1. Tests of Achievement

2. Reliability Reliability Goal for clusters set at .90 or higher
Goal for tests set at .80 or higher
NOTE:
Reliability statistics calculated for all WJ III tests across their range of intended use. Included all norming subjects tested at each technical age level.
(25 levels - by year 2-19, by 10 yr.intervals 20-79, 80+)
Split-half coefficients corrected for length using Spearman-Brown correction
Rasch analysis procedures used for calculating reliability for 8 multi-point tests (4 in COG, 4 in ACH) and 8 speeded (5 in COG, 3 in ACH)
Test-retest study also conducted for 8 speeded tests
Interval set at 1 day to minimize changes in test scores due to changes in the subjects’ states or traits.
These reliabilities are lower than those for same tests obtained using Rasch analysis procedures. Test-retest is lower bound for speeded tests - other reliabilities are upper bound.
TESTS: 38 of 42 are .80 or higher (15 are .90 or higher) (4 are in .70s)
CLUSTERS: 36 of 42 are .90 or higher (6 are in .80s)
Consult: Chapter 3 of Technical Manual for more information. Summary information in ASB 2.

3. Reliability of the Achievement Clusters
Standard Battery Clusters
Extended Battery Clusters
Total Achievement
Oral Language-Std
Broad Reading
Broad Math
Broad Written Language .94
Academic Skills
Academic Fluency
Academic Applications
Oral Language-Ext Oral Expression Listening Comprehension Basic Reading Skills Reading Comprehension Math Calculation Skills Math Reasoning Basic Writing Skills Written Expression Phoneme/Grapheme Knowledge
NOTE:
Note: median reliabilities reported

4. Validity Evidence Content Construct Concurrent
CHC theory test blueprint-based content analysis
Both broad and narrow abilities accounted for in test specifications
Construct
Divergent growth curves (developmental evidence)
Confirmatory factor analysis (internal/structural) evidence
Test and cluster intercorrelations
Convergent/discriminate validity evidence
Concurrent
11 special studies (775 additional subjects)
Comparison to tests measuring similar constructs
NOTE:
Test validity refers to the degree to which empirical evidence and theory support the use and interpretation of the test.
4 sources of validity evidence reported in Technical Manual:
a.) test content (content or substantive validity)
b.) developmental patterns of scores (provides evidence of unique abilities)
c.) internal structure (construct - intercorrelations of tests/clusters, CFA)
d.) relationships to other external variables (special studies-concurrent)
Convergent evidence that test/cluster scores are measuring similar abilities or constructs (e.g., all Gc tests correlate higher with each other than with tests of other abilities)
Discriminant evidence that tests/clusters are measuring different abilities (e.g., correlations lower between different areas, factors)
Factor analysis (CFA - confirmatory factor analysis)
Bias & sensitivity reviews conducted as part of item development.
Consult Chapter 4 of the Technical Manual for more information. See Chapter 2 of Tech. Manual for info. on CHC theory . Summary information in ASB2.

5. WJ III Math Clusters: Math Calculation

6. ACH 5 Calculation
Requires calculation of problems ranging from simple addition facts to calculus (uses SRB)
Basal/Ceiling Rules: 6 lowest correct/6 highest incorrect
Skipped items are scored as a “0”
Do not point out signs
Accept reversals but not transposed numbers
NOTES:
No major changes from WJ-R.
Tasks range from writing single numbers to performing addition, subtraction, multiplication, division, and combinations of these basic operations, as well as some geometric, trigonometric, logarithmic, and calculus operations.
Subject does not need to make decisions about what data to include or which operation to use. (presented in SRB)
Use Suggested Starting Points.
Includes: negative numbers, decimals, percents, fractions, and whole numbers.
Median Reliabilities:
Adult .89
Broad Ability
Mathematics (Gq)
Narrow Ability
Mathematics Achievement
Clusters
Broad Mathematics Math Calculation Skills Academic Skills Total Achievement

7. Sample A: Make the number “one” in this box.
Calculation
Sample A: Make the number “one” in this box.
= = = =
x x 7
NOTES:
Poorly formed or reversed numbers are acceptable.
Transposed numbers are NOT acceptable (e.g., 14 for 41).
NO, examiners may not point out the signs to the subject.
Examiner Tips
If subject responds incorrectly to both sample items, testing may be discontinued. Score test “0.”
Do not penalize for poorly formed numerals.
Be sure to complete all queries in Test Book.

