .87 to .95 for all ages. Internal consistency
demonstrates strong reliability in this area. Coefficients ranged from .77 to .85
by grade level and from .82 to .88 by age group. Intervals in test-retest ranged
from 1 to 35 days. In the majority of cases the results demonstrated a .90 or
greater on test-retest coefficient (Kaufman & Kaufman, 1985).
Given that there are two forms of the K-TEA (Brief and Comprehensive), reliability
between the two were analyzed, in the majority of cases the results demonstrated
interform reliability coefficients to be in the low .90s, with a range from .87 to
.96 for the various grade levels and .90 to .97 for the different age groups.
Interform reliability coefficients for reading were higher (in the .90s) for
younger students and dropped into the upper .70s for older students (Kaufman &
Kaufman, 1985).
The validity data of the correlate performance on both forms of the K-TEA with
other achievement tests are presented in the Kaufman Test of Educational
Achievement: Comprehensive Form manual (Kaufman, 1994). Other tests consist of
the Wide Range Achievement Test, the Stanford Achievement Test, and the K-ABC the
Peabody Individual Achievement Test (PIAT), and the Metropolitan Achievement Test.
The creators of the K-TEA put together information to reinforce relatively strong
correlations on the majority of these measures (e.g., K-ABC ranged from .83 to
.88; PIAT ranged from .75 to .86).
The Kaufman Test of Educational Achievement, Brief Form has been validated with
mentally retarded students. To examine the validity of the Kaufman Test of
Educational Achievement Brief Form, standard scores were correlated with Woodcock-
Johnson Psycho-Educational Test standard scores and WISC-R Verbal, Performance,
and Full Scale IQs (Kaufman, A.S. 2001). Kaufman scores were highly related to
Woodcock-Johnson scores and moderately related to WISC-R scores. Mean comparisons
concerning composite scores were not significant. These results were similar with
data reported in the Kaufman test manual and offer positive support for the
concurrent validity of this test (Kaufman & Kaufman, 1985).

In conclusion, The Kaufman Test of Educational Achievement is a norm-referenced

test individually administered to students in grades 1 through 12, presented on an
easel with only one or a small number of items per page. It is focused on the
areas of reading decoding, reading comprehension, mathematics application,
mathematics computation, and spelling. Its reliability coefficients ranged from
.87 to .95 for all ages. There are two overlapping forms: Comprehensive and
Brief, they are both norm-referenced and set at a mean of 100, with a standard
deviation of 15.

Reference:

Anastasi, Urbina, Psychological testing 7th ed. 1997, Prentice –Hall Inc. Upper
Saddle River,

Kaufman, A.S., & Kaufman, A.S. (1985) Kaufman Test of Educational Achievement:
Comprehensive Form manual. Circle Pines, MN: American Guidance Service.
Kaufman, A.S. (1979). Intelligent testing with the WISC-R. New York : Wiley.
Kaufman, A.S., & Kaufman, N.L. (1983). K-ABC interpretative manual. Circle Pines,
MN: American Guidance Service. (2 nd ed., 2004, KABC-II)
Kaufman, A.S. (1990). Assessing Adolescent and Adult Intelligence. Boston : Allyn
& Bacon. (revised 2002 with Elizabeth Lichtenberger); 2006 edition with Elizabeth
Lichtenberger published by Wiley)
Kaufman, A.S. (1994). Intelligent Testing with the WISC-III. New York : John Wiley
& Sons.
Kaufman, A. S., & Lichtenberger, E. O. (1999). Essentials of WAIS-III assessment.
New York : Wiley.
Kaufman, A.S. (2001). WAIS-III IQs, Horn' s theory, and generational changes from
young adulthood to old age.
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