User Manual

User’s
Manual
PO Box 1416
Minneapolis, MN 55440
800-627-7271
PearsonAssessments.com
Project Team
Executive Vice President and Publisher: Carol Watson
Director of Psychometric Development: Mark H. Daniel
Director of Test Publication: J. Stephen Prestwood
Managing Assessment Editor: Monica Frischkorn
Senior Assessment Editor: Chiedu Ozuzu
Software Development Project Manager: Kirby Cobb
Business Analyst: Michael Hartman
Programmer: Jeff Schenck
Quality Assurance Lead: Bruce Karpenko
Senior Designer: Tony Perleberg
Vendor Management: Richard Emmans
Product Manager: Tina Eichstadt
Acknowledgments
Dr. Kathleen Williams, author of the EVT and EVT–2, contributed to the
development of the Receptive–Expressive Comparison Report.
Dr. Laura Justice, Preschool Language and Literacy Lab, Curry School of
Education, University of Virginia, contributed to the development of the
intervention reports.
PPVT & EVT ASSIST™ Manual

Copyright © 2007 NCS Pearson, Inc. All rights reserved.
ASSIST is a trademark of NCS Pearson, Inc.
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Adobe and Reader are registered trademarks of Adobe Systems, Inc.
PearsonAssessments.com
Table of Contents
Software License Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Overview of the ASSIST Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Versions of the ASSIST Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Installing the ASSIST Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Opening the ASSIST Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Updating the ASSIST Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Uninstalling the ASSIST Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Installing the ASSIST Client/Server . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Updating the ASSIST Client/Server . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Logging In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Setting Up the ASSIST Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Getting Around . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Basic Navigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Menu Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
ASSIST Home Screen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Home Screen Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Exiting the ASSIST Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Adding or Editing ASSIST Users . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Backing Up an ASSIST Database . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Restoring an ASSIST Database . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Deleting an ASSIST Database . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Logging Out and Exiting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Administration Setup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Setting Up Teacher Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Adding a Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Editing a Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Setting Up Examiner Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Adding an Examiner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Editing an Examiner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Setting Up a Test Site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Adding a Test Site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Editing a Test Site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Setting Up Categories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Adding a Category . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Editing a Category . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Entering Individual Examinee Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Adding an Examinee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Adding a Test Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Entering Item Responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Entering Raw Scores . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Opening an Examinee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Deleting an Examinee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Opening a Test Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Deleting a Test Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Changing a Test Owner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Entering Group Examinee Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Adding a Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Adding Examinees to a Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Entering an Examinee Test Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Reporting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Generating Individual Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Receptive-Expressive Comparison Report . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Generating Group Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Importing and Exporting Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Importing Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Exporting Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Merging Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Exporting Individual Examinee Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Importing From Another PPVT & EVT ASSIST Database . . . . . . . . . . . . 78
Technical Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Appendix A: Export File Variables, by Test
PPVT–4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
EVT–2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
PPVT-III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
EVT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Appendix B: Sample Reports
Individual Summary Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Individual Progress Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Receptive-Expressive Comparison Report . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Group Score Summary Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Group Diagnostic Analysis Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Single-Group Progress Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Multiple-Group Progress Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
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Introduction
Note to the Reader
This manual is intended for use with the PPVT™–4, EVT–2, PPVT™-III, and EVT
ASSIST™ software. Although there are elements that are specific to each of these tests,
many of the ASSIST features and funtionality remain consistent across products. Still,
the manual includes test-specific components, and it is important to review it carefully
to identify the information and instructions that apply to the particular test in use.
The PPVT & EVT ASSIST software is designed to score and produce
reports for the following tests:
♦ Peabody Picture Vocabulary Test, Fourth Edition (PPVT–4)
♦ Expressive Vocabulary Test, Second Edition (EVT–2)
♦ Peabody Picture Vocabulary Test, Third Edition (PPVT-III)
♦ Expressive Vocabulary Test (EVT)
PPVT–4
The PPVT–4 scale measures the receptive (hearing) vocabulary of children
and adults. For more information about the uses and interpretation of this
test, refer to the PPVT–4 administration manual.
EVT–2
The EVT–2 is a norm-referenced assessment that measures expressive
vocabulary and word retrieval for children and adults. For more
information about the uses and interpretation of this test, refer to the
EVT–2 administration manual.
PPVT-III
The PPVT-III scale is a norm-referenced assessment that serves (a) as
an achievement test of receptive (hearing) vocabulary attainment for
Standard English and (b) as a screening test of verbal ability. For more
information about the uses and interpretation of this test, refer to the
PPVT-III administration manual and/or supplementary materials.
EVT
The EVT is a norm-referenced assessment of expressive vocabulary and
word retrieval. For more information about the uses and interpretation of
this test, refer to the EVT administration manual.

Overview of the ASSIST Software
The ASSIST software can be used on a Windows® or Macintosh® platform
and allows users to complete the following tasks:
♦E
nter item responses or raw scores for the PPVT–4 (Forms A and B),
EVT–2 (Forms A and B), PPVT-III (Forms A and B), and EVT tests
for conversion to normative scores
♦ Preview and print multiple types of individual and group reports,
including comparison or progress reports for the following test
combinations: PPVT–4 and EVT–2 (comparison), PPVT–4 and
PPVT-III (progress), and EVT–2 and EVT (progress)
♦T
rack examinees’ reading progress over time, at both the classroom
level and the state level
♦ Create student categories for disaggregation during batch reporting
♦E
xport scores (for use in statistical analysis) into a file that can be
viewed or edited with Microsoft Excel®
Versions of the ASSIST Software

The ASSIST software is a scalable reporting and scoring solution. The
following versions are available, both of which allow for exporting and
importing data from one version to the next:
♦P
PVT & EVT ASSIST. Allows for recording and storing student
responses, creating and editing groups, and producing individual and
group reports. Data are stored locally and must be entered manually.
♦P
PVT & EVT ASSIST Client/Server. Adds network capability to the
functionality of the PPVT & EVT ASSIST software.

Getting Started
Check that your personal or office computer meets the minimum system
requirements for the ASSIST software. If you are not sure whether your
computer meets these requirements, contact your organization’s technical
department before proceeding with installation.
Platform Operating Processor RAM Available Hard- Monitor
System Drive Space Settings
Windows 2000, XP, Pentium II, 128 MB 100 MB with Java 24-bit
or later 300 MHz available virtual machine;
or higher 60 MB without Java
Macintosh OS 10.3.x Power Mac virtual machine
(Panther) G3
or later
Note: Faster configurations provide faster installation and enhance

software performance.
Installing the ASSIST Software
Note: You must have administrative privileges to your computer before
installing this software.
Windows Users
1. Close all applications.
2. Insert the ASSIST CD-ROM into the CD-ROM drive.
3. If the auto launch appears, follow the onscreen installation
instructions. If the auto launch does not appear, click the
My Computer icon, click your CD-ROM drive, and click the
Setup.exe icon.
After the ASSIST software is installed, another installer will launch for the
Java 2 Runtime Environment. If the proper version of Java is already
installed on your computer, you will be asked to modify or remove the
current installation. Select Cancel to exit the install. If the proper version is
not installed, a license agreement will appear. Follow the onscreen prompts
to complete installation of the Runtime Environment. You may be
prompted to restart your computer after the installation is complete.
Macintosh Users
1. Click the CD icon that appears on your desktop.
2. Click the Setup icon.
3. Follow the onscreen installation instructions.

Opening the ASSIST Software
Windows Users
1. Click your computer’s Start button.
2. Select Programs → AGS → PPVT & EVT ASSIST →
PPVT & EVT ASSIST.
Macintosh Users (choose one of the following options)
1. Click the PPVT & EVT ASSIST icon located in the folder where you
chose to install it.
2. Select Macintosh HD → Applications → PPVT & EVT ASSIST →
PPVT & EVT ASSIST.
The first time you run the ASSIST software, you will be prompted to set
up the application for Only This User or for All Users (see Figure 1).
Note: Select Only This User if you do not have administrative rights to
your computer.
Figure 1. First Run window

Next, you will be asked to select a database location (see Figure 2).
Select Local Database if you purchased the stand-alone (non-networkable)
version of the software. Check with your administrator if you are unsure
as to which version you have purchased.
Figure 2. Database Location window

After you select your database location, an Activation window will appear
(see Figure 3), requiring you to enter the Customer Name and Activation
Key located on the back of your CD jewel case. If you purchased multiple
products, enter the Customer Name and Activation Key for each of the
products you purchased.
Figure 3. Activation window

After you have entered all of your customer names and activation keys, the
application will begin creating the database tables. When this is complete,
a Login window will appear (see Figure 4). The default user name and
password are located on the sticker on the back of your CD jewel case,
where you found your Customer Name and Product Code. In case you are
unable to locate the user name and password, note that the default login
user name is AGS, and the default password is safety.
Figure 4. Login window

If this is your first time running the application, after you have successfully
logged in, refer to the Setting up the ASSIST Software section of this
manual. If you have already been through the first run of the application,
refer to the ASSIST Home Screen section to continue.
Updating the ASSIST Software

Pearson Assessments may make periodic updates to this product. After
you install the ASSIST software, you will be prompted to check for an
update to the software and to select the frequency (Never, Daily, Weekly,
or Monthly) with which the program will automatically check for updates
(see Figure 5). If an update is available, follow the onscreen installation
instructions. (Note: Your computer must be connected to the Internet.)
When you open the ASSIST software (depending on the updating frequency
you selected), you will be notified of any available updates. You can make
changes to the updating frequency by opening the Help menu and selecting
Check for Updates.
10
Figure 5. Software Update window
Note: Online registration of your ASSIST software is strongly
recommended. Registering your software will enable you to receive
notification of software updates and products newly released by Pearson
Assessments. To register your software, click the Help menu, select Register
Online from the pull-down menu, and follow the onscreen instructions.
Uninstalling the ASSIST Software

Windows Users
1. Go to your computer’s Desktop and click the My Computer icon.
2. Go to C:/Program Files/AGS/PPVT & EVT ASSIST/Uninstall and
double-click the Uninstall_PPVT & EVT ASSIST file.
3. The Uninstall Wizard will appear. Follow the onscreen instructions.
Note: This uninstall procedure is applicable only if you installed the software
to the default folder. If you installed to a different location, open that folder
and double-click the Uninstall_PPVT & EVT ASSIST file.
Macintosh Users
1. Drag the PPVT & EVT ASSIST folder and desktop icon to the Trash.
2. Empty the Trash.
11
Installing the ASSIST Client/Server
The PPVT & EVT ASSIST Client/Server uses Microsoft SQL Server 2000
as its back-end database. Thus, for the PPVT & EVT ASSIST Client/Server
to function across a network, your organization must have a registered
copy of SQL Server 2000. (Note: Although other database options are listed
in the database pull-down menu, only SQL Server 2000 has been tested
and approved for use with the PPVT & EVT ASSIST Client/Server.) The
PPVT & EVT ASSIST Client/Server must be installed and run on your
organization’s designated administrative computer.
1. Create a database instance in SQL Server 2000 and name it
PPVTEVT. Note: Do not create tables in the database; the PPVT &
EVT ASSIST Client/Server will create tables automatically.
2. Create a database user and give him or her full database rights.
This user should be different than the SA user. For simplicity, you
may want to assign PPVTEVT as both the user name and
the password.
3. Install the PPVT & EVT ASSIST Client/Server software on the
designated administrative computer.
4. The first time you open the application, you will be asked to set it
up for Only This User or for All Users. Select Only This User if
individuals other than the administrator use the computer. Select
either of the two options if only the administrator uses the computer.
5. You will be prompted to select a database location (see Figure 6). Select
Networked Database and click Next. Note: You may be prompted for
your customer name and activation key. This information is included
on the sticker located on the back of your CD jewel case.
12
6. The next screen requires you to select a database (see Figure 7).
Local Database is the default selection and is highlighted. Click the
Manual Connection button to continue.
Figure 7. Select Database window