8. New
ACH 6 Math Fluency
Requires rapid calculation of single-digit addition, subtraction, and multiplication facts (uses SRB)
Begin with Item 1/End with 3-minute time limit
Skipped items are scored as a “0”
Do not point out signs
Discontinue if 3 or less correct after 1 minute
NOTES:
New to WJ III
Measures ability to solve simple addition, subtraction, and multiplication facts quickly.
Median Reliabilities:
Adult .92
Broad Ability
Mathematics (Gq)
Narrow Abilities
Mathematics Achievement Numerical Facility
Clusters
Broad Mathematics Math Calculation Skills Academic Fluency Total Achievement

9. Math Fluency Examiner Tips
NOTES:
Examiner Tips
Do not penalize for poorly formed or reversed numbers.
Record exact finishing time if subject finishes early or examiner exceeds time limit.
Scoring overlay is provided.

10. WJ III Math Clusters: Math Reasoning

11. WJ III NU Tests of Achievement
Test 10: Applied Problems
Requires comprehending the nature of a problem, identifying relevant information, performing calculations, and stating solution
No reading is required

12. WJ III NU Tests of Achievement
15. If Maria ate one of these suckers, how many suckers would be left?
_______________________________
30. Jay’s car holds fifteen gallons of gas. Yoshi’s car holds ten gallons of gas and Ellen’s car holds twenty gallons of gas. How many more gallons does Jay’s car hold than Yoshi’s car?
Jay: gallons Yoshi: 10 gallons Ellen: 20 gallons

13. WJ III NU Tests of Achievement
Test 18: Quantitative Concepts
Requires applying mathematical concepts and analyzing numerical relationships (use Subject Response Booklet)
Broken into two subtests
Each item in 18B: Number Series has a 1-minute time limit

14. WJ III NU Tests of Achievement
18A: Concepts 3
3. What number is this?
6. Point to the largest star. Now point to the smallest star.

15. WJ III NU Tests of Achievement
18B: Number Series
1 2 3 ___
8 6 4 ___
___ 1.
10.
20.

16. Written Expression Cluster

17. ACH 8 Writing Fluency
Requires formulating and writing simple sentences rapidly (uses SRB)
Begin with Item 1/End with 7-minute time limit
Discontinue if subject has “0” on Samples B-D
Any stimulus words may be read upon request
3 stimulus words may not be changed in any way
NOTES:
No major changes from WJ-R.
Median Reliabilities:
Adult .92
Broad Ability
Reading-Writing (Grw)
Narrow Ability
Writing Speed
Clusters
Broad Written Language Written Expression Academic Fluency Total Achievement

18. Writing Fluency - Samples A & B
I am going to ask you to write short sentences about some pictures.
A. Look at this picture and the words “good,” “cake,” and “is.” A short sentence that tells about the picture and uses these words is “The cake is good.”
B. Now look at this picture and the words “pig,” “fat,” and “is.” Use these three words and any other words you need to write a short sentence about the picture. You may put the words in any order.
Go ahead and do Sample Items C and D.
A. good cake is
B. pig fat is
NOTES:

19. Writing Fluency - Examiner Tips
Score as incorrect any items skipped.
Do not penalize for spelling, punctuation, or capitalization errors.
Do not penalize for poor handwriting unless illegible.
Response must be a reasonable sentence to receive credit.
If the sentence is awkward but the meaning is clear, score as 1.
Accept sentences with the understood subject you.
Accept abbreviations or symbols
If a word critical to the meaning is omitted, score as 0.
Omission of less meaningful word is not penalized.
NOTES:

20. He is dropping a dime in the bank.
Writing Fluency - Scoring Items 25-28
He is dropping a dime in the bank.
The light is shining from the
window.
They are running the race again.
NOTES:
Scoring examples.
Item 25: 1
Item 26: (did not use the word “in”)
Item 27: (changed “ran” to “running”)
Item 28: 1
I want to use the toy truck.

21. ACH 11 Writing Samples
Requires writing sentences in response to a series of demands that increase in difficulty (uses SRB)
Use Suggested Starting Points
Administer Block of Items
Administer additional block of items if score falls in shaded area of scoring table
NOTES:
No major changes from WJ-R. Same number of items, but organized into fewer blocks (5 blocks of items vs. 6 blocks).
Median Reliabilities:
Adult .91
Broad Ability
Reading-Writing (Grw)
Narrow Ability
Writing Ability
Clusters
Broad Written Language Written Expression Academic Applications Total Achievement

22. 1.5 not clearly a 2, but better than a 1 point
Writing Samples
Scoring Responses
2 superior response
1.5 not clearly a 2, but better than a 1 point
1 standard response
.5 not clearly a 1, but better than a 0
0 inadequate or illegible
Block of Items
1 to 6
1 to 12
7 to 18
13 to 24
19 to 30
NOTES:
Examiner Tips
Use Scoring Guide in Appendix B of Examiner Manual.
Items may be scored 2, 1.5, 1, .5, or 0 even if no example is shown in Scoring Guide.
Score is based on one block even if additional blocks were administered.

