Qualitative Observations Hand Scoring Form

Name _______________________________________________________________________________________________________________

Grade __________ Test Date _____________________ Form ❑ A ❑ B

Qualitative observations are used to develop, confirm, or refute hypotheses about areas of
processing weakness, which may help explain why an examinee is having academic difficulties. IDEIA Domain KTEA–3 Subtests in Domain
Qualitative observations are available for 15 KTEA–3 subtests, which are listed here by IDEIA domain.
Oral Expression OE — —

Each observation is associated with one or more potential cognitive processing weaknesses based
Listening Comprehension LC — —
on a response of either yes or no. The black response option (usually an answer of yes) is the
response that indicates a potential weakness. If the response suggests a possible weakness, circle Written Expression WF WE SP
the relevant processing area(s). After completing the qualitative observations, note the pattern of
cognitive processing areas with which the student seems to have difficulty, either generally or within Basic Reading LWR NWD —
a specific domain.
Reading Fluency SRF WRF DF
Cross-validate the information suggested by the qualitative observations with other sources of
assessment data, including KTEA–3 scores, error analysis data, and tests of cognitive processing. Reading Comprehension RC RV —
To cross-validate a possible weakness in phonological processing, consider scores on the KTEA–3
Phonological Processing subtest. To cross-validate a possible weakness in rapid automatic naming Mathematics Calculation MC MF —
(RAN), consider scores on the KTEA–3 Oral Fluency composite (Associational Fluency and Object
Mathematics Problem Solving MCA — —
Naming Facility subtests) or the Letter Naming Facility subtest.

RAN /
Grapho- Visual Phonological Orthographic Executive Processing Long-term Working
YES NO General Observations motor Processing Processing Processing Language Functioning Speed Memory Memory

Did not sustain attention EF

Was easily distracted EF

Impulsively responded incorrectly EF

Made excessive corrections EF

Was reluctant to respond when uncertain EF

Frequently guessed at or skipped items EF

Gave up or fatigued easily EF

Demonstrated low frustration tolerance EF

Lacked confidence, expected to fail, or needed

encouragement EF

Frequently asked that instructions be repeated WM

Had difficulty understanding instructions L

Needed reminders to work from left to right,

or top to bottom VP

Complained (“I’m bored/tired/hungry”) EF

Talked about irrelevant things EF

Was uncooperative during testing EF

Copyright © 2014 NCS Pearson Inc. All rights reserved. Produced in the U.S.A.
This page is reproducible with copyright notice. 1 2 3 4 5 6 7 8 9 10 11 12 A B C D E Product Number 32420-Q
KTEA–3 Qualitative Observations Hand Scoring Form continued 2

Oral Expression
RAN /
Grapho- Visual Phonological Orthographic Executive Processing Long-term Working
YES NO Oral Expression motor Processing Processing Processing Language Functioning Speed Memory Memory
Responses indicated misinterpretation of the
VP
pictures

Responses were often illogical or not

L EF
meaningful

Had difficulty using the target words correctly L WM

Frequently revised or reformulated response L WM

Had difficulty with word finding RAN

Most responses were complete sentences L

Paused to consider response before speaking EF

Listening Comprehension
RAN /
Grapho- Visual Phonological Orthographic Executive Processing Long-term Working
YES NO Listening Comprehension motor Processing Processing Processing Language Functioning Speed Memory Memory
Had difficulty understanding the passages,
seemed confused or said, “That didn’t make L WM
sense”
Frequently responded with “I don’t know” or
WM
“I forgot”
Did not maintain topic, or related responses
to personal experience by saying things like L EF
“I have a new bike”
Responded to a different question than the
L
one that was asked

Copyright © 2014 NCS Pearson Inc. All rights reserved. Produced in the U.S.A. This page is reproducible with copyright notice.
KTEA–3 Qualitative Observations Hand Scoring Form continued 3

Written Expression
RAN /
Grapho- Visual Phonological Orthographic Executive Processing Long-term Working
YES NO Writing Fluency motor Processing Processing Processing Language Functioning Speed Memory Memory

Most responses were complete sentences L

Many responses had grammar/structure errors L WM

Transposed words within sentences WM

Tended to omit word endings (–s, –ed, –ing) L WM

Responses indicated misinterpretation of

VP
the pictures
Responses were similar in structure (The boy is
L EF
running. The dog is sleeping.)