7. The Database Connection window (see Figure 8) will open.
Follow these steps:
a. In the pull-down menu for Type, select Microsoft SQL
Server 2000.
b. In the Name field, enter the name of the database that you created.
c. Delete [hostname] from the URL field and replace it with the IP
address of the server where the database is stored.
d. Enter in the applicable fields the user name and password that
you created.
e. Click Connect.
Figure 8. Database
Connection window
13
Note: If the software is correctly directed to your SQL Server 2000 database
server, the PPVT & EVT ASSIST Client/Server will begin creating all of
the tables needed for the application. The duration of this process depends
on the speed of the machine you are using, the speed of your network and
server connections, and the available resources on the server.
When the tables have been created, you may receive a message indicating
that your software is not configured for your database. If this message
appears, click Yes to configure the database. When the Activation window
appears (see Figure 9), enter your customer name and activation key for
the product(s) that you have purchased (this information is included on the
sticker located on the back of your CD jewel case) and click Continue.
Figure 9. Activation window

8. After entering your customer name and activation key, you will be
required to log in to the application. To do so, enter the default login
included on the sticker located on the back of your CD jewel case.
9. Create the user names and passwords required to log in to the system.
For instructions on adding users, see the Adding or Editing ASSIST
Users section of this manual. Note: Only an administrative user can
add or edit users.
10. After all users have been added to the system, you will need to install
the software on each of the client machines that will use the PPVT &
EVT Client/Server.
14
11. Follow the software installation instructions located in the CD
jewel case insert and in the Installing the ASSIST Software section
of this manual.
a. The first time the software is run, you will be prompted to set up
the application for Only This User or for All Users. Select Only
This User.
b. Next, you will be prompted to choose either a local or networked
database. Select Networked Database and follow the instructions
listed in Step 7 (above).
Note: If you will not be configuring the software, you may want to create
a reference sheet that instructs users on how to do so. Once a user is
connected to the database, he or she will be able to log in with his or her
user name and password. The next time the user logs in to the application,
he or she will be automatically connected to the network database.
Updating the ASSIST Client/Server

For instructions on updating the administrative copy of the PPVT &
EVT ASSIST Client/Server, see the Updating the ASSIST Software section
of this manual. Note: Only the AGS user can update the PPVT & EVT
Client/Server.
Once the administrative system has been updated, you will be prompted
to restart the application. It is recommended that you check for updates
at least once a month. Note: A firewall or proxy server may prevent use of
the Check for Updates feature. To update the administrative system while
preserving network security, include a temporary exception on the proxy or
firewall for the www.agssupport.com URL. The Check for Updates feature
uses the standard http port 80.
When a user logs in after a successful update, he or she will be instructed to
check for updates for the most recent software version. Note: This is the only
instance where a non-administrative user is allowed to perform this action.
If network security or lack of Internet access prevents the user from
updating the application, he or she can update the application from a
network location instead. All updates are made to the Contents folder.
To access this folder, Windows users should go to C:\Program Files\
AGS\PPVT & EVT. Macintosh users should refer to the ASSIST
package contents.
If you experience any problems when updating your software,
contact Technical Support at 800-627-7271 or via e-mail at
ags.pearsonassessments.com/tech.
15
Logging In
Enter the user name and password located on the back of the ASSIST CD
jewel case and click the Login button (see Figure 10).
Figure 10. Login

window
Setting Up the ASSIST Software

The first time you open the ASSIST software (after you log in), you will be
prompted to set up your organizational hierarchy (see Figure 11). Enter the
levels—for example, states, counties, districts, and subdistricts (these are
examples only and will change depending on the user’s preference)—for
which you will be generating reports. Note: The Create Level Hierarchy
window appears only the first time the software is opened, and this
information cannot be changed after it has been entered and submitted.
Figure 11. Create Level

Hierarchy window
16
Click Continue after you have entered the requested hierarchy information.
A confirmation window will appear, showing the organizational hierarchy
you have chosen (see Figure 12). If the information is correct, click Yes to
continue. If the information is incorrect, click Back to edit the hierarchy.
Note: You cannot change the hierarchy after you click Yes.
Figure 12. Confirm Organizational Hierarchy window

Default test sites will be created automatically for each hierarchy
level entered. For information on how to edit these defaults and how to
add additional test sites, please see the Setting Up a Test Site section of
this manual.
17
Getting Around
If you have experience with using Windows- and/or Macintosh-based
computers, you should have little trouble navigating the ASSIST software.
For detailed information on how to use these operating systems, visit
www.microsoft.com (for Windows-based computers) or www.apple.com
(for Macintosh-based computers). Additional information is available at
bookstores and public libraries.
Basic Navigation
Use the following methods to navigate the software:
♦ Use your mouse.
ress the Tab, Enter, Home, End, or arrow keys ( ←
♦P →)
←
←
on your keyboard.
♦ Press the Space Bar to select buttons, radio buttons, or check boxes.
Menu Functions
Many of the ASSIST functions can be accessed through the File and Help
menus located at the top of each screen (but note that your ability to initiate
an action may depend on your user access status).
18
ASSIST Home Screen
Home Screen Functions
All ASSIST functions can be accessed from the Home screen (see Figure 13).
Functions are initiated by clicking the buttons on the left-hand side of the
screen or by clicking their corresponding icons in the taskbar at the top of the
screen (but note that some functions are accessible from the taskbar only).
Figure 13.
PPVT & EVT
ASSIST Home
screen
(Note: This is
a sample only.
Individual
product logos
will appear for
individually
purchased
products.)
The ASSIST Home screen options are listed below. Note: To return
to the Home screen from any of the following screens, click the
Home icon located in the taskbar at the top of each screen.
Administration Setup
♦ Add teachers
♦ Add examiners
♦ Add test sites
♦ Add categories
Enter Individual Examinee Data
♦ Add new examinee information
♦ Edit existing examinee information
♦ Add new test record(s) for an examinee
♦ Edit existing test information
♦ Delete test record(s) (administrative users only)
♦ Change test owner (administrative users only)
19
Enter Group Examinee Data
♦ Enter test information for a group
♦ Select examinees to be included in a group
♦ Enter test information for each examinee in a group
Run Individual Reports
♦ Generate individual score summary reports
♦ Generate individual progress reports
♦ Generate receptive-expressive comparison reports
♦ Generate reports for a selected date range
Run Group Reports
♦ Generate group score summary reports
♦ Generate group diagnostic analysis reports
♦ Generate progress reports for a single group
♦ Generate progress reports for multiple groups
♦ Generate reports for a selected date range
Import or Export Data
♦ Import examinee information into database
♦ Import teacher information into database
♦ Export examinee information
♦E
xport examinee information and derived scores for a
selected date range
Merge Data
♦ Move individual examinees from one database to another
♦ Move groups of examinees from one database to another
Exiting the ASSIST Software

To exit the ASSIST software, click the Exit icon located
in the taskbar or select Log Out from the File menu.
20
Adding or Editing ASSIST Users
To give a user access to the ASSIST software, or to change an existing user’s
access rights, open the File menu and select Edit Users. This will display the
Administration: Add/Edit Users window (see Figure 14).
Figure 14. Administration: Add/Edit Users window

Adding a New User
1. Enter the new user’s name and a password in the appropriate fields.
Click the Clear Fields button to delete the user name and password.
2. Designate Basic or Administrative user by clicking the applicable
radio button in the lower right-hand corner of the window.
3. If required, select a supervisor from the pull-down menu.
4. Click Save to add the user to the list; click Close when you have added
all users. To return to the Home screen without saving your changes,
click Close.
Editing an Existing User
1. Click the name of the user you wish to edit.
2. Change the desired information.
3. Click Save to save your changes; click Close when you have completed
your edits. To return to the Home screen without saving your
changes, click Close.
21
Note: You can also control which users have access to different products
within the system by clicking on a user name and selecting Authorized
or Not Authorized under the appropriate product name (see Figure 14).
However, note that you cannot restrict AGS user access.
Backing Up an ASSIST Database

The Backup/Restore function allows you to back up the database and to
restore saved data.
1. Open the File menu and select Backup/Restore to display the
Backup/Restore window (see Figure 15).
Figure 15. Backup/Restore window

2. Click the Backup button to back up current information in the
ASSIST database. If the software successfully creates a backup file, the
Backup Complete dialog will appear (see Figure 16), and the date and
time of the backup will appear in the Backup/Restore window.
Figure 16. Backup

Complete dialog
22
Restoring an ASSIST Database
Follow these steps to restore data saved on a previous date:
Backup/Restore window.
2. Select the backed-up database that you want to restore and
click Restore.
3. Verify that you want to restore the selected database (see Figure 17).
Figure 17. Restore

Database from Backup
File window
If the software successfully restores the selected database, the Restore

Complete dialog will appear (see Figure 18).
Figure 18. Restore Complete dialog
Deleting an ASSIST Database

Follow these steps to delete a backed-up database:
Backup/Restore window.
2. Click the backed-up database you want to delete.
3. Click the Delete button.
23
Logging Out and Exiting
Follow these instructions to exit the ASSIST software:
Windows Users (choose one of the following options)
♦ Click the Stop Sign icon located in the taskbar.
♦ Open the File menu and select Exit.
♦ Click the X in the upper right-hand corner of the screen.
♦ Hold down the left Alt key and press the F4 key.
Macintosh Users (choose one of the following options)
♦ Click the Stop Sign icon located in the taskbar.
♦ Open the File menu and select Quit.
♦ Click the X located in the upper left-hand corner of the screen.
♦ Hold down the Command key and press the Q key.
Follow these steps to log out of the ASSIST software:
1. Open the File menu and select Log Out. The Login window will
appear (see Figure 19). Note: When you see the Login window after
selecting Log Out, you are logged out of the application. To log back
in, enter your user name and password.
Figure 19. Login window
24
2. Click Cancel to open the Database Location window (see Figure 20)
and click the Quit button to exit the application.
25
Administration Setup
The Administration Setup screen allows the user to add, modify, or delete
information in the ASSIST database by clicking the Teachers, Examiners,
Test Sites, and Categories tabs located at the top of the screen. To open
the Administration Setup screen, go to the Home screen and click the
Administration Setup icon located in the taskbar.
Setting Up Teacher Records

