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Woodcock Johnson III Tests of Cognitive Abilities & Tests of Achievement Region VI Workshop May 10, 2002 (Adapted from Riverside Publishing Materials)

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Presentation on theme: "Woodcock Johnson III Tests of Cognitive Abilities & Tests of Achievement Region VI Workshop May 10, 2002 (Adapted from Riverside Publishing Materials)"— Presentation transcript:

1 Woodcock Johnson III Tests of Cognitive Abilities & Tests of Achievement Region VI Workshop May 10, 2002 (Adapted from Riverside Publishing Materials)

2 Organization Cognitive (RED) –Standard Battery –10 Tests –12 Clusters –Extended Battery –10 Tests –14 Clusters Achievement (BLUE) –Standard Battery –12 Tests –10 Clusters –Extended Battery –10 Tests –9 Clusters –(Form A & B)

3 IQ tests are a poor way to judge people's abilities, failing as they do to account for magic, which has its own importance, both by itself and as a compliment to logic. - Robert James Waller

4 8 New Cognitive Tests General Information Retrieval Fluency Auditory Attention Decision Speed Planning Rapid Picture Naming Pair Cancellation Auditory Working Memory

5 9 New Cognitive Clusters Brief Intellectual Ability 3 Cognitive Performance –Verbal Ability –Thinking Abilities –Cognitive Efficiency 5 Clinical Clusters –Executive Processes –Working Memory –Broad Attention –Cognitive Fluency –Phonemic Awareness

6 Cognitive Measurements General Intellectual Ability (Standard and Extended) – GIA CALP (Cognitive - Academic Language Proficiency) vs. BICS (Basic Interpersonal Communication Skills) –Score of 1 (negligible) to 5 (Advanced) –Subtests 1 & 11 Brief Intellectual Ability - BIA –Subtests 1, 5, and 6 –Useful for screenings & DDL reevaluations

7 New Achievement Features Broad Achievement includes 3 Subtests –1 Skills Test –1 Fluency Test –1 Application Test Includes Oral Language Tests Requires Tape Player and y-jack

8 9 New Achievement Tests Reading Fluency Story Recall Story Recall – Delayed Understanding Directions Math Fluency Spelling (Replaces Dictation) Spelling of Sounds Sound Awareness Editing (formerly Proofreading) Punctuation & Capitalization

9 8 New Achievement Clusters Total Achievement Academic Fluency Academic Skills Academic Applications Phonemic/Grapheme Knowledge Oral Language Oral Expression Listening Comprehension

10 Test Administration: Tools & Techniques Strive for exact & brisk administration Have necessary materials –Test books –Test records –Subject response booklet –Tapes –Tape player –Headphones, Y-jack, Earpiece –Pencils –Stopwatch/Timer

11 Administration Tool: Test Session Observation Checklist Level of conversational proficiency Level of cooperation Level of activity Attention & concentration Self-confidence Care in responding Response to difficult tasks

12 Administration Time (COG) GIA Standard –Tests 1-7 –60 minutes GIA Extended –Tests 1 – 7 & 11 – 17 –120 minutes Supplemental –Tests 8 – 10 & –Use as needed – 60 min. BIA –Tests 1, 5, & 6 –30 minutes

13 Administration Time (ACH) Preliminary Testing at BC –Intake Booklet & –Ach Tests 2, 5, 6, 7, 8, 11 –Approx. 120 minutes Standard Achievement –Tests 1, 3, 4, 9, 10 –60 minutes Extended Achievement –Tests –60 minutes

14 Administration Techniques Know your tools Follow standardized procedures Use suggested starting points Know basal and ceiling rules Know pronunciations Dont penalize mispronunciations due to speech deficits or regional differences Student must smoothly pronounce words for credit (automaticity is critical)

15 If you think you are over your head with a client, you probably are. - Richard Bolles

16 Administration Techniques Test by complete pages when subject sees items Score LAST response given Give benefit of doubt every other time Dont repeat items unless directed Use pause button if needed If interrupted by a sound, repeat item later

17 Administration Techniques Adhere to time limits Record exact finishing times On timed written tests, direct student to cross out errors Check questionable responses later; proceed as if correct