23. Writing Samples
1. This says, “My name is________.” Write your name here.
7. This woman is a queen. Write a sentence that tells what this man is.
13. Write one good sentence that tells what is happening in this picture and what could happen next.
19. Write one sentence about a boy finding a lost dog. Include the words “who found the” in the middle of your sentence.
30. Write a good sentence using the words “despite her anger.”
NOTES:
Illustrates range of items.
This test can be given to a small group (2-3) if examiner determines it will not effect the performance of any of the subjects.
Examiner Tips
Do not penalize for punctuation, capitalization, spelling, or usage errors except when indicated otherwise.
Words may be read upon request.
Do not spell any words for subject.

24. Bothe the lamp & the sun are sorsus of lite.
Writing Samples - Scoring Items
He can’t see ware to sit.
Add eggs.
NOTES:
Scoring examples:
13. Number thirteen. Write one good sentence that tells what is happening in this picture and what could happen next.
Response: He can’t see where to sit. (Score is 1 point)
14. Number fourteen. The second sentence is missing from this recipe. Write a sentence that will fit.
Response: Add eggs. (Score is 1 point)
15. Number fifteen. Write a good sentence that tells how these two things are alike.
Response: They are both sources of light. (Score is 2)
This illustrates that misspellings do not lower the rating.
Accept & for “and.”
Bothe the lamp & the sun are sorsus of lite.

25. I like to snowbored, skee, and play video games.
Writing Samples - Scoring Items 16-18
I like to snowbored, skee, and play video games.
It’s riskee to dive into a pool of unnoan depth becuz you mite misjuge your dive and, konsukwently, brake your nek.
He gets a
retainer but it’s not the thing you put in your
mouth.
NOTES:
Scoring examples:
Item 16: Write one sentence that tells three things you would like to do on a vacation. Remember, three things. (Note: This item is partially scored for punctuation.)
See response above. Score: 1 point
Item 17: Write a good sentence that tells why it is dangerous to dive into a pool when you do not know how deep it is.
See response above. Score: 2 points
(Spelling does not detract from score. Item must be readable.)
Item 18: The second sentence is missing from this paragraph. Write a good sentence that will fit.
Examiner Tips
Do not ask subject to read response for purpose of scoring.
Response must be legible enough to be read by adult without knowledge of item content.

26. Writing Samples - Examiner Tips
Severe grammatical or usage errors - reduce score by 1 point (omission of critical words, extremely awkward sentences)
Multiple Sentences - Select and score the one sentence that most closely meets tasks demands.
Inappropriate Content - Responses that have little to do with the requested task are scored as 0.
Misinterpretation of Picture - Ignore and score response according to item criteria.
Two Raters - Two independent raters score items and resolve any score differences of more than 1 point. Average the two scores to obtain final number correct.
Round scores - ending in .5 to nearest even number (15.5 = 16, 16.5=16)
NOTES:

27. 3. Find 22 in column for Items 1-12 4. See Note 2
Adjusted Item Blocks 2 1 2 2 2 2 2 2 2 6 2
1.5 1. 4
1.5 5 2
1. Began with Items 1-12
2. Number of Points = 22
3. Find 22 in column for Items 1-12
4. See Note 2
5. Administer Items 13-18
6. Base score on Items 7-18 22
NOTES:

28. Oral Expression Cluster

29. New
ACH 3 Story Recall
Requires listening to stories and recalling elements
Use Suggested Starting Points
Follow Continuation Instructions
Do not repeat or replay any stories
NOTES:
New to WJ III.
Subject listens to a story from the audio recording and then recall as many details as possible. The stories become increasingly complex.
Median Reliabilities:
Adult .89
Broad Ability
Comprehension-Knowledge (Gc)
Narrow Abilities
Language Development Listening Ability
Clusters
Oral Language-STD Oral Language-EXT Oral Expression

30. Pause the audio recording after each story so the subject can respond.
Story Recall - Examiner Tips
Pause the audio recording after each story so the subject can respond.
In the Test Record, place a check mark over each element recalled (elements are separated by slash marks /)
Elements that are bold must be recalled exactly. Other elements can be synonyms or paraphrased.
If necessary, stories can be presented orally.
If Test 12 Story Recall-Delayed will be administered, do not tell subject that stories may need to be recalled later.
NOTES:
Oral presentation is possible if subject is not responsive to audio recording (e.g., very young, low functioning).

31. She catches butterflies. (1) Julie catches butterflies. (2)
Story Recall - Story 1
Julie / likes to catch butterflies./ Then she lets them go./
She catches butterflies (1)
Julie catches butterflies (2)
Julie likes catching butterflies. She lets them go (3)
Sample Responses Points Possible
NOTES:
Continuation Rules
If subject has 3 or fewer points on Stories 1 and 2, testing may be discontinued.
If subject has 4 or more points on Stories 1 and 2, administer Stories 3 and 4 unless already administered.