To manage the teacher list, go to the Home screen, select the
Administration Setup icon, and select the Teachers tab (see Figure 21).
The list displays all teachers included in the database (but note that inactive
teacher records are grayed out). An individual teacher can be added by
clicking the Add button located at the bottom of the screen. After a teacher
is added, his or her information (name, ID number, and status [active or
inactive]) can be changed by selecting the teacher’s record and clicking the
Edit button.
Figure 21. Administration Setup window (Teachers tab)
26
Adding a Teacher
Follow these steps to add teachers to the ASSIST database:
1. Select the Teachers tab from the Administration Setup window.
2. Click the Add button located at the bottom of the screen.
3. Enter the teacher’s name and ID number in the Add Teacher window
(see Figure 22).
4. To save the record, click the Save button. The teacher’s name and ID
number will appear as Active in the teacher list. Click Close to exit
the window without saving the new information.
Figure 22. Add Teacher window

Editing a Teacher
Follow these steps to edit teacher information:
1. Select the Teachers tab from the Administration Setup window.
2. Click the name of the teacher whose information you want to edit
and click the Edit button located at the bottom of the screen. The
teacher’s name, ID number, and status (active or inactive) will appear.
To search for a teacher, type his or her name, ID number, or status
(active or inactive) in the Quick Find field (located at the top of the
window) and select the corresponding search filter in the Search By
pull-down menu.
3. Click the appropriate field(s) and update teacher information as
necessary (see Figure 23).
27
4. To save the change(s), click the Save button. Click Close to exit
the window without saving the changes.
Figure 23. Edit Teacher window

Note: If you enter an existing teacher name while adding a new teacher
record or editing an existing one, you will be notified that the record already
exists (see Figure 24). If this occurs, click Yes to create the record or click
No to return to the Add Teacher window.
Figure 24.
Duplicate Teacher
Name warning
prompt
Note: If you enter an existing teacher ID number while adding a new

teacher record or editing an existing one, you will be notified that the ID
number already exists (see Figure 25).
Figure 25. Duplicate

Teacher ID Save
Error window
28
Setting Up Examiner Records
To manage the examiner list, go to the Home screen, select the
Administration Setup icon located in the taskbar, and select the Examiners
tab (see Figure 26). The list displays all examiners included in the database
(but note that inactive examiner records are grayed out). An individual
examiner can be added by clicking the Add button located at the bottom
of the screen. After an examiner is added, his or her information (name,
ID number, and status (active or inactive) can be changed by selecting the
examiner’s record and clicking the Edit button.
Figure 26. Administration Setup screen (Examiners tab)

Adding an Examiner
Follow these steps to add examiners to the ASSIST database:
1. Select the Examiners tab from the Administration Setup screen.
2. Click the Add button located at the bottom of the screen.
3. Enter the examiner’s name and ID number in the Add Examiner
window (see Figure 27).
29
4. To save the record, click the Save button. The examiner’s name and
ID number will appear as Active in the examiner list. Click Close to
exit the window without saving the new information.
Figure 27. Add Examiner window

Editing an Examiner
Follow these steps to edit examiner information:
1. Select the Examiners tab from the Administration Setup window.
2. Click the name of the examiner whose information you want to edit
and click the Edit button located at the bottom of the screen. The
examiner’s name, ID number, and status (active or inactive) will
appear. To search for an examiner, type his or her name, ID number,
or status (active or inactive) in the Quick Find field (located at the
top of the window) and select the corresponding search filter in the
Search By pull-down menu.
3. Select the appropriate field(s) and edit examiner information as
necessary (see Figure 28).
30
4. T
o save the change(s), click the Save button. Click Close to
exit the window without saving the changes.
Figure 28. Edit Examiner window

Note: If you enter an existing examiner name while adding a new examiner
record or editing an existing one, you will be notified that the record already
exists (see Figure 29). If this occurs, click Yes to create the record or click
No to return to the Add Examiner window.
Figure 29.
Duplicate
Examiner Name
warning prompt
Note: If you enter an existing examiner ID number while adding a new

examiner record or editing an existing one, you will be notified that the ID
number already exists (see Figure 30).
Figure 30.
Duplicate
Examiner ID
Save Error
31
Setting Up a Test Site
To manage the test sites list, go to the Home screen, select the
Administration Setup icon located in the taskbar, and select the Test
Sites tab (see Figure 31). Individual test sites can be displayed by selecting
a parent test site. (Note: The parent test sites correspond to the hierarchy
levels that you defined during setup.) Each time you select a parent test
site (e.g., subdistrict, school), the ASSIST application will display a list of
corresponding individual test sites. New test sites can be added to any level
below the highest level. For example, if you added “State” as your highest
level, you may add test sites to any level below “State.” A site’s name, ID
number, or status (active or inactive) can be changed by selecting a test site
record and clicking the Edit button.
Figure 31. Administration Setup screen (Test Sites tab)

Adding a Test Site
Follow these steps to add a test site to the ASSIST database:
1. Select the Test Sites tab from the Administration Setup screen.
2. Double-click the first test site record (this is the default record if
no test site has been added). Each time you do so, a hierarchy level
(e.g., state, region, county, etc.) is highlighted in the row that appears
directly under the Quick Find field.
32
3. Continue to double-click the first test site record until you’ve
highlighted the hierarchy level to which you want to add test sites.
4. Click the Add button located at the bottom of the screen and add a
site name and ID number (see Figure 32 for an example of adding a
test site to the class level).
5. To save the record, click the Save button. The test site name and ID
number will appear as Active in the applicable test site list. Click
Close to exit the window without saving the new information.
Figure 32. Add Class window

Editing a Test Site
Follow these steps to edit test site information:
1. Select the Test Sites tab from the Administration Setup screen.
2. Double-click the first test site record. Each time you do so, a hierarchy
level (state, region, county, etc.) is highlighted in the row that appears
directly under the Quick Find field.
3. Continue to double-click the first test site record until the desired
hierarchy level is highlighted.
4. Select the test site record that you want to edit and click the Edit
button located at the bottom of the screen. (Note: To search for test
sites, use the Quick Find and Search By features.) The test site name,
ID number, and status (active or inactive) will appear (see Figure 33
for an example of editing a test site at the class level).
33
5. Select the appropriate field(s) and edit test site information
as necessary.
6. To save the change(s), click the Save button. Click Close to exit the
window without saving the changes.
Figure 33. Edit Class window

Note: ID numbers must be unique within a level (e.g., each class within a
school must have a unique ID number). If you enter an existing test site ID
number while adding a new test site record or editing an existing one, you
will be notified that the ID number already exists.
34
Setting Up Categories
Note: Only an administrative user can set up categories.
To manage categories, go to the Home screen, select the Administration
Setup icon located in the taskbar, and select the Categories tab
(see Figure 34). The list displays all categories included in the database.
Figure 34. Administration Setup window (Categories tab)

Adding a Category
1. Click the Add button located at the bottom of the screen and add a
category name in the Add Category window (see Figure 35).
2. To save the category, click the Save button. Click Close to exit the
window without saving the new information. Note: You can have up
to 45 categories.
Figure 35.
Add Category
window
35
Editing a Category
Note: Editing a category will remove the link to any test record that is
associated with that category.
1. Select the category you want to edit.
2. Click the Edit button located at the bottom of the screen and edit the
category name as necessary (see Figure 36).
3. To save the change(s), click the Save button. Click Close to exit the
window without saving the changes.
Figure 36.
Edit Category window
Deleting a Category
Note: Deleting a category will remove the link to any test record that is
associated with that category.
1. Select the category you want to delete.
2. Click the Delete button located at the bottom of the screen.
3. I n the Delete Category window (see Figure 37), click Yes to delete the
category. Click No to cancel and return to the Administration Setup
window.
Figure 37.
Delete Category
window
36
Entering Individual
Examinee Data
Note: Administrative information should be added prior to adding
examinees (see the Administration Setup section in this manual for
detailed instructions).
Adding an Examinee
Follow these steps to add a new examinee to the database:
1. From the Home screen, click the Enter Individual Examinee
Data button. This will open the Select or Add Examinee screen
(see Figure 38). Click the Add Examinee button located at the
bottom of the screen.
Figure 38. Select or Add Examinee screen

2. In the Examinee Information screen (see Figure 39), enter the
examinee’s last name, first name, middle initial (optional), birth date,
and sex.
3. Click Save to save the new information. Note: Duplicate examinees
are not permitted. If the examinee already exists in the database, you
will receive an error message, and you will be prompted to re-enter
the examinee’s information.
37
Figure 39. Examinee Information screen
Adding a Test Record

Note: All ASSIST users can add new test records. However, only users
with administrative rights can edit or delete test records.
To add a new test record, click the Add Test Record button located on the
right-hand side of the Examinee Information screen. This will open the
Test Record: Information screen (see Figure 40).
Figure 40. Test Record: Information screen
38
You must complete the Required Information section located at the top of
the screen. All other information is optional. However, to generate group
reports, you will need to select a test site, teacher, or examiner, depending
on the type of group report desired. In addition, if grade norms will be used,
you must enter the examinee’s grade level at the time of testing. If you will
be generating comparison or progress reports, enter the standard scores
from the applicable test(s).
Selecting a Test Site
To select a test site for a test record, click the Select button that corresponds
to the Test Site option. This will open the Select Test Site window, which
allows you to select or add a class (see Figure 41). To search for a class, use
the Quick Find and Search By features located at the top of the screen or
sort classes by clicking the Site Name or ID Number column headings.
Figure 41. Select Test Site window
39
The hierarchy levels shown at the top of the window correspond to the
levels that were created during setup. (Note: The hierarchy levels shown
in Figure 41 are examples only and may not match the levels you selected
during setup.)
The test sites listed correspond to the highlighted level. Note that a “parent”
level must be selected before a sublevel can be selected. For example, you
must select a school before you select a class. Inactive c lasses are not shown.
Adding a Class
Note: Adding a class is required only if you will be generating group reports.
To add a new class, double-click a table row to highlight the Class hierarchy
level, click the Add button located at the bottom of the window, and enter
a site name and ID number (see Figure 42). Click Save to save the new class
information and add the class to the test record. Click Close to return to the
site list without saving the new information.
Figure 42. Add Class window

Note: If the class ID number you entered already exists in the
database (within the current school), you will be prompted to
enter a unique ID number.
40
Selecting a Teacher
To select a teacher from the Test Record: Information screen, click
the Select button that corresponds to the Teacher option. This will open
the Select Teacher window, which allows you to select or add a teacher
(see Figure 43). To search for a teacher, use the Quick Find and Search
By features located at the top of the screen or sort teachers by clicking the
Teacher Name or Teacher ID column headings.
Figure 43. Select Teacher window

Adding a New Teacher
Note: Adding a teacher is required only if you will be generating
group reports.
To add a new teacher from the Test Record: Information screen, click the
Select button that corresponds to the Teacher option. Next, click the Add
button and enter the teacher’s name and ID number in the Add Teacher
window (see Figure 44). Click Save to save the new information and add the
teacher to the test record. Click Close to return to the teacher list without
saving the new information.
41
Figure 44. Add Teacher window
Note: If the teacher ID number you entered already exists in the database,
you will be asked to enter a unique ID number. If the teacher name already
exists in the database, you will be given the option to create a new teacher
record using the name you entered.
Selecting an Examiner
To select an examiner from the Test Record: Information screen, click the
Select button that corresponds to the Examiner option. This will open the
Select Examiner window, which allows you to select or add an examiner
(see Figure 45). To search for an examiner, use the Quick Find and Search
By features located at the top of the screen or sort examiners by clicking the
Examiner Name or Examiner ID column headings.
Figure 45. Select

