1. Woodcock-Muñoz

2. PK – 1st Grades 2nd – 12th Grades
The Woodcock-Muñoz is composed of seven tests. In MISD we only use the first four tests.
Test 1 – Picture Vocabulary
Test 2 – Verbal Analogies
Test 3 – Letter Word Identification
Test 4 - Dictation
PK – 1st Grades
2nd – 12th Grades
Take all four

3. Test by complete page rule
Some tests require that testing be conducted by complete pages.
Test 1: Picture Vocabulary
Test 3: Letter-Word Identification
The “test by complete page” rule applies when a test has visual stimuli on the student’s side of the test book, such as pictures, words, letters, or numbers.

4. This is what the student looks at.
This is what the teacher looks at.

5. Test 2: Verbal Analogies Test 4: Dictation
Test 2 and 4 Do NOT require that testing be conducted by complete pages.
Test 2: Verbal Analogies Test 4: Dictation
These tests do not have visual stimuli on the student’s side of the test book, such as pictures, words, letters, or numbers.

6. Scoring
For each test item, the examiner records a 1 for a correct response.
A 0 is given for an incorrect response.
Scan a test

7. Starting Points Where do I start?
The Suggested Starting Points are just that, suggested. The examiner can use professional judgment to start earlier or later.
The examiner estimates the student ability and uses the Suggested Started Points to determine a good starting point.

8. Test 1: Picture Vocabulary
Prueba 1: Vocabulario sobre dibujos

9. Test 1: Picture Vocabulary
Sample Item
Here is a picture of a car (point) and a picture of a dog (point). Put your finger on the car.
Here is an example of a Sample Item for Picture Vocabulary.
The examiner reads the blue text. Because these are standardized tests, the text must be followed exactly. The examiner cannot deviate, add, or delete.
Text in black are directions for the examiner to follow. On this item the examiner is to say “Here is a picture of a car and a picture of a dog. Put your finger on the car” The black text tells the examiner to point to the car and then the dog while reading the blue text.
On the bottom is a purple box that is titled Error or No Response. Sometimes these purple boxes exist and sometimes they don’t. But if there is a purple box and the student makes an error or does not response, you are to do exactly as the purple box tells you to do. In this case, the purple box tells you to score the item 0, point to the car and say “This is the car. Put your finger on the car”. The Error or No Response box tells you to repeat as necessary. What if the child continues to have difficulty, how many times do you repeat? You can repeat three times. Remember that would be a total of four times. You say the test item that first time, you repeat, you repeat, you repeat. That is a total of four.
Now if a test item does not have an Error or No Response box, you simply score the incorrect response the student gave you as a 0 and move on to the next test item.
Error or No Response
Score item 0. Point to car and say: This is the car. Put your finger on the car. Repeat as necessary

10. Test 1: Picture Vocabulary
Point to the picture and say: What are these?
Correct: books, any specific type of books
The examiner reads the blue text while following the directions in black text.
“What are these?” Look at the Correct key. The Correct key says books or any specific type of books. If the student responds with encyclopedia, you would count that response as correct.
“What kind of animal is this?” The Correct key says “dolphin”. The Correct key is not all inclusive, which means that there might be another answer out there, that is correct. Can you think of another word for that animal? Porpoise is also correct so you score it as correct. The answers given in the Correct key were the most commonly given correct responses in the standardization and norming of the test. It is possible that there is another correct response out there that simply was not given during the development of the test.
Look at the Query. If the student responds with the word “fish” the examiner is to query and say “Tell me another word.” You can only query if the student responds with the word “fish”. You can not query if the student responds with “whale” for example.
Point to the picture and say: What kind of animal is this?
Correct: dolphin
Q Query: fish— Tell me another word.

11. Test 1: Picture Vocabulary
Point to picture and say: What is this?
Correct: tapestry
Q Query: rug— Tell me another word.
Some test items in the Picture Vocabulary test have an error. If there is an error, you are to point to the object that is indicated. “What is this?” The Correct key says “tapestry”. You query if the student responds with “rug” by saying “Tell me another word.
Notice that the picture has a candleholder and some other decorative objects. The examiner is to point to the tapestry.