32. Story Recall - Story 2
Mary / has a dog./ He loves to ride / in the car,/ but he hates to take a bath./
Score these responses: (5 points possible)
He doesn’t like taking baths.
Mary’s dog loves to ride in the car.
Her dog hates baths but he loves riding in the car.
NOTES:
Scoring of first example.
He doesn’t like taking baths. ( Score is 1) *
(one element)
Mary’s dog loves to ride in the car. (Score is 4)
* * * *
(4 elements)
Her dog hates baths but he loves riding in the car. (Score is 4)
* * * *

33. birthday./ He wanted to put them on his bedroom / ceiling./
Story Recall - Story 5
Rick / got some glow-in-the-dark/ stars / for his sixth
birthday./ He wanted to put them on his bedroom / ceiling./
He wanted to put them in his bedroom (1)
Rick got some glowing stars for his birthday (2)
He put some glow-in-the-dark stars on his bedroom ceiling (4)
Sample Responses Points Possible
NOTES:
Continuation Rules
If subject has 8 or fewer points on Stories 5 and 6, administer Stories 3 and 4 unless already administered.
If subject has 9 or more points on Stories 5 and 6, administer Stories 7 and 8 unless already administered.

34. Story Recall - Story 6
The dinosaur / at the museum/ was over 20 feet / tall./ Many people came to see it. / Some small / children / were scared./ They thought it was real./
Score these responses: (9 points possible)
They were afraid of the dinosaur.
At the museum there was a 20 foot tall dinosaur. The little kids were scared. They thought it was real.
NOTES:
Scoring of examples.
They were afraid of the dinosaur. (Score is 2 points)
* *
(2 elements)
* * * *
At the museum there was a 20 foot tall dinosaur.
The little kids were scared. They thought it was real. (Score is 8 points)
* * * *
(8 elements)

35. Story Recall - Story 6
The dinosaur / at the museum/ was over 20 feet / tall./ Many people came to see it. / Some small / children / were scared./ They thought it was real./
Score these responses: (9 points possible)
They were afraid of the dinosaur.
At the museum there was a 20 foot tall dinosaur. The little kids were scared. They thought it was real.
NOTES:
Scoring of examples.
They were afraid of the dinosaur. (Score is 2 points)
* *
(2 elements)
* * * *
At the museum there was a 20 foot tall dinosaur.
The little kids were scared. They thought it was real. (Score is 8 points)
* * * *
(8 elements)

36. Place check mark over each element recalled correctly.
Enter Date & Time.
Place check mark over each element recalled correctly.
Bold words must be recalled exactly. 2 3 5
3 or fewer points: Discontinue testing.
4 or more points: Administer Stories 3 and 4.
Follow Continuation Instructions.
NOTES:
Recording the date & time is especially important if Test 12: Story Recall-Delayed is to be administered. Best to record it at all times because a decision may be made later to administer Test 12.
Continuation Instructions tell examiner when to discontinue, when to test further, or when to administer easier items.
In this example, the instructions for Stories 1-2 are:
3 or fewer points, discontinue testing.
4 or more points, administer Stories 3 & 4.
Record points for each story and each set of stories.

37. ACH 14 Picture Vocabulary
Requires naming pictures (familiar to less familiar)
Use Suggested Starting Points
Basal/Ceiling Rules: 6 lowest correct/6 highest incorrect
Point to picture or part of picture as directed
Test by complete pages
NOTES:
No major changes from WJ-R. (moved from COG to ACH)
Items range from receptive, pointing tasks to orally naming pictured objects.
Word-finding difficulties may impact performance. (retrieval)
Median Reliabilities:
Adult .90
Broad Ability
Comprehension-Knowledge (Gc)
Narrow Abilities
Language Development Lexical Knowledge
Clusters
Oral Language-Extended Oral Expression

38. 1. Run your finger across item and say: Put your finger on the flower.
Picture Vocabulary
1. Run your finger across item and say: Put your finger on the flower.
NOTE:
Receptive item
Item 1: points to flower

39. 2. Point to picture and say: What is this?
Picture Vocabulary
2. Point to picture and say: What is this?
19. Point to picture and say: What are these called?
NOTE:
Expressive items
Item 2: ball
Item 19: binoculars

40. 40. Point to picture and say: What is this called?
Picture Vocabulary
40. Point to picture and say: What is this called?
Query: eye glass, lens Tell me another word.
NOTES:
Expressive item
Illustrates need to point to “exact” part of picture.
Illustrates “query.”
Item 40: monocle
Examiner Tips
Point to the picture or picture part as directed.
Complete any queries listed in Test book.
Record errors for further analysis.