Examiner window
42
Adding a New Examiner
Note: Adding an examiner is required only if you will be generating
group reports.
To add an examiner from the Test Record: Information screen, click the
Select button that corresponds to the Examiner option. Next, click the
Add button and enter the examiner’s name and ID number in the Add
Examiner window (see Figure 46). Click Save to save the new examiner
information and add the examiner to the test record. Click Close to return
to the examiner list without saving the new information.
Figure 46. Add Examiner window

Note: If the examiner ID number you entered already exists in the database,
you will be asked to enter a unique ID number. If the examiner name
already exists in the database, you will be given the option to create a new
examiner record using the name you entered.
Selecting Category Information
To select or deselect a category, click the check box that appears next to
the applicable category name. You may have to scroll to see all of your
categories. Note: Categories are added from the Administration Setup
screen and not from the Test Record: Information screen.
Selecting Method of Data Entry
Select the applicable method of data entry in the Required Information
section of the Test Record: Information screen. Select Item Entry to enter
responses by item. Select Raw Score Entry to enter raw scores.
43
Entering Item Responses
If you select Item Entry as your method of data entry, a Next button will
appear in the lower right-hand corner of the Test Record: Information
screen. When you click Next, you will be required to enter item responses
in the Item Entry screen.
Entering PPVT–4 Item Responses
Figure 47 shows the PPVT–4 Item Entry screen. When you click in the
corresponding box for each item, the following information is displayed at
the top of the screen:
♦ Item number
♦ Stimulus word
♦ Correct response
♦ Valid responses for that item
Figure 47. PPVT–4 Item Entry screen

Correct item responses are shown in parentheses (in red type) next to each
item number. As you enter item responses, the corresponding boxes will
change color, depending on whether the response is correct or incorrect.
Correct item responses will change the box to a white background.
Incorrect responses will change the box to a blue background. You can use
the Save button (located at the bottom of the screen) at any time to save
your responses. Note: You must enter a response for each item within a set.
44
When you have completed item entry, click the Score button located
in the lower right-hand corner of the screen. A window will appear,
asking whether you would like to re-enter item responses for verification
(see Figure 48).
Figure 48. Item Entry

Verification window
If you click Yes, you will be required to re-enter the responses. When you
have completed item re-entry, click the Verify button. A window will
appear, indicating that all inconsistent responses are shaded in orange. Click
OK. You will be returned to the PPVT–4 Item Entry screen, where you can
correct inconsistencies. Click the Score button when you have finished.
If you click No (or if you complete the item verification process described
above), one of the following screens will appear, depending on the item
responses you entered:
♦ A window indicating that the basal requirement has not been met
♦ A window indicating that the ceiling requirement has not been met
♦A
confirmation screen indicating the number of errors per set, the
ceiling item, total errors (basal through ceiling), and the raw score
If either the basal or ceiling requirements are not met, you will be returned
to the PPVT–4 Item Entry screen, where you can make necessary
corrections to the item responses. Note: To meet the scoring requirements,
it may be necessary to exit the PPVT–4 Item Entry screen (press the Back
button to exit) and readminister the test.
If the confirmation screen appears (see Figure 49), click Yes if you agree
with the results. Click No to return to the PPVT–4 Item Entry screen.
Figure 49. Confirm Scoring

window
45
After you have agreed to the scoring results, you will be returned to the
PPVT–4 Item Entry screen. Click Back to return to the Test Information
screen, click Report to generate an individual report for the test
administration, or click the Home icon located on the taskbar to perform a
new action. Note: See the Reporting section of this manual for instructions
on how to generate reports.
Entering PPVT-III Item Responses
Figure 50 shows the PPVT-III Item Entry screen. When you click in the
corresponding box for each item, the following information is displayed at
the top of the screen:
♦ Item number
♦ Stimulus word
♦ Correct response
♦ Valid responses for that item
Figure 50. PPVT-III Item Entry screen

Correct item responses are shown in parentheses (in red type) next to each
item number. As you enter item responses, the corresponding boxes will
change color, depending on whether the response is correct or incorrect.
Correct item responses will change the box to a white background.
Incorrect responses will change the box to a blue background. You can use
the Save button (located at the bottom of the screen) at any time to save
your responses. Note: You must enter a response for each item within a set.
46
(see Figure 48).
appear, indicating that all inconsistent responses are shaded in orange. Click
OK. You will be returned to the PPVT-III Item Entry screen, where you
can correct inconsistencies. Click the Score button when you have finished.
♦A
confirmation screen indicating the number of errors per set, the
ceiling item, total errors (basal through ceiling), and the raw score
to the PPVT-III Item Entry screen, where you can make necessary
corrections to the item responses. Note: To meet the scoring requirements,
it may be necessary to exit the PPVT-III Item Entry screen (press the Back
button to exit) and readminister the test.
with the results. Click No to return to the PPVT-III Item Entry screen.
PPVT-III Item Entry screen. Click Back to return to the Test Information
administration, or click the Home icon located on the taskbar to perform a
new action. Note: See the Reporting section of this manual for instructions
47
Entering EVT–2 Item Responses
Figure 51 shows the EVT–2 Item Entry screen.
Figure 51. EVT-2 Item Entry screen

As you enter item responses, the corresponding boxes will change color,
depending on whether the response is correct or incorrect. Correct item
responses will change the box to a white background. Incorrect responses
will change the box to a blue background. You can use the Save button
(located at the bottom of the screen) at any time to save your responses.
(see Figure 48).
appear, indicating that all inconsistent responses are shaded in orange.
Click OK. You will be returned to the EVT–2 Item Entry screen, where you
48
♦A
confirmation screen indicating the ceiling item, the total number of
incorrect items between the basal and the ceiling, and the raw score
to the EVT–2 Item Entry screen, where you can make necessary corrections
to the item responses. Note: To meet the scoring requirements, it may be
necessary to exit the EVT–2 Item Entry screen (press the Back button to
exit) and readminister the test.
with the results. Click No to return to the EVT–2 Item Entry screen.
Figure 52. Confirm Scoring window

EVT–2 Item Entry screen. Click Back to return to the Test Information
administration, or click the Home icon located on the taskbar to perform
a new action. Note: See the Reporting section of this manual for
instructions on how to generate reports.
49
Entering EVT Item Responses
Figure 53 shows the EVT Item Entry screen.
Figure 53. EVT Item Entry screen

As you enter item responses, the corresponding boxes will change color,
depending on whether the response is correct or incorrect. Correct item
responses will change the box to a white background. Incorrect responses
will change the box to a blue background. You can use the Save button
(located at the bottom of the screen) at any time to save your responses.
(see Figure 48).
appear, indicating that all inconsistent responses are shaded in orange.
Click OK. You will be returned to the EVT Item Entry screen, where you
50
above), one of the following windows will appear, depending on the item
♦A
confirmation screen indicating the ceiling item, the total number of
incorrect items between the basal and the ceiling, and the raw score
to the EVT Item Entry screen, where you can make necessary corrections
to the item responses. Note: To meet the scoring requirements, it may be
necessary to exit the EVT Item Entry screen (press the Back button to exit)
and readminister the test.
with the results. Click No to return to the EVT Item Entry screen.
EVT–2 Item Entry screen. Click Back to return to the Test Information
administration, or click the Home icon located on the taskbar to perform
a new action. Note: See the Reporting section of this manual for instructions
Entering Raw Scores

If you selected Raw Score Entry as your method of data entry, enter
the examinee’s raw score in the corresponding box located in the
Required Information section of the Test Record: Information screen (see
Figure 40). Click Save to save the information or click Cancel to return
to the Examinee Information screen without saving the information. To
generate a report for the test record, click the Report button located at the
bottom of the screen. Note: See the Reporting section of this manual for
instructions on how to generate reports.
Note: If you change your method of data entry, a window will appear,
indicating that you will lose previously entered data (e.g., item responses or
a raw score value). (See Figure 54.) Click Yes to proceed. Click No to retain
the current data entry method and the previously entered data.
Figure 54. Entry Type

Changed prompt
51
Opening an Examinee
After you have added examinees, you can use the Find and Search By
functions (located at the top of the Select or Add Examinee screen) to
search for examinees by last name, first name, middle initial, birth date,
sex, or ID number. Click a column heading to sort the list (examinees are
sorted in alphabetical order by last name); click the column heading again
to reverse the sort order.
To view an individual examinee’s test records, double-click his or her name
or select the applicable row and click the Open Examinee button located at
the bottom of the screen. This will open the Examinee Information screen,
which displays the examinee’s demographic information and current test
records (see Figure 55).
Figure 55. Examinee Information screen
Deleting an Examinee
Follow these steps to delete an examinee (or multiple examinees) from
the database:
1. Go to the Select or Add Examinee screen and click the examinee
record that you want to delete. To delete more than one examinee
at a time, hold down the Ctrl key on your keyboard while selecting
multiple examinee records.
2. Click the Delete Examinee button located at the bottom of the screen.
52
3. A window will appear, asking you to verify that you want to delete the
test record(s), including all applicable test administrations. Click Yes
to confirm the deletion(s).
Note: Only an administrative user can delete examinees.
Opening a Test Record

To open a test record from the Examinee Information screen (see Figure 55),
double-click the applicable test record or click the test record and click the
Open Test Record button located on the right-hand side of the screen.
Deleting a Test Record

To delete a test record from the Examinee Information screen,
click the applicable test record and click the Delete Test Record button
located on the right-hand side of the screen. A window will appear,
requiring you to confirm the deletion (see Figure 56). Click Yes to delete
the record or click No to cancel the deletion. Note: You can only delete test
records that you own.
Figure 56. Confirm Deletion prompt
53
Changing a Test Owner
Follow these steps to assign a test record to a different user:
1. In the Examinee Information screen (see Figure 55), select the
applicable test record and click the Change Test Owner button
located at the bottom of the screen.
2. A window will appear, displaying all users included in the database
(with the current test owner highlighted). (See Figure 57.) Select the
appropriate user name and click the Update button located at the
bottom of the screen.
Note: Only an administrative user can reassign test records.
Figure 57. Change Test Owner window
54
Entering Group Examinee Data
Adding a Group
Follow these steps to add a group to the database:
1. Go to the Home screen and click the Enter Group Examinee Data
button (or click the corresponding icon located in the taskbar). This
will open the Group Test Information window (see Figure 58).
2. Use the pull-down menus to select a test administration date.
3. Select the applicable test (and form, if applicable).
4. Select a test site, teacher, and examiner if you want to use these
criteria to generate group reports.
5. Click Ok.
Figure 58. Group Test Information window
55
Adding Examinees to a Group
When you add a group to the database and click Ok, the Group Test
Select screen will appear, allowing you to add examinees to the group
(see Figure 59).
Figure 59. Group Test Select screen

Select examinees from the All Examinees list (top half of the screen) by
double-clicking on the examinee records or by selecting the records and
clicking the Add button located at the bottom (center) of the screen.
Each time you select an examinee, the examinee record will appear in the
Group list (bottom half of the screen) and will be highlighted in blue in the
top half of the screen.
You can remove an examinee from a selected group by double-clicking on
a highlighted name in the Group list or by selecting the name and clicking
the Remove button located at the bottom (center) of the screen.
56
Entering an Examinee Test Record
Follow these steps to enter an examinee test record:
1. When all examinees have been selected, click an examinee name
and click the Begin Test button. This will open the Test Record:
Information (Group Entry Mode) screen (see Figures 60, 61, 62, and
63 for the PPVT–4, PPVT-III, EVT–2, and EVT screens, respectively).
2. Select either Item Entry or Raw Score Entry. All other required
information will be filled in automatically.
3. Add optional information as necessary. If you selected a test site,
teacher, or examiner, this information will be filled in automatically.