Letter formation was slow and labored GM

Responded slowly, but wrote good sentences PS

Responded slowly, and sentences had

L
grammar/structure problems

RAN /
Grapho- Visual Phonological Orthographic Executive Processing Long-term Working
YES NO Written Expression motor Processing Processing Processing Language Functioning Speed Memory Memory

Letter formation was slow and labored GM

Spacing between letters was too close or too

GM VP
far away

Letter formation was difficult to read GM

Showed fatigue from writing GM

Began writing quickly without evidence

EF
of planning

Reread responses to check for errors EF

Made more spelling errors when writing

sentences or an essay than when spelling WM
single words

Many responses had grammar/structure errors L WM

Transposed words within sentences WM

Tended to omit word endings (–s, –ed, –ing) L WM

RAN /
Grapho- Visual Phonological Orthographic Executive Processing Long-term Working
YES NO Spelling motor Processing Processing Processing Language Functioning Speed Memory Memory
Seemed to know when a word was misspelled
(said, “That doesn’t look right,” or, “I know, OP
that’s not right”)
Errors were mostly phonetic: all sounds
OP
represented and in the correct order
Errors were mostly nonphonetic: letters
PP
misordered, or sounds missing or added
Errors reflected incorrect orthographic
OP
representation (lite for light, fone for phone)

Made letter reversal errors (b for d) GM OP

Letter formation was slow and labored GM

Spacing between letters was too close or too

GM VP
far away

Letter formation was difficult to read GM

Copyright © 2014 NCS Pearson Inc. All rights reserved. Produced in the U.S.A. This page is reproducible with copyright notice.
KTEA–3 Qualitative Observations Hand Scoring Form continued 4

Basic Reading
RAN /
Grapho- Visual Phonological Orthographic Executive Processing Long-term Working
YES NO Letter & Word Recognition motor Processing Processing Processing Language Functioning Speed Memory Memory

Guessed at words based on initial letter OP

Errors tended to be visually similar words

PP
(thought/though, every/very)

Many responses were not real words L

Recognized very few or no words automatically

OP RAN
(without having to sound out)

Misread letters/words based on letter

OP
orientation (confused b/d)

Tended to decode unfamiliar words letter-by-

OP
letter (phonetically)

Tended to misplace the accent on

L
multisyllabic words

Tended to read words in disconnected parts

PP WM
without blending

Tended to transpose, add, or omit sounds

PP
or syllables

RAN /
Grapho- Visual Phonological Orthographic Executive Processing Long-term Working
YES NO Nonsense Word Decoding motor Processing Processing Processing Language Functioning Speed Memory Memory

Guessed at words based on initial letter OP

Read nonwords as visually similar real words

OP
(tesk as task, frop as frog)

Misread words based on letter orientation

OP
(confused b/d)

Tended to misplace the accent on

L
multisyllabic words

Tended to read nonwords in disconnected

PP WM
parts without blending

Tended to transpose, add, or omit sounds

PP
or syllables

Copyright © 2014 NCS Pearson Inc. All rights reserved. Produced in the U.S.A. This page is reproducible with copyright notice.
KTEA–3 Qualitative Observations Hand Scoring Form continued 5

Reading Fluency
RAN /
Grapho- Visual Phonological Orthographic Executive Processing Long-term Working
YES NO Silent Reading Fluency motor Processing Processing Processing Language Functioning Speed Memory Memory
Used finger to track when reading items on
VP
the page

Saw ambiguity in many items, or had difficulty

EF
answering yes or no

Performance was generally slow and accurate PS

Performance was generally slow and inaccurate L

Performance was generally fast and inaccurate L EF

RAN /
Grapho- Visual Phonological Orthographic Executive Processing Long-term Working
YES NO Word Recognition Fluency motor Processing Processing Processing Language Functioning Speed Memory Memory

Performance was generally slow and accurate RAN

Performance was generally slow and inaccurate L RAN

Performance was generally fast and inaccurate EF

Was slow to orient to the first word in each line

VP
of words

RAN /
Grapho- Visual Phonological Orthographic Executive Processing Long-term Working
YES NO Decoding Fluency motor Processing Processing Processing Language Functioning Speed Memory Memory