13. Test 2: Verbal Analogies
Prueba 2: Analogías verbales

14. Test 2: Verbal Analogies
Sample Item
“Finish what I say—go is to green as stop is to . . .”
This item has an Error or No Response box. You will usually see these Error or No Response boxes on the right hand side of the test item, but we could not fit it in the Powerpoint slide so it is at the bottom. So if the student exhibits any difficulty with an item, you look to the right hand side of that item and see if there is a purple box that says Error or No Reponse. If there is one, do what it tells you to do. If there is no purple box, just give the student a zero and go to the next item.

15. Test 2: Verbal Analogies
Sample Item
“Finish what I say—go is to green as stop is to . . .”
This item has an Error or No Response box. You will usually see these Error or No Response boxes on the right hand side of the test item, but we could not fit it in the Powerpoint slide so it is at the bottom. So if the student exhibits any difficulty with an item, you look to the right hand side of that item and see if there is a purple box that says Error or No Reponse. If there is one, do what it tells you to do. If there is no purple box, just give the student a zero and go to the next item.

16. Test 2: Verbal Analogies
Sample Item
Make eye contact with the subject and say: Finish what I say—go is to green, as stop is to …(pause expectantly).
▲Correct: red
“Finish what I say—go is to green as stop is to . . .”
This item has an Error or No Response box. You will usually see these Error or No Response boxes on the right hand side of the test item, but we could not fit it in the Powerpoint slide so it is at the bottom. So if the student exhibits any difficulty with an item, you look to the right hand side of that item and see if there is a purple box that says Error or No Reponse. If there is one, do what it tells you to do. If there is no purple box, just give the student a zero and go to the next item.
Error or No Response Say: Go is to green; as stop is to red. Now try it again. Repeat sample item a maximum of three times until subject gives correct answer.

17. Test 2: Verbal Analogies
Make eye contact with the subject and say: Your toes are on your feet and your fingers are on your …(pause expectantly).
▲Correct: hands
▼ Incorrect: arm
“Your toes are on your feet and your fingers are on your . . .”
The Correct key tells us that “hands” is the appropriate response. This item, however, also has an Incorrect key. Sometimes, a test item receives a specific incorrect response frequently, so an Incorrect key is added. Obviously there are millions of other incorrect responses possible, but “arm” was so frequently given that an Incorrect key was added.
Notice that this item does not have an “Error or No Response” box. So if the student responds incorrectly, you score the item as zero and move on to the next test item.

18. Test 2: Verbal Analogies
Make eye contact and say: Wall is to picture, as envelope is to …(pause expectantly).
▲Correct: stamp
▼ Incorrect: letter
“Wall is to picture, as envelope is to . . .”

19. Test 3: Letter-Word Identification
Prueba 2: Identificación de letras y palabras

20. Test 3: Letter-Word Identification
Run your finger across letters on subject’s page. Say: Point to the letter I say. Point to “S”.
T S V A
“Point to the letter I say. Point to “S”.
Remember to always follow the directions exactly. If the test item asks you to point, then you point. Follow the text exactly. Don’t ablib.

21. Test 3: Letter-Word Identification
Point to word “smile” on subject’s page and say: What is this word? After subject responds, say: Go ahead with the others. Don’t go too fast.
smile
banana
daisy
“What is this word? Go ahead with the others. Don’t go too fast.”

22. Test 4: Dictation Test 4: Dictation Prueba 4: Dictado
The Dictation test has the look of a traditional spelling test. It requires a student worksheet.