Figure 60. PPVT–4
Test Record:
Information
(Group Entry
Mode) screen
Figure 61. PPVT-III

Test Record:
Information
(Group Entry
Mode) screen
57
Figure 62. EVT–2
Test Record:
Information
(Group Entry
Mode) screen
Figure 63. EVT

Test Record:
Information
(Group Entry
Mode) screen
4. If you chose Item Entry, click Next to open the Item Entry screen.
See the Entering Item Responses section of this manual for detailed
instructions on entering item responses and verifying scoring data.
(Note: Be sure to refer specifically to the section that is appropriate
for the test that you are using.)
5. If you chose Raw Score Entry, enter the applicable raw score and
click Save.
After you click Save (raw score entry) or enter and verify scoring
information (item entry), you will be returned to the Group Test Select
screen. The examinee’s test record will no longer be displayed in the
bottom half of the screen and will not be highlighted in blue in the top
half of the screen.
58
To enter test record data for the next examinee, from the Group Test Select
screen, select the examinee’s record (in the bottom half of the screen) and
click Next. Repeat Steps 1 through 5 (above). When you have finished with
all examinees for a particular group, click the End Test button to return to
the Home screen.
Note: If you click End Test with examinee tests still awaiting entry, you
will be notified that there are examinees remaining. If you choose to exit
anyway, the group will be removed, and you will be required to add the
group if you want to continue with entry at a later time.
59
Reporting
The ASSIST software allows you to generate both individual and
group reports. See Appendix B for examples of each type of report
(PPVT–4, PPVT-III, EVT–2, and EVT). Note: To generate group reports,
you must assign a test site, teacher, examiner, or category to the applicable
test record(s).
Generating Individual Reports

To generate individual reports, go to the Home screen and click the Run
Individual Reports button. This will open the Individual Reports screen
(see Figure 64).
Figure 64. Individual Reports screen

Select the report that you want to generate (Individual Summary,
Individual Progress, or Receptive-Expressive Comparison) and click
Next. Note: The Receptive-Expressive Comparison report is available for the
PPVT–4 and EVT–2 tests only (and only in instances where grade-based
norms are used).
60
Individual Score Summary Report
Follow these steps to generate Individual Score Summary reports:
1. Select the test, form (if applicable), confidence level, norm group, and
report components and click Next.
2. Select the test records (see Figure 65). Note: To select multiple
records, hold down the Ctrl key on your keyboard and click
individual records or hold down the Shift key and select a group of
records. To run reports for all test records, click the Select All button.
To search for test records, use the Quick Find and Search By features
located at the top of the screen.
Figure 65. Select Test Records window

3. When you have selected the test record(s), click the Preview button
to generate the report(s). The report(s) will be displayed in a preview
window, and you will be given the option to print directly from the
window or to save the report(s) as a PDF or RTF file.
4. To exit the screen without generating reports, click any of the icons
located in the taskbar at the top of the screen. To run additional
individual reports, or to return to the Individual Reports screen, click
the Run Individual Reports button.
61
Individual Progress Report
Follow these steps to generate Individual Progress reports:
1. Select the test(s) and the norm group. Note: Grade norms cannot be
used to score EVT administrations; age norms will be applied.
2. Enter a Start Date and an End Date and click Next.
3. Select the examinee(s) (see Figure 66). Note: To select multiple records,
hold down the Ctrl key and click individual records or hold down
the Shift key and select a group of records. To run reports for all test
records, click the Select All button. To search for test records, use the
Quick Find and Search By features located at the top of the screen.
Figure 66. Select Examinee Record(s) screen

4. When you have selected the examinee(s), click the Preview button
to generate the report(s). The report(s) will be displayed in a preview
window or to save the report(s) as a PDF or RTF file.
62
Receptive-Expressive Comparison Report
Follow these steps to generate Receptive-Expressive Comparison reports:
1. Click Next to open the Receptive-Expressive Comparison Report
Figure 67. Receptive-Expressive Comparison Report window

2. Select an examinee record in the top half of the screen, and select one
PPVT–4 test administration and one EVT-2 test administration in the
bottom half of the screen.
3. When you have selected the applicable tests, click the Preview button
to generate the report. The report will be displayed in a preview
window or to save the report as a PDF or RTF file.
63
Generating Group Reports
To generate group reports, go to the Home screen and click the Run Group
Reports button. This will open the Group Reports window (see Figure 68).
Figure 68. Group Reports window

Select the report that you want to generate (Group Score Summary,
Group Diagnostic Analysis, Single-Group Progress, or Multiple-Group
Progress) and click Next.
64
Group Score Summary Report
Follow these steps to generate Group Score Summary Reports:
1. Select the test, form (if applicable), confidence level, and norm
group and click Next to open the Group Score Summary Report
Figure 69. Group Score Summary Report window

2. In the Group By section of the window, select whether to group by
Class, Teacher, or Examiner. Click Select to browse from a list.
Note: If you choose to group by class, you will be required to navigate
through the hierarchy levels that were created during setup.
3. Enter a Start Date and an End Date for your report.
4. Select the appropriate age and/or grade range, depending on the norm
group(s) used.
5. If you created categories, you can use the Examinee Subcategories
section to create a search string to filter out records that do not meet
your categorical assignments. Detailed instructions for creating a
search string are displayed on the screen.
6. When you have finished filling in all of the appropriate information,
click the Preview button to generate the report. The report will be
displayed in a preview window, and you will be given the option
to print directly from the window or to save the report as a PDF or
RTF file.
65
located in the taskbar at the top of the screen, or click the Back button
to return to the Group Reports screen.
Group Diagnostic Analysis
Follow these steps to generate Group Diagnostic Analysis Reports:
1. Select the test and form (if applicable), and select whether you want
suggested interventions. Click Next to open the Group Diagnostic
Analysis Report window (see Figure 70).
Figure 70. Group Diagnostic Analysis Report window

2. In the Group By section, select whether to group by Class, Teacher,
or Examiner. Click Select to browse from a list. Note: If you choose to
group by class, you will be required to navigate through the hierarchy
levels that were created during setup.
3. Enter a Start Date and an End Date for your report.
group(s) used.
66
RTF file.
Single-Group Progress Report
Follow these steps to generate Single-Group Progress Reports:
1. Select the test, form (if applicable), and norm group. Click Next to
open the Single-Group Progress Report window (see Figure 71).
Figure 71. Single-Group Progress Report window

2. In the Group By section, select whether to group by Test Site,
Teacher, Examiner, or Category. Click Select to browse from a list.
Note: If you choose to group by test site, you will be required to
navigate through the hierarchy levels that were created during setup.
67
3. Enter the date ranges you wish to use for your groups. You can enter
up to five date ranges per group. From the Single-Group Progress
Report window, click the Add/Edit Date Ranges button to open the
Date Ranges window (see Figure 72).
Figure 72. Date Ranges window

4. Use the drop-down menus to edit an existing date range. Click the
Add button to add additional date ranges within the same school year
(July 1 through June 30). To delete a date range, click in any field and
click the Remove button. When all date ranges have been added, click
Save to return to the Single-Group Progress Report screen.
group(s) used.
RTF file.
68
Multiple-Group Progress Report
Follow these steps to generate Multiple-Group Progress Reports:
1. Select the test, form(s) (if applicable), and norm group. Click Next to
open the Multiple-Group Progress Report screen (see Figure 73).
Figure 73. Multiple-Group Progress Report window

2. In the Group By section of the screen, select whether to group by Test
Site, Teacher, or Examiner. Note: If you choose to group by test site,
you will be required to navigate through the hierarchy levels that were
created during setup.
3. Click Select to browse from a list. You can select any test site level that
is above the class level. All groups below the selected test site level will
be included in the report. Note: It is not necessary to select a teacher
or examiner, as they are included by default for associated test records
within the given date range.
4. To add or edit date ranges, go to the Single-Group Progress Report
window and click the Add/Edit Date Ranges button (see Figure 71)
to open the Date Ranges window (see Figure 74). Use the drop-down
menus to edit existing date ranges. Click Add to add date ranges
within the same school year (July through June 30). To delete a date
range, click in any of its fields and click Remove. Note: You may select
up to five date ranges.
69
Figure 74. Date Ranges screen
5. When all date ranges have been added, click Save to return to the
Single-Group Progress Report screen. Click Cancel to exit without
saving the changes.
6. Select the applicable age or grade range, depending on the norm
group selected. The default is either All Ages or All Grades.
RTF file.
70
Importing and Exporting Data
The ASSIST software provides several options for importing and
exporting data. The application allows users to import examinees,
teachers, and examiners as well as PPVT-III ASSIST Version 1.x data
and EVT ASSIST Version 1.x data. It also allows users to export a
“Research File” that contains examinee data. To access the Import or
Export Data screen (see Figure 75), go to the Home screen and click
the Import or Export Data button.
Importing Data
Follow these steps to import examinee, teacher, or examiner data:
1. Select whether to import examinee, teacher, or examiner data by using
the pull-down menu located in the Import Examinees and Teachers
section at the top of the Import or Export Data screen.
Figure 75. Import or Export Data screen
71
2. Click the Select file pull-down menu to browse your computer for the
file that you want to import (see Figure 76). Note: Data files must be
in a tab-delimited format.
Figure 76. Open file window

3. To import a file, double-click the appropriate file name or select
the file name and click the Open button located at the bottom of
the window. The file name will appear in the Import or Export
Data screen.
4. Click Continue to open the Import Examinee Data: Assign Labels
screen and follow the onscreen instructions for assigning labels to
imported data (see Figure 77).
Figure 77. Import Examinee

Data: Assign Labels screen
72
5. Select the data row(s) that you want to import and click the Import
button located at the bottom of the screen. Click the Select All button
to import all data.
♦A
n examinee’s first and last name, sex, and birth date are required
to import an individual examinee data set.
♦A
teacher’s name and ID number are required to import an
individual teacher data set.
♦A
n examiner’s name and ID number are required to import an
individual examiner data set.
Note: Imported data will be checked automatically for names and ID
numbers that already exist in the PPVT & EVT ASSIST database. Duplicates
will be identified after importing is complete.
6. Click the Back button to return to the Import or Export Data screen.
Follow these steps to import PPVT-III Version 1.x data and
EVT Version 1.x data:
1. Open the Import or Export Data screen and use the pull-down menu
to select either PPVT-III ASSIST Version 1.x data or EVT ASSIST
Version 1.x data.
2. Click Select File to browse your computer for the file that you want
to import.
3. Navigate to the appropriate folder and select the data.dbf file that
corresponds either to your PPVT-III ASSIST Version 1.x or to your
EVT ASSIST Version 1.x.
4. Click Continue to start the import process. When the import is
complete a window will appear, displaying a report of how many
records were imported.
73
Exporting Data
Follow these steps to export examinee data:
1. Open the Import or Export Data screen, and in the Export Research
File section, select the type of data that you want to export.
2. Select the test, norm group, and confidence level that you want
to export.
3. Click Export to open the Location and Name of Export File window
(see Figure 78).
Figure 78. Location and Name of Export File window