Performance was generally slow and accurate PS

Performance was generally slow and inaccurate PS WM

Performance was generally fast and inaccurate EF

Was slow to orient to the first word in each line

VP
of words

Reading Comprehension
RAN /
Grapho- Visual Phonological Orthographic Executive Processing Long-term Working
YES NO Reading Comprehension motor Processing Processing Processing Language Functioning Speed Memory Memory
Had difficulty understanding the passages
or questions, seemed confused or said, L WM
“That didn’t make sense”
Referred back to the passage when unsure of
EF
an answer

RAN /
Grapho- Visual Phonological Orthographic Executive Processing Long-term Working
YES NO Reading Vocabulary motor Processing Processing Processing Language Functioning Speed Memory Memory
Had difficulty understanding the sentences,
seemed confused or said, “That didn’t make L WM
sense”

Errors were typically the correct part of speech L

Errors tended to be visually similar letters or

L
length of word

Copyright © 2014 NCS Pearson Inc. All rights reserved. Produced in the U.S.A. This page is reproducible with copyright notice.
KTEA–3 Qualitative Observations Hand Scoring Form continued 6

Mathematics Calculation
RAN /
Grapho- Visual Phonological Orthographic Executive Processing Long-term Working
YES NO Math Computation motor Processing Processing Processing Language Functioning Speed Memory Memory

Transposed numerals (wrote 21 for 12) GM OP

Had poor numeral formation GM

Wrote numerals backwards OP

Had difficulty with column alignment VP

Made several procedural errors EF WM

Made errors due to wrong operation, or did

VP EF
not attend to sign of operation

RAN /
Grapho- Visual Phonological Orthographic Executive Processing Long-term Working
YES NO Math Fluency motor Processing Processing Processing Language Functioning Speed Memory Memory

Performance was generally slow and accurate RAN

Performance was generally slow and inaccurate EF RAN

Performance was generally fast and inaccurate EF

Answered items selectively by avoiding specific

RAN
operations

Counted on fingers RAN

Made errors due to wrong operation, or did

VP EF
not attend to sign of operation
Made errors due to retrieving the wrong math
fact (answered 8 × 6 = 56, retrieving answer RAN
for 8 × 7)

Numeral formation was slow and labored GM

Transposed numerals (wrote 21 for 12) GM OP

Mathematics Problem Solving

RAN /
Grapho- Visual Phonological Orthographic Executive Processing Long-term Working
YES NO Math Concepts & Applications motor Processing Processing Processing Language Functioning Speed Memory Memory
Made errors on problems involving visual-
spatial elements (shapes, graphs/charts, math VP
symbols: =, +, >)
Performed calculations mentally (not on paper)
EF WM
and derived the wrong answer

Responded to a different question than the

L WM
one that was asked

Developed an incorrect equation for a word

L WM
problem

Copyright © 2014 NCS Pearson Inc. All rights reserved. Produced in the U.S.A. This page is reproducible with copyright notice.
 Qualitative Observations List
Name _______________________________________________________________________________________________________________

Grade __________ Test Date _____________________ Form ❑ A ❑ B

This list provides the same qualitative observations included in Q-global and on the hand scoring form, listed in Record Form order.

If you plan to enter qualitative observations in Q-global, refer to this list as a reference or fill it out as a form during administration of
the KTEA–3.

General Observations
Math Computation
YES NO
YES NO
Did not sustain attention
Transposed numerals (wrote 21 for 12)
Was easily distracted
Had poor numeral formation
Impulsively responded incorrectly
Wrote numerals backwards
Made excessive corrections
Had difficulty with column alignment
Was reluctant to respond when uncertain
Made several procedural errors
Frequently guessed at or skipped items
Made errors due to wrong operation
Gave up or fatigued easily

Demonstrated low frustration tolerance

Nonsense Word Decoding
Lacked confidence, expected to fail, or needed encouragement
YES NO
Frequently asked that instructions be repeated
Guessed at words based on initial letter
Had difficulty understanding instructions
Read nonwords as visually similar real words (tesk as task)
Needed reminders to work from left to right, or top to bottom
Misread words based on letter orientation (confused b/d)
Complained (“I’m bored/tired/hungry”)
Tended to misplace the accent on multisyllabic words
Talked about irrelevant things
Tended to read nonwords in disconnected parts without blending
Was uncooperative during testing
Tended to transpose, add, or omit sounds or syllables

