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Achievement Tests Designed to measure the skills and abilities acquired through direct instruction or intervention. Designed to measure the skills and.

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Presentation on theme: "Achievement Tests Designed to measure the skills and abilities acquired through direct instruction or intervention. Designed to measure the skills and."— Presentation transcript:

1 Achievement Tests Designed to measure the skills and abilities acquired through direct instruction or intervention. Designed to measure the skills and abilities acquired through direct instruction or intervention. Can measure both lower order and high order cognitive processes. Can measure both lower order and high order cognitive processes. Reading (from higher to lower order) Reading (from higher to lower order) Passage Comprehension Passage Comprehension Reading Fluency Reading Fluency Sight Recognition Sight Recognition Word Attack Skills Word Attack Skills Letter Identification Letter Identification

2 Types of Achievement Tests: Screening Tests Brief measures of achievement that typically assess lower levels of cognition Brief measures of achievement that typically assess lower levels of cognition WRAT-3 (1993) WRAT-3 (1993) basic reading, mathematics, spelling basic reading, mathematics, spelling 5 to 75 years 5 to 75 years minutes minutes WIAT Screener (1992) WIAT Screener (1992) basic reading, mathematics reasoning, spelling basic reading, mathematics reasoning, spelling 5 to 19 years 5 to 19 years minutes minutes

3 Types of Achievement Tests: Comprehensive Tests To be classified as comprehensive: Assess 3 or more subject areas Assess 3 or more subject areas Include at least 2 different subtests for each subject area Include at least 2 different subtests for each subject area Assess both lower and higher levels of cognitive skills within each subject area. Assess both lower and higher levels of cognitive skills within each subject area. Example: Woodcock Johnson Tests of Achievement III (2001) Example: Woodcock Johnson Tests of Achievement III (2001)

4 Administering the WJ-III Standard Battery Appropriate for ages 2 to 90 years. Appropriate for ages 2 to 90 years. Approximately minutes to administer (Writing samples takes minutes to administer and all other subtests take 5-10 minutes). Approximately minutes to administer (Writing samples takes minutes to administer and all other subtests take 5-10 minutes). Materials needed: pencil with eraser, tape recorder, stop watch, testing easels. Materials needed: pencil with eraser, tape recorder, stop watch, testing easels. Examiner should sit diagonally across from examinee. Examiner should sit diagonally across from examinee. Order of administration – generally follow the prescribed order, but it is o.k. to change order if needed. Order of administration – generally follow the prescribed order, but it is o.k. to change order if needed.

5 Administering the WJ III Standard Battery: Basal and Ceiling Rules Basal and ceiling rules differ across subtests. Basal and ceiling rules differ across subtests. Some subtests define the basal as the six lowest consecutive items administered that were passed. Some subtests define the basal as the six lowest consecutive items administered that were passed. When stimulus material is visible on the examinees page, administer the entire page even if the ceiling has been reached. When stimulus material is visible on the examinees page, administer the entire page even if the ceiling has been reached. If the examinee answers an item correctly past the point of obtaining a ceiling, continue testing until a new ceiling is reached. If the examinee answers an item correctly past the point of obtaining a ceiling, continue testing until a new ceiling is reached.

6 WJ-III Broad Reading Cluster Measures reading decoding, reading speed, and using syntactic and semantic cueing systems when reading for meaning. Measures reading decoding, reading speed, and using syntactic and semantic cueing systems when reading for meaning. Tests: Tests: Letter-Word Identification Letter-Word