4. Enter a file name, select a destination for the file, and click Save.
A verification window will appear. Click OK.
Note: To export test data, you must have read access to the examinee’s test
records. Administrative users can export all test records. See Appendix A of
this manual for a list of variable labels used in the export files.
74
Merging Data
To merge ASSIST data, go to the Home screen and click the Merge Data
button. This will open the Merge Import and Export tab located on the
Merge Data screen (see Figure 79). Select one of the following options:
♦ I mport Data From Another Database. This allows you to import into
your current PPVT & EVT ASSIST database data that were created
previously in another PPVT & EVT ASSIST database.
♦E
xport Individual Examinee Data. This allows you to export
individual examinees and their associated tests to a file that can be
imported to another PPVT & EVT ASSIST database. When imported,
these tests will not be associated with any teacher or class, and as such,
they will produce Individual Progress Reports only.
♦E
xport Group Examinee Data. This allows you to export groups of
examinees and their associated tests to a file that can be imported to
another PPVT & EVT ASSIST database. When imported, all tests will
remain associated with the original teacher and class. If data exist in
the current database, they can be modified (via the Merge Edit tab
located on the Merge Data screen) after they have been imported.
Figure 79. Merge Data screen (Merge Import and Export tab)
75
Exporting Individual Examinee Data
Follow these steps to export individual examinee data:
1. Go to the Merge Data screen, select the Merge Import and Export
tab, and click the Export Data button located in the Export
Individual Examinee Data section. This will open the Select
Examinees to Export screen (see Figure 80).
2. Hold down the Ctrl key on your keyboard (Command key, for
Macintosh users) while selecting each examinee whose data you
want to export. Click the Select All button to select all examinees
in the database.
Figure 80. Select

Examinees to
Export screen

3. Click Continue to open the Location and Name of Merge File window
(see Figure 81). Enter a file name and click Save.
Figure 81. Location

and Name of Merge
File window
76
4. The Export Complete dialog will appear (see Figure 82). Click OK to
return to the Merge Data screen.
Figure 82. Export Complete

dialog
Exporting Group Examinee Data

Follow these steps to export group examinee data:
tab, and click the Export Data button located in the Export Group
Examinee Data section. This will open the Select Examinees to
Export screen.
2. Hold down the Ctrl key on your keyboard (Command key, for
Macintosh users) while selecting each examinee whose date you want
to export. Click the Select All button to select all examinees.
3. Click Continue to open the Location and Name of Merge File window.
4. Enter a file name and click Save.
5. The Export Complete dialog will appear. Click OK to return to the
Merge Data screen.
77
Importing Data From Another PPVT & EVT ASSIST Database
Follow these steps to import data from another database:
tab, and click the Import Data button located in the Import Data
From Another Database section.
2. Browse your computer to locate the file that you want to import.
3. Click Open from the Select a Merge File window (see Figure 83).
Figure 83. Select a Merge File window

4. The Import Details dialog will appear (see Figure 84). Click OK to
return to the Merge Data screen.
Figure 84. Import

Details dialog
78
5. Click the Merge Edit tab from the Merge Data screen to display
the records in the selected file. The files and records can be opened
and edited.
Importing an Individual
1. Go to the Merge Data screen and click the Merge Edit tab
(see Figure 85).
Figure 85. Merge

Data screen
(Merge Edit tab)

2. From the pull-down menu, select Individual Examinee Merge to view

a list of all examinee records in the file. Records with errors are color-
coded and must be edited before importing.
3. Select an examinee record and make changes as necessary
(see Figure 86).
Figure 86. Merge

Data screen
(Merge Edit tab
showing individual
import records)
79
4. After correcting errors, click the Import button to display the results
in the Import Report dialog (see Figure 87).
Figure 87. Import Report dialog

Importing a Group
1. Go to the Merge Data screen and select the Merge Edit tab .
2. From the pull-down menu, select the applicable group. This will
display a list that includes all examinee test records in that class.
Group information is displayed at the bottom of the screen and
can be edited. Test records are grouped by school and class
(see Figure 88). Records with errors are color-coded and must
be edited before importing.
Figure 88. Merge Data screen

(Merge Edit tab showing
imported group examinee
records)
80
3. Select an examinee test record and correct errors as necessary
(see Figure 89).
Figure 89. Merge

Data screen
(Merge Edit tab
showing examinee
record selected
from imported
examinee group
records)
4. After correcting any errors, click the Import button to display the
results in the Import Report dialog.
5. To exit the Import Report dialog and return to the Merge Data
screen, click the X located in the upper right-hand corner of the
screen (for Macintosh users, this is located in the upper left-hand
corner). The screen will be clear of all records except those still
containing errors.
6. Click the Merge History tab to review the merge data history. Click a
merge data import group to review individual examinee records. Click
the Home button located at the bottom of the screen to return to the
ASSIST Home screen.
81
Technical Support
Technical Support is available for the PPVT & EVT ASSIST software.
For assistance:
♦ Visit http://ags.pearsonassessments.com/tech.
♦C
all Pearson Assessments at 800-627-7271. Representatives are
available from 8:00 a.m. to 4:30 p.m. (CST).
82
Appendix A: Export File Variables
for the PPVT–4 Test
Research files that have been exported from the PPVT–4 ASSIST software are
assigned the following labels and are used to identify the exported variables.
Name Description
LAST_NAME Last Name

FIRST_NAME First Name
MIDDLE_INITIAL Middle Initial
BIRTHDAY Birthday
GENDER Gender
ID_NUMBER ID Number
GRADE Grade
REASON_FOR_TESTING Reason for Testing
TEST_DATE Test Date
TEST_NAME Test Name
FORM_ID Form ID
NORM_GROUP Norm Group
SCHOOL School
CLASS Class
TEACHER Teacher
EXAMINER Examiner
RAW_SCORE Raw Score
STANINE Stanine
STANDARD_SCORE Standard Score
NCE Normal Curve Equivalent
AGE_EQ or GRADE_EQ Age Equivalent or Grade Equivalent
PERCENT_RANK Percentile Rank
CONFIDENCE_INT Confidence Interval
CONFIDENCE_LEVEL Confidence Level
GSV Growth Scale Value
ITEM_SET_1 - ITEM_SET_19 Item Responses
83
for the EVT–2 Test
Research files that have been exported from the EVT–2 ASSIST software are
Name Description
LAST_NAME Last Name

BIRTHDAY Birthday
GENDER Gender
ID_NUMBER ID Number
GRADE Grade
TEST_DATE Test Date
TEST_NAME Test Name
FORM_ID Form ID
SCHOOL School
CLASS Class
TEACHER Teacher
EXAMINER Examiner
RAW_SCORE Raw Score
STANINE Stanine
ITEM_1 - ITEM_192 Item Responses
84
for the PPVT-III Test
Research files that have been exported from the PPVT-III ASSIST software are
Name Description
LAST_NAME Last Name

BIRTHDAY Birthday
GENDER Gender
ID_NUMBER ID Number
GRADE Grade
TEST_DATE Test Date
TEST_NAME Test Name
FORM_ID Form ID
SCHOOL School
CLASS Class
TEACHER Teacher
EXAMINER Examiner
RAW_SCORE Raw Score
STANINE Stanine
ITEM_SET_1 - ITEM_SET_17 Item Responses
85
for the EVT Test
Research files that have been exported from the EVT ASSIST software are
Name Description
LAST_NAME Last Name

BIRTHDAY Birthday
GENDER Gender
ID_NUMBER ID Number
GRADE Grade
TEST_DATE Test Date
TEST_NAME Test Name
SCHOOL School
CLASS Class
TEACHER Teacher
EXAMINER Examiner
RAW_SCORE Raw Score
STANINE Stanine
ITEM_1 - ITEM_190 Item Responses
86
Peabody Picture Vocabulary Test, Fourth Edition
Examinee Information Test Information
Name: GREG FIGG Date: 11/20/2006
ID Number: 10061190 Form: A
Birth Date: 11/02/1996 Teacher/Counselor Name: LIZ QUIGLEY
Age: 10:0 Teacher/Counselor ID: 7
Sex: Male Examiner Name: CODY VEE
Language Spoken at Home: ENGLISH Examiner ID: 3
87
Grade: 4
Test Site: QUIGLEY CLASS
Individual Summary Report, page 1 of 10
Reason for Testing:

The Peabody Picture Vocabulary Test, Fourth Edition (PPVT™–4) is a test of the receptive (hearing) vocabulary of children and adults. The PPVT–4 test is an
individually administered norm-referenced, wide-range instrument. The PPVT–4 ASSIST™ is designed to aid in the scoring and interpretation of the PPVT–4 test. This
computer-generated report should not be the sole basis for making important diagnostic or treatment decisions.
PPVT is a trademark of the Wascana Limited Partnership ASSIST is a trademark of NCS Pearson, Inc.
Report printed for: Pearson Users CONFIDENTIAL Report generated by PPVT & EVT version 1.1
Report Date: 11202006 Page 1 of 10 Copyright ©2007 NCS Pearson, Inc. All rights reserved.
Individual Score Summary Report - Form A (Age Norms) GREG FIGG
ID Number: 10061190 Age: 10:0 Test Date: 11/20/2006
88
Score Summary
90% Conf.
Raw Score Standard Score GSV Percentile NCE Stanine Age Equivalent Description
Interval
162 108 102 - 114 185 70 61 6 11:4 Average
Individual Diagnostic Analysis Report - Form A GREG FIGG
Item
Number
Noun
Verb
Attribute
Item
Number
Noun
Verb
Attribute
Item
Number
Noun
Verb
Attribute
Item
Number
Noun
Verb
Attribute
Item
Number
Noun
Verb
Attribute
1 25 49 73 97
2 26 50 74 98
3 27 51 75 99
4 28 52 76 100
5 29 53 77 101
6 30 54 78 102
7 31 55 79 103
8 32 56 80 104
9 33 57 81 105
10 34 58 82 106
11 35 59 83 107
12 36 60 84 108
13 37 61 * 85 109
14 38 62 86 110
89
15 39 63 87 111
16 40 64 88 112
17 41 65 89 113
18 42 66 90 114
19 43 67 91 115
20 44 68 92 116
21 45 69 93 117
22 46 70 94 118
23 47 71 95 119
24 48 72 96 120
Key: = errors, * = basal and ceiling items
Individual Diagnostic Analysis Report - Form A GREG FIGG
Item
Number
Noun
Verb
Attribute
Item
Number
Noun
Verb
Attribute
Item
Number
Noun
Verb
Attribute
Item
Number
Noun
Verb
Attribute
Item
Number
Noun
Verb
Attribute
121 145 169 193 217
122 146 170 194 218
123 147 171 195 219
124 148 172 196 220
125 149 173 197 221
126 150 174 198 222
127 151 175 199 223
128 152 176 200 224
129 153 177 201 225
130 154 178 202 226
131 155 179 203 227
132 156 * 180 204 228
133 157 181 205
134 158 182 206
90
135 159 183 207
136 160 184 208
137 161 185 209