Math Concepts & Applications

Writing Fluency
YES NO
YES NO
Made errors on problems involving visual-spatial elements (shapes,
graphs/charts, math symbols: =, +, >) Most responses were complete sentences
Performed calculations mentally and derived the wrong answer Many responses had grammar/structure errors
Responded to a different question than what was asked Transposed words within sentences
Developed an incorrect equation for a word problem Tended to omit word endings (–s, –ed, –ing)

Responses indicated misinterpretation of the pictures

Letter & Word Recognition
Responses were similar in structure (The boy is running. The dog is
YES NO sleeping. The girl is swimming.)
Letter formation was slow and labored
Guessed at words based on initial letter
Responded slowly, but wrote good sentences
Errors tended to be visually similar words (thought/though, every/very)
Responded slowly and sentences had grammar/structure problems
Many responses were not real words

Recognized very few or no words automatically

Silent Reading Fluency
Misread letters/words based on letter orientation (confused b/d)
YES NO
Tended to decode unfamiliar words letter-by-letter (phonetically)
Used finger to track when reading items on the page
Tended to misplace the accent on multisyllabic words
Saw ambiguity in items, had difficulty answering yes or no
Tended to read words in disconnected parts without blending
Performance was generally slow and accurate
Tended to transpose, add, or omit sounds or syllables
Performance was generally slow and inaccurate

Performance was generally fast and inaccurate

Copyright © 2014 NCS Pearson Inc. All rights reserved. Produced in the U.S.A.
This page is reproducible with copyright notice. 1 2 3 4 5 6 7 8 9 10 11 12 A B C D E Product Number 32420-Q
KTEA–3 Qualitative Observations List continued 2

Math Fluency Listening Comprehension

YES NO YES NO

Performance was generally slow and accurate Had difficulty understanding the passages, seemed confused or said, “That
didn’t make sense”
Performance was generally slow and inaccurate
Frequently responded with “I don’t know” or “I forgot”
Performance was generally fast and inaccurate
Did not maintain topic, or related responses to personal experience
Answered items selectively by avoiding specific operations
Responded to a different question than what was asked
Counted on fingers

Made errors due to wrong operation Word Recognition Fluency

Made errors due to retrieving the wrong math fact (answered 8 × 6 = 56,
retrieving answer for 8 × 7) YES NO

Numeral formation was slow and labored Performance was generally slow and accurate

Transposed numerals (wrote 21 for 12) Performance was generally slow and inaccurate

Performance was generally fast and inaccurate

Reading Comprehension Was slow to orient to the first word in each line of words
YES NO
Had difficulty understanding the passages or questions, seemed confused Oral Expression
or said, “That didn’t make sense”
YES NO
Referred back to the passage when unsure of an answer
Responses indicated misinterpretation of the pictures

Written Expression Responses were often illogical or not meaningful

Had difficulty using the target words correctly

YES NO
Frequently revised or reformulated response
Letter formation was slow and labored
Had difficulty with word finding
Spacing between letters was too close or too far away
Most responses were complete sentences
Letter formation was difficult to read
Paused to consider response before speaking
Showed fatigue from writing

Began writing quickly without evidence of planning

Decoding Fluency
Reread responses to check for errors
YES NO
Made more spelling errors when writing sentences or an essay than when
spelling single words Performance was generally slow and accurate
Many responses had grammar/structure errors
Performance was generally slow and inaccurate
Transposed words within sentences
Performance was generally fast and inaccurate
Tended to omit word endings (–s, –ed, –ing)
Was slow to orient to the first word in each line of words

Spelling
Notes
YES NO
Seemed to know when a word was misspelled (said, “That doesn’t look
right,” or, “I know that’s not right”)
Errors were mostly phonetic: all sounds represented and in the
correct order
Errors were mostly non-phonetic: letters misordered, or sounds missing
or added
Errors reflected incorrect orthographic representation (lite for light;
fone for phone)
Made letter reversal errors (b for d)

Letter formation was slow and labored

Spacing between letters was too close or too far away

Letter formation was difficult to read

Reading Vocabulary
YES NO
Had difficulty understanding the sentences, seemed confused or said,
“That didn’t make sense”
Errors were typically the correct part of speech

Errors tended to be visually similar letters or length of word

Copyright © 2014 NCS Pearson Inc. All rights reserved. Produced in the U.S.A. This page is reproducible with copyright notice.