23. Test 4: Dictation
5. (S) Number five. Spell the word bowl Put your cereal in the bowl. Bowl.
▲Correct: bowl
22. (C) Number twenty-two. Write the name Aunt Betty. Aunt Betty lives in Oregon. Aunt Betty.
▲Correct: Aunt Betty (“A” and “B” must be capitalized) (capitalization item– misspellings acceptable)
Dictation is a test that measure four different skills. It measures spelling. Spelling items are denoted with the letter S in English and “O” for ortografía in Spanish. Item 5 is a spelling item. “Number five. Spell the word bowl. Put your cereal in the bowl. Bowl”. To get credit for this test item, the student must spell the word correctly.
Dictation also measure Capitalization. Capitalization is denoted with the letter “C” in English and “M” for mayuscula in Spanish. Look at item 22 on the screen. “Number twenty-two. Write the name Aunt Betty. Aunt Betty lives in Oregon. Aunt Betty.” To get credit for this item, the student must capitalize Aunt and Betty. Look at the Correct key. It allow misspellings. So if the student spells “Aunt” as “A”, “N”, and “T” you would not count the response as wrong.
The other two Dictation skills are:
Punctuation denoted as “P” in English and in Spanish for puntuación and
Word Usage denoted as “U” in English. In Spanish, the word is “concordancia” and these items are denoted as “C”.
The four skills are:
Spelling denoted as S
Capitalization denoted as C
Punctuation denoted as P
Word Usage denoted as U

24. Seating arrangements
Examiner and student sit diagonally across from each other at the corner of a table or across from each other.
Test book should be set upright between the examiner and the student.
Table should be low enough to allow the examiner to see over the upright test book.

25. Basals and ceilings
The test book explains basals and ceilings like this:
Basal: Test until the 6 lowest numbered items administered are correct or until you have administered Item 1.
Ceiling: Test until the 6 highest numbered items administered are incorrect or until you have administered the last test item.

26. Finding the basal
Lets find the basal for a second grader. The recommended starting point for a second grader is #7
Circle the starting point and find the 6 lowest correct
Basal: Test by complete pages until the 6 lowest numbered items administered are correct.
Starting
Point
6 correct
Notice the Basal and Ceiling reminder at the top of the test.
Basal
Continue testing to obtain a ceiling.

27. Finding the Ceiling
Since this is test 1, it requires that it be administered by complete pages, so even though there are 6 incorrect answers the examiner needs to administer Items 27, 28, & 29 to finish the page.
6 incorrect
BUT…
This is a Page
Basal

28. Finding the Ceiling Ceiling
Ceiling: Test by complete pages until the 6 highest numbered items administered are incorrect.
Basal

29. Different scenario with the same second grader.
Basal has not been established because there are not 6 correct. The examiner must go back one page to establish basal.
Different scenario with the same second grader.
Starting
Point

30. Resume testing on the page with item 12 until you find the ceiling.
Scenario 2
Resume testing on the page with item 12 until you find the ceiling.
Starting
Point
Basal

31. Scenario 2
Ceiling
Ceiling: Test by complete pages until the 6 highest numbered items administered are incorrect.
Starting
Point
Basal

32. Another scenario with the same second grader.
Starting
Point
Basal

33. Scenario 3
Although student has 10 consecutive 0s, they are not the 6 highest items administered. Because of the correct answer on #23, A ceiling has not been established. Continue testing.
Starting
Point
Basal

34. Scenario 3
Ceiling
Starting
Point
Basal

35. Scenario 4
Lets find the basal for a preschooler. The recommended starting point is Sample A.
Starting
Point
Basal
Item 1 is automatically the basal because there is no way to get the 6 lowest correct.

36. Scenario 4
Basal
Ceiling

37. Scenario 5
Basal
The last test item becomes the ceiling, whether the score is a 1 or a 0.
Ceiling

38. Should we keep going or stop?
Scenario 6
Lets find the basal for a student in Kinder. The recommended starting point is #1. But all students are administered the sample items.
Basal
Should we keep going or stop?
Ceiling
Test 2 does NOT require you to test by complete page so the 6 highest numbered items administered are incorrect. You may stop the test.

39. Calculate the Number Correct
Ceiling
Basal
Number
Correct (0-59) 13

40. Calculate the Number Correct
Ceiling
Basal
Number
Correct (0-59) 15

41. Calculate the Number Correct
Basal
Ceiling
Number
Correct (0-59) 1

42. Calculate the number correct.
Basal
Ceiling
Number
Correct (0-59) 56

43. questionS ?
Call the Bilingual/ESL Department at if you have any questions about administering the Woodcock-Muñoz.