138 162 186 210
139 163 187 211
140 164 188 212
141 165 189 213
142 166 190 214
143 167 191 215
144 168 192 216
Key: = errors, * = basal and ceiling items

Percent
Part of Speech Attempted Correct 10% 20% 30% 40% 50% 60% 70% 80% 90%
Correct
Noun 62 51 82
Verb 17 15 88
Attribute 17 12 71
Score Summary Narrative - Form A (Age Norms) GREG FIGG
The Peabody Picture Vocabulary Test, Fourth Edition (PPVT™–4), measure is a test of the receptive (hearing) vocabulary of children and adults. The measure is an individually
administered, norm-referenced, wide-range instrument.
On 11/20/2006, Greg was administered the PPVT–4 Form A. He was 10 years old and in fourth grade at the time of testing. Age norms were used to score the administration.
Greg obtained a PPVT–4 standard score of 108. The chances are about 90% that the range of scores from 102 to 114 includes his true score. His percentile rank of 70 means that
Greg scored as well or better than 70 percent of examinees of his age. His test-age equivalent is 11:4. Greg's receptive vocabulary functioning is in the average range.
91
Suggested Interventions GREG FIGG
Effective vocabulary interventions are informed by the accumulated scientific evidence concerning how individuals learn new words, why some individuals lag in their vocabulary
development, and what kinds of interventions are most effective for bringing about change in vocabulary development. The accummulated evidence suggests that effective
vocabulary interventions will reflect five principles. When collectively applied to the design of vocabulary interventions, the five principles will provide a robust means for
accelerating the vocabulary growth of infants through adults.
• Principle of Interest: This principle emphasizes the importance of promoting an individual's interest in words as objects of attention and scrutiny.
• Principle of Use: This principle emphasizes the importance of an individual's active engagement with words as an effective route to learning new words.
• Principle of Repetition: This principle emphasizes the need to provide clear connections between words and their meanings to facilitate learning.
• Principle of Explicitness: This principle emphasizes that one learns the meaning of a word only gradually over time and with repeated exposures to that word in a variety of
different contexts.
• Principle of Intensity: This principle emphasizes the importance of addressing as many words as possible within vocabulary interventions to promote breadth of knowledge.
Based on Greg's PPVT™–4 standard score of 108, the reinforcement activities listed below are suggested to further develop Greg's vocabulary skills. The full activity descriptions
are provided at the end of this report.
92
Upper Elementary–Receptive (UE–R) :
UE–R1. Robust Vocabulary Instruction
UE–R2. Semantic Maps
UE–R3. Prefix Instruction
Additionally, The Bridge of Vocabulary (sold separately) by Judy K. Montgomery offers an explicit set of vocabulary intervention activities that are tied to evidence-based research
and to curriculum standards that were developed for both general and special educators. Each activity in The Bridge of Vocabulary directly links a specific vocabulary intervention
to a research-based strategy and a state-level curriculum standard and presents a systematic, intesive approach to help you foster vocabulary and language growth.
Based on Greg's PPVT–4 standard score of 108, you may want to review the following sections in The Bridge of Vocabulary for additional intervention activities at the individual,
group, or classroom level.
Upper Elementary (UE)
Topic / Code Activity Title
Antonyms & Synonyms

UE 1.1 Synonyms Mean the Same
UE 1.2 Define the Opposite
Classification & Categorization
UE 2.1 Three of a Kind
UE 2.2 Bugs in Action
UE 2.3 Which Words Belong? (Part 1)
Compound Words
UE 3.1 Create a Compound
Meaning & Usage
UE 4.1 Decide a Definition
UE 4.2 Sentence Creator
UE 4.3 You Define It
UE 4.4 Word Application (Part 1)
Storytelling
UE 5.1 Story Starters
93
UE 5.2 Read and Respond (Part 1)
Word Parts (Prefixes, Suffixes, and Roots)
UE 6.1 Prefix Picker (Part 1)
UE 6.2 Add an Ending (Part 1)

UE 6.3 Root Word Detective
Word Play
UE 7.1 Adjective Bingo
UE 7.2 Cinquains
UE 7.3 Hink Pinks (Part 1)
UE 7.4 Hink Pinks (Part 2)

UE 7.5 Cross the Categories
Upper Elementary–Receptive (UE–R)
UE–R1. Robust Vocabulary Instruction
Robust vocabulary instruction is a term coined by Isabel Beck and her colleagues (Beck, McKeown, & Kucan, 2002) to describe an approach to vocabulary instruction in which
words are brought to life for students. Beck and colleagues argue that typical vocabulary instruction is “dull” and “less than interesting” (p. 12–13), doing little to provoke children's
independent interest in and motivation toward words. With robust vocabulary instruction, students learn to be intrigued by and curious about words they do not know, and to “notice
words in their environments whose meanings they do not know” (p. 13). Given that there are far too many words to teach directly to children through direct instruction, Beck and
colleagues suggest that robust vocabulary instruction provides a critical avenue for making children seek out the learning of new words on their own, thus becoming independent
learners of vocabulary.
To provide robust vocabulary instruction, teachers and other professionals must ensure that students have ample opportunities to both hear and explore previously unknown words.
In a classroom using robust vocabulary procedures, several new words are introduced each day in various contexts and activities. An important feature of robust vocabulary
instruction is allowing children to hear “student-friendly definitions” that make sense to them and then generate their own definitions of words. Some activities that might be used in
robust vocabulary instruction to provide student-friendly definitions and to help students engage meaningfully and enjoyably with new words are these:
1. Linking words to children's lives: Play a “have you ever” game with children that poses a question about a new word, as in, “Have you ever felt exhausted? Tell me about it…”
2. Finding out which words children like: Play an “applause, applause” game with children in which they clap softly versus loudly for words they like or don't like, or words they
would like used to describe them versus those they would not.
3. Elaborating words during storybook reading interactions: Select several unknown words from storybooks read to the class, and pause during reading to discuss the meanings of
these words. Allow children to give definitions using their own words and examples.
Reference:
94
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. NY: Guilford Press.
UE–R2. Semantic Maps
Semantic mapping is one of the more well-known and often used vocabulary instruction activities. With semantic mapping, students are helped to develop a visual map of the lexical
linkages among words. These maps can help students to learn the meanings of new words and to understand how groups of words are conceptually related. It is a multi-modal
activity that involves visual representations of words; thus it may be particularly helpful for students who benefit from hands-on active learning activities.
When leading a semantic mapping activity, students should be supported in developing maps that involve horizontal and vertical relationships among words and concepts. A
horizontal map involves identifying concepts that are similar to a target word. A vertical map involves identifying concepts that help to define a word or that fit under the word.
Thus, for the word marsh, a horizontal map would include identifying other bodies of water (e.g., bayou, swamp, lake, pond) and a vertical map would include items that are useful to
defining and characterizing marsh (e.g., tidal, grasses, shallow, crabs). A comprehensive semantic map will include both horizontal and vertical relationships, and mapping activities
involve supporting students to expand their maps in both horizontal and vertical directions.
Reference:
Lerner, J. (1997). Learning disabilities: Theories, diagnosis, and teaching strategies. Boston: Houghton Mifflin.
95
UE–R3. Prefix Instruction
When providing vocabulary instruction in the later elementary grades, instruction typically includes some direct instruction on prefixes. Most prefixes have a clear lexical meaning
(e.g., un- meaning not) and most are used in a great many words, thus providing instruction in prefixes is considered a fairly efficient and effective approach for significantly
broadening students' vocabulary (Graves, 2004). Exposure to prefixed words is relatively infrequent in the early elementary grades, but becomes more frequent in the later
elementary grades (3 to 5), thus including prefix instruction at these higher grade levels is recommended (White, Sowell, & Yanagihara, 1989). Experts suggest teaching students in
these grades the 20 most common prefixes; by spreading these over three grades, the number of prefixes to be targeted in each grade is not overwhelming (Graves, 2004). To ensure
that the 20 most frequently occurring prefixes (based on White et al., 1989) are taught across these grades, one way to organize prefixes by grade would be:
3rd grade: un-, re-, the “not” prefixes (in-, im-, ir-, il-), dis-, en-
4th grade: em-, non-, in-, im-, over-, mis-, sub-, pre-, inter-
5th grade: fore-, de-, trans-, super-, semi-, anti-, mid-, under-
As is recommended for any type of strategy instruction, educators should use a systematic approach to prefix instruction that involves these steps:
1. Explicit description of the strategy and when/how it is used

2. Teacher modeling of the strategy being applied
3. Teacher-student collaboration in application of the strategy
4. Guided practice of the student applying the strategy with gradual withdrawal of support by the teacher
5. Independent use of the strategy by the student with monitoring by the teacher
References:
Graves, M. F. (2004). Teaching prefixes: As good as it gets? In J. F. Baumann & E. J. Kame'enui (Eds.), Vocabulary instruction: Research to practice (pp. 81–99). NY: Guilford
96
Press.White, T. G., Sowell, J., & Yanagihara, A. (1989). Teaching elementary students to use word-part clues. The Reading Teacher, 42, 302–308.
Individual Progress Report (Age Norms) GREG FIGG
Examinee Information
The Growth Scale Value (GSV) is a score that tracks vocabulary over time. Much like
ID Number: 10061190
"inches" are an equal-interval scale of length, the GSV is an equal-interval scale of
vocabulary. Therefore, the GSV can be used as a "yardstick" by which progress can be Birth Date: 11/02/1996
measured throughout the school years. It can also be used to compare a student's
ability to a reference group of all the students in a particular grade or at a particular Sex: Male
age. For example, on the EVT-2, a GSV score of 133 is average for students aged 10
years and 2 months; a GSV of less than 133 would reflect a lower vocabulary and a Language Spoken ENGLISH
GSV greater than 133 would reflect a higher vocabulary for students at this age. At Home:
GSV Chart EVT Administrations

Test/ National GSV Scores
Seq. Test Date Age SS GSV
Form Mean Range
Individual Progress Report
1 11/20/2005 9:0 EVT/NA 109 173 172 158-186

2 11/15/2006 10:0 EVT–2/A 143 194 180 165-195
97
Report printed for: Pearson Users CONFIDENTIAL Report generated by EVT version 1.1
Individual Receptive–Expressive Comparison Report GREG FIGG
ID Number: 10061190 (PPVT-4) Age: 10:0 (EVT-2) Age: 10:0
Birth Date: 11/02/1996 Grade: 4 Grade: 4
Sex: Male Test Site: QUIGLEY CLASS Test Site: QUIGLEY CLASS
Language Spoken Teacher: LIZ QUIGLEY Teacher: LIZ QUIGLEY
At Home: ENGLISH Examiner: CODY VEE Examiner: CODY VEE
Score Comparison Description of Comparison