18 We never do anything well till we cease to think about the manner of doing it. - William Hazlitt

19 20 Cognitive Tests Standard BatteryExtended Battery 1. Verbal Comprehension11. General Information 2. Visual-Auditory Learning12, Retrieval Fluency 3. Spatial Relations13. Picture Recognition 4. Sound Blending14. Auditory Attention 5. Concept Formation15. Analysis-Synthesis 6. Visual Matching16. Decision Speed 7. Numbers Reversed17. Memory for Words 8. Incomplete Words18. Rapid Picture Naming 9. Auditory Working Memory19. Planning 10. Visual-Auditory Learning Delayed 20. Pair Cancellation

20 The IQ and the life expectancy of the average American recently passed each other going in the opposite direction. - George Carlin

21 Cognitive Abilities Standard Battery

22 No Substantial Changes 2 Visual Auditory Learning 4 Sound Blending 5 Concept Formation 6 Visual Matching (Version 2) 7 Numbers Reversed 8 Incomplete Words (Supplemental) 10 Visual Auditory Learning Delayed (Supplemental)

23 1. Verbal Comprehension 4 Subtests –Picture Vocabulary –Synonyms –Antonyms –Verbal Analogies Basal/Ceiling = 3 lowest correct/ 3 highest incorrect Used in GIA (Std & Ext), BIA, CALP, Verbal Ability, Comprehension-Knowledge, Predicted Achievement

24 2. Visual-Auditory Learning Controlled learning task with feedback Not long-term memory, but retrieval of items learned through associative storage and retrieval Begin with Introduction 1 for all students Discontinue when cutoff is met Score based on number of errors Used in GIA, Thinking Ability, Long-Term Retrieval, Predicted Achievement

25 3. Spatial Relations Select component shapes to make whole Multiple points possible per item Begin with Introduction for all students Discontinue when cutoff is met Used in GIA, Thinking Ability, Visual- Spatial Thinking, Predicted Achievement

26 4. Sound Blending Use Tape Begin with samples, then Item 1 Ceiling = 6 consecutive highest items incorrect Words must be pronounced smoothly Do not repeat any items during test Used in GIA, Thinking Ability, Auditory Processing, Phonemic Awareness, Predicted Achievement

27 5. Concept Formation Controlled learning task with feedback Begin with Introduction 2 (grades 2 and up) Discontinue when cutoff is met Used in GIA, BIA, Thinking Ability, Fluid Reasoning, Executive Processes, Predicted Achievement

28 6. Visual Matching Use Version 2 (in Test Record) for Ages 5 and up 3 minute limit Record exact time if student finishes early Dont let them cover items with paper or hand Used in GIA, BIA, Cognitive Efficiency, Processing Speed, Predicted Achievement

29 7. Numbers Reversed Use Tape after items 1 – 10 Basal/Ceiling rules apply to groups of items: 3 lowest in group correct / 3 highest in group incorrect Can be useful for CLDs End of Standard Subtests Used in GIA, Cognitive Efficiency, Short-Term Memory, Working Memory, Broad Attention, Predicted Achievement

30 8. Incomplete Words Supplemental subtest Use tape Begin with Sample B (K and up) Word must be smoothly pronounced as complete word Used in Auditory Processing, Phonemic Awareness

31 9. Auditory Working Memory Use Tape Student hears words and digits, then repeats words in sequence, followed by digits in order Score 1 point for words in order, 1 point for numbers in order Similar sounding or rhyming responses are correct Basal/Ceiling rules apply to groups of items: all 3 in lowest group scored 2 / all 3 in highest group scored 0 Used in Working Memory, Broad Attention

32 10. Visual Auditory Learning – Delayed Relearning task with feedback Administer 30 minutes to 8 days after #2 Score based on number of errors Begin with line 1 with all students Administer all lines to all students Synonyms are counted as errors Used in Delayed Recall

33 Cognitive Abilities Extended Battery

34 No Substantial Changes 15 Analysis-Synthesis 17 Memory for Words

35 11. General Information Requires answering oral questions 2 subtests –Where –What Basal/Ceiling rules apply to each subtest: 4 lowest correct/ 4 highest incorrect Know correct pronunciations for all items Used in GIA-Ext, Verbal Ability, Comprehension- Knowledge, Knowledge Aptitude

36 12. Retrieval Fluency Name as many items in a given category as possible in 1 minute (make slash marks) Administer all items to all students 1 minute time limit for each category Do not count exact duplicate items, but variations are acceptable Do not ask student to repeat Used in GIA, Thinking Ability, Long-Term Retrieval, Cognitive Fluency

37 13. Picture Recognition Partial credit available Begin with samples then item 1 for all Discontinue when cutoff is met Show stimulus for exactly 5 seconds Score 1 point for each picture identified in any order Used in GIA, Thinking Ability, Visual-Spatial Thinking

38 14. Auditory Attention Use Tape Requires student to detect words with increasing background noise Begin with Training Items (1 – 57) orally Administer Samples, then Item 1 for all Ceiling = 6 highest items incorrect Used in GIA, Thinking Ability, Auditory Processing, Broad Attention

39 15. Analysis – Synthesis Controlled Learning Task with feedback Begin with Color pretest, then Introduction Discontinue when cutoff is met Items 26 – 35: 1 minute time limit for each Used in GIA, Thinking Ability, Fluid Reasoning

40 16. Decision Speed Requires marking the 2 of 7 objects in a row that go together or are most alike Begin with Samples, then Item 1 3 minute time limit Both pictures must be identified for credit Scoring template available Used in GIA, Cognitive Efficiency, Processing Speed, Cognitive Fluency

41 17. Memory for Words Use tape Basal/Ceiling: lowest 3 in group correct/ highest 3 in group incorrect Must be repeated in exact order Accept similar sounding or rhyming words Used in GIA, Cognitive Efficiency, Short- Term Memory

42 18. Rapid Picture Naming Requires quickly naming pictures in row Begin with Samples, then Item 1 2 minute time limit Accept synonyms (pup for puppy) Do not accept responses that are similar but not synonyms (glass for cup) Removes motor component from Processing Speed Used in Cognitive Fluency

43 19. Planning Trace pattern without lifting pencil or retracing a line Begin with Sample Items for all students Follow continuation rules Score is based on number of errors Retraced or untraced segments are errors Stop student if pencil is lifted or line retraced Used in Executive Processing

44 20. Pair Cancellation Circle 2 target shapes when they appear in sequence (ball then dog) Begin with Sample Item and Practice 3 minute time limit Scoring template provided Used in Broad Attention, Executive Processing

45 Sometimes when I'm in a bookstore or a library, I am overwhelmed by all the things that I do not know. - Arthur C. Clarke

46 Tests of Achievement Standard Battery & Extended Battery

47 Tests of Achievement Standard Battery –Letter-Word Identification –Reading Fluency –Story Recall –Understanding Directions –Calculation –Math Fluency –Spelling –Writing Fluency –Passage Comprehension –Applied Problems –Writing Samples –Story Recall – Delayed Extended Battery –Word Attack –Picture Vocabulary –Oral Comprehension –Editing –Reading Vocabulary –Quantitative Concepts –Academic Knowledge –Spelling of Sounds –Sound Awareness –Punctuation & Capitalization

48 No Substantial Changes 1 Letter-Word Identification (fluidly pronounced) 5 Calculation 9 Passage Comprehension 10 Applied Problems 11 Writing Samples (double score if possible) 13 Word Attack (fluidly pronounced) 16 Editing (formerly Proofreading) 18 Quantitative Concepts 19 Academic Knowledge

49 1. Letter-Word Identification Must be fluidly pronounced Basal/Ceiling = 6 lowest correct / 6 highest correct Know exact pronunciation of words Used in Broad Reading, Basic Reading Skills, Academic Skills, Total Achievement

50 2. Reading Fluency Rapidly read simple sentences and mark whether it is true or false Start with Item 1 3 minute time limit Skipped items are scored 0 If fewer than 3 correct on Practice Exercises C-F, discontinue and score 0 Enter Number Correct and Number Incorrect Used in Broad Reading, Academic Fluency, Total Achievement

51 3. Story Recall Use tape Student listens to story on tape, then retells it Must repeat Bold elements exactly; other parts may be paraphrased (in any order) Use suggested starting points Follow continuation rules Pause tape player after each story Do not repeat or replay any stories Used in Oral Language (Std & Ext), Oral Expression

52 4. Understanding Directions Use Tape; pause tape if needed Student points to items on picture according to taped instructions Allow student 10 seconds to view each picture before starting tape Use suggested starting points; follow discontinuation instructions Lay Test Manual flat Tip: Only watch for correct answers – dont try to figure it out Used in Oral Language (Std & Ext), Listening Comprehension

53 5. Calculation Untimed Dont point out signs Basal/Ceiling = 6 lowest correct/6 highest incorrect Accept reversals but not transpositions Used in Broad Math, Math Calculation Skills, Academic Skills, Total Achievement

54 6. Math Fluency Timed Math facts Begin with Item 1 3 minutes timed Do not point out signs Lay booklet open Discontinue if 3 or fewer correct in 1 minute Used in Broad Math, Math Calculation Skills, Academic Fluency, Total Achievement

55 7. Spelling ( ) Spelling (not usage & punctuation) Basal/Ceiling = 6/6 Used in Broad Written Language, Basic Writing Skills, Academic Skills, Total Achievement

56 8. Writing Fluency Student quickly writes simple sentences using prompt words Begin with Item 1 7 Minutes timed Discontinue if 0 correct on Samples or fewer than 3 correct in first 2 minutes Read stimulus words as needed Stimulus words cannot be altered Used in Broad Written Language, Written Expression, Academic Fluency, Total Achievement

57 9. Passage Comprehension No changes from WJ-R Basal/Ceiling = 6/6 Accept responses that differ in number or tense, but not from different parts of speech Used in Broad Reading, Reading Comprehension, Academic Applications, Total Achievement

58 10. Applied Problems Read all blue prompts to student Basal/Ceiling = 6/6 Used in Broad Math, Math Reasoning, Academic Applications, Total Achievement

59 11. Writing Samples ( ) Student writes complete sentences to prompts which increase in difficulty Administer entire block of items Administer additional blocks of items if score falls in shaded area of scoring table Examiner may use 2, 1.5, 1,.5 or 0 for each item Used in Broad Written Language, Written Expression, Academic Applications, Total Achievement

60 Tests of Achievement: Extended Battery Word AttackPicture Vocabulary Oral ComprehensionEditing Reading VocabularyQuantitative Concepts Academic KnowledgeSpelling of Sounds Sound Awareness Punctuation/Capitalization

61 Preliminary Testing (at BC) Special InstructionsItemAdministered By: Date & Initials Intake Booklet & Consent Form 3 Minutes TimedTest 2: Reading Fluency Test 5: Calculation 3 Minutes TimedTest 6: Math Fluency Use TapeTest 7: Spelling 7 Minutes TimedTest 8: Writing Fluency Use TapeTest 11: Writing Samples Other:

62 Cognitive Testing (At BC) Two 1-hour appointments –Cognitive 1 – 7 –Cognitive 11 – 17 If additional Cognitive Tests are needed –Cognitive 8 – 10, 18 – 22 –WAIS – 3

63 Achievement Testing Appointments (at BC) Two 1-hour appointments –Achievement 1, 3, 4, 9, 10 –Achievement If additional Achievement Tests are needed –Achievement 19 – 22 –WRAT-3 –Nelson-Denny

64 To avoid criticism, do nothing, say nothing, be nothing. - Elbert Hubbard

65 Scoring and Reporting Compuscore Professional Certification

66 Compuscore Check accuracy of all scores Launch Compuscore Program –Set up program once: –Click –Under Additional Score Column choose CALP –For Confidence Band choose 68% –For Discrepancy Cutoff choose 1.30

67 Compuscore Continued For Verbal & Numeric Data: Enter scores for Cognitive & Achievement, Standard & Extended Batteries Enter observations Click Choose Age Select Include GIA/BIA For Ability/Ach choose GIA-Extended, then also run Oral Language or GIA-Standard For Intra-Ability choose Intra-Cog and/or Intra-Ach Send to Print Preview Click

68 Compuscore Report To see next page in report, press PAGE DOWN key Click icon to Print the report Click icon to Close Preview (or press ESC)

69 Compuscore Continued For Graphical Data: Click, Choose Age Choose Include GIA/BIA For Data to Include choose Standard Score Send report to Print Preview Click

70 Machines increase the number of things we can do without thinking. Things we do without thinking - there's the real danger. - Frank Herbert

71 CARS-W & Professional Certification Until print instructions are completed for WJ-III, use Professional Certification (later CARS-W) –Open Professional Certification file or template file –Complete each component, and determine if scores meet criteria –Save and Print file –Open student profile from CARS-W roster. –Complete Component #1 as usual. –For each subsequent component, choose Professional Certification –Write See attached documentation in the first box of each component. –Sign off as Met or Not Met.

72 Experiences from the Trenches CALP is very useful for CLD students BIA can confirm old DDL scores Good Achievement Battery: Basic Skills, Fluency, and Application for each academic area CSU prefers WJ-III Takes more time to administer & write Fewer students meet eligibility Review takes longer

73 Your mind should be a place where you work things out, not store a bunch of stuff. - Albert Einstein

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