Norm Standard Significance % of Population By comparing performances on EVT–2 and PPVT™–4, examiners can test hypotheses about the basis of
Test/Form Test Date
Group Score of Difference with Difference vocabulary problems. If there is no significant difference between the two scores, the examiner may
PPVT-4 A 11/20/2006 Age 108 conclude that both scores reflect the examinee's vocabulary knowledge. A significant difference between
the scores with the EVT–2 lower may indicate a problem of word retrieval. Conversely, a significantly
EVT-2 A 11/15/2006 Age 128
higher EVT–2 score may indicate that the individual is better at demonstrating vocabulary knowledge in an
Standard Score Difference = 20 .01 5 open, expressive format than in a receptive, focused format.
Percent
Part of Speech Test Attempted Correct 10% 20% 30% 40% 50% 60% 70% 80% 90%
Correct
PPVT-4 62 51 82
Noun
EVT-2 83 53 64
PPVT-4 17 15 88
Verb
EVT-2 18 13 72
PPVT-4 17 12 71
98
Attribute
EVT-2 29 21 72
Percent
Home/School Test Attempted Correct 10% 20% 30% 40% 50% 60% 70% 80% 90%
Correct
PPVT-4 60 50 83
School
EVT-2 59 36 61
PPVT-4 36 28 78
Home
EVT-2 71 51 72
Percent
Receptive-Expressive Comparison Report, page 1 of 3
Tiered Words Test Attempted Correct 10% 20% 30% 40% 50% 60% 70% 80% 90%
Correct
PPVT-4 1 1 100
Tier 1
EVT-2 10 6 60
PPVT-4 30 25 83
Tier 2
EVT-2 61 47 77
PPVT-4 65 52 80
Tier 3
EVT-2 59 34 58
Results Narrative
Various methods of qualitative analysis were applied to Greg's PPVT™–4 and EVT–2 scores, as reflected in the Individual Receptive-Expressive Comparison Report.
Interpretation of these data may assist you in developing hypotheses about his performance. These data can be used to address how Greg performed on the PPVT–4 measure, in
comparison to the EVT–2, and how he performed on subsets of items. Information gained by one or more of these approaches can supplement the quantifiable information provided
by standard scores.
There is a significant difference at the .01 level between Greg's EVT–2 standard score and PPVT–4 standard score, indicating that Greg performed better on expressive vocabulary
tasks than on receptive vocabulary tasks. This difference may indicate that Greg is better at demonstrating vocabulary knowledge in an open, expressive format like that of the
EVT–2 than in a focused, receptive format like that of the PPVT–4 measure. Only 5 percent of the standardization sample showed a difference this large.
Classification by Part of Speech
In addition to comparing the PPVT–4 and EVT–2 scores, you may develop a better understanding of Greg's performance by examining the incorrect responses grouped by
grammatical form or part of speech. Each PPVT–4 and EVT–2 item is designated by its usage within the test (i.e., as a noun, verb, adjective, or adverb). Adjectives and adverbs are
collectively labeled "Attributes." Examining Greg's number of incorrect responses by grammatical form or part of speech may reveal where he could most benefit from focused
vocabulary instruction.
Most nouns can be learned in a concrete, straightforward manner. However, learning the meanings of words that denote an action or describe the attributes of some thing or some
action is a more abstract task. The Comprehensive Assessment of Spoken Language (CASL), by Carrow-Woolfolk, is highly recommended as an in-depth diagnostic tool because it
includes various receptive and expressive tests that address both lexical and syntactic language skills.
99
Classification by Home Versus School Vocabulary
The PPVT–4 and EVT–2 words, and pictured contexts they represent, have been categorized as "Home" or "School" in order to estimate the impact of home-living versus
educational experiences on the examinee's English vocabulary development. By using this classification system to compare Greg's performance, interesting hypotheses can be
generated about the opportunities he has had in his home and educational language environments to build his English vocabulary and about how much he is profiting from these two
environments in terms of English language vocabulary development.
If Greg has more correct responses using vocabulary common to his home, this may indicate that vocabulary-building influences at home are enriched through frequent reading and
conversation in English. Similarly, more correct responses common to his school setting may indicate that he is profiting from his English language educational experiences.
Greg's errors in either the home or school vocabulary classifications might indicate that he may need help in acquiring a broader English vocabulary.
Classification by a Three-Tier Model

The fourth qualitative analysis classifies words into three tiers for determining where to focus vocabulary instruction. The method is based on the work of Beck, McKeown, and
Kucan (2002), as describe in their book Bringing Words to Life. It was adapted to fit the task of the test.
Tier One words are part of the vocabulary that is learned by oral dialog in the home. They include PPVT–4 and EVT–2 items that address body parts, basic colors and numbers,
common household objects, common fruits and vegetables, common domesticated animals and prevalent wild animals, and food items found in most homes. Tier One errors might
indicate that Greg may need help with basic English vocabulary, in following conversations in the home setting, and in acquiring a broader vocabulary in English.
Tier Two words are fairly common in oral instructions or in curriculum materials at a developmentally appropriate level. Knowing this type of vocabulary is highly beneficial to
Results Narrative (continued)

following directions or acquiring literacy skills. Items classified in Teir Two include all verbs, adjectives and adverbs (except colors and numbers), less common fruits and
vegetables, and undomesticated animals found in age-appropriate literature. Tier Two errors may indicate that Greg needs instruction with these types of English words in order to
more fully benefit from instructional settings. Additionally, he may need specific help in labeling actions and attributes and in recognizing the purpose of these words in print.
Tier Three words represent specialized knowledge representative of an enriched verbal environment for a particular developmental level. They include all shapes, tools and
instruments, musical instruments, vocabulary about animals, and names of workers. Tier Three errors may indicate that Greg has a limited background or world knowledge. Greg
may have less exposure to specialized knowledge than do peers of the same age who have a more enriched English vocabulary.
Crossover Vocabulary Sampling Between EVT–2 and PPVT–4
Another qualitative analysis of receptive-expressive comparison involves evaluating performance on EVT–2 items whose correct responses appear as stimulus words on the
PPVT–4 instrument or that assess the same (or similar semantic concepts) represented in some PPVT–4 items.
For further information on this analysis, see page 19 of the record form, Appendix C, and Chapter 4 of the EVT–2 Manual.
100
Group Score Summary Report (Age Norms) Class: QUIGLEY CLASS
Raw Standard 90% Conf. Age

Examinee Name Age Test Date Form Percentile Stanine NCE GSV
Score Score Interval Equivalent
SMITH, JONATHAN 9:3 11/15/2006 B 77 76 70 - 84 5% 2 16 147 6:0
JONES, BEN 9:4 11/15/2006 B 72 71 66 - 80 3% 1 9 143 5:8
CARLSON, STEVE 9:7 11/15/2006 B 78 75 69 - 84 5% 2 15 148 6:1
ANDERSON, NORMAN 9:8 11/15/2006 B 88 78 72 - 86 7% 2 19 154 6:11
DICKSON, LYLE 9:11 11/15/2006 B 87 78 72 - 86 7% 2 19 153 6:10
FIGG, GREG 10:0 11/15/2006 A 147 128 120 - 134 97% 9 89 186 17:5
TUTTLE, CONNOR 10:3 11/15/2006 B 153 132 124 - 137 98% 9 95 188 19:11
PUGHSLEY, HUNTER 10:4 11/15/2006 A 161 141 132 - 146 99.7% 9 >99 194 >24:11
NELSON, CONRAD 10:7 11/15/2006 A 148 128 120 - 134 97% 9 89 187 17:8
EGGLE, GARRETT 10:8 11/15/2006 A 152 130 122 - 136 98% 9 92 189 21:7
Group Score Summary Report
OLSON, ROBERT 10:11 11/15/2006 A 170 150 141 - 155 >99.9% 9 >99 201 >24:11
Averages 108 56% 6 58 172
101
Group Diagnostic Analysis Report Examiner: MS. JERGENS
Noun Verb Attribute

Examinee Name* Form Test Date
Attempted Correct % Correct Attempted Correct % Correct Attempted Correct % Correct
WILLIS, GRACE B 11/06/2006 83 57 69 41 32 78 32 23 72
SAMUELS, JAMIE B 11/06/2006 12 7 58 8 5 63 4 3 75
AUGLAND, VANESSA B 11/06/2006 93 61 66 42 26 62 33 17 52
GLENDALE, JULIE B 11/03/2006 24 19 79 11 7 64 1 1 100
SIZEMORE, REBA B 11/06/2006 108 94 87 49 45 92 23 20 87
CORTEZ, PHILLIP B 11/07/2006 16 9 56 6 4 67 2 1 50
WANG, JOHN B 11/05/2006 52 40 77 26 19 73 18 10 56
GURT, SAM B 11/05/2006 57 41 72 28 25 89 23 14 61
MOORE, CRAIG B 11/03/2006 18 11 61 6 4 67 0 0 0
GISELLE, GWEN B 11/05/2006 56 37 66 26 17 65 14 11 79
SURLOSKI, ALLISON B 11/05/2006 62 42 68 30 21 70 16 12 75
CONNERS, ABIGAIL B 11/05/2006 13 7 54 7 5 71 4 2 50
Group Diagnostic Analysis Report
SWENSON, TONY B 11/05/2006 60 49 82 32 22 69 16 13 81

FERGUSON, RANDY B 11/03/2006 24 16 67 11 7 64 1 0 0
102
AUGUSTANA, RALPH A 11/06/2006 47 36 77 18 14 78 7 5 71
HORTON, HEATHER A 11/03/2006 85 69 81 33 27 82 14 8 57
* Only tests with item entry will be listed

Average
Part of Speech 10% 20% 30% 40% 50% 60% 70% 80% 90%
% Correct
Noun 73
Verb 75
Attribute 67
Single-Group Progress Report (Age Norms) Teacher: CAROL EGGLAND
GSV Chart
Number Standard Standard
Seq. Date Range GSV Mean GSV SD
of Tests Score Mean Score SD
1 07/01/2006-07/31/2006 2 198 20 151 13
2 08/01/2006-09/30/2006 2 118 78 59 54
3 10/01/2006-11/20/2006 2 162 16 82 28
The Growth Scale Value (GSV) is a score that tracks vocabulary over time. Much like "inches" are an
equal-interval scale of length, the GSV is an equal-interval scale of vocabulary. Therefore, the GSV
can be used as a "yardstick" by which progress can be measured throughout the school years.
Single-Group Progress Report
103
Report printed for: Pearson Users CONFIDENTIAL Report generated by EVT version 1.1
Report Date: 11202006 Copyright ©2007 NCS Pearson, Inc. All rights reserved.
Multiple Groups Across Time Report (Age Norms) SCHOOL: BELLAIRE ELEM
Average GSV and Standard Scores for each Date Range

Time 1 Time 2 Time 3
Group Name 07012006 – 09302006 10012006 – 10302006 11012006 – 11202006
# Tests GSV SS # Tests GSV SS # Tests GSV SS
READING TWO 2 138 76 2 84 35 3 117 61
LANGUAGE ARTS 0 0 0 3 165 58 3 162 83
READING 3 138 63 3 198 109 5 188 126
Multiple-Group Progress Report
104
Report printed for: Pearson Users CONFIDENTIAL Report generated by PPVT version 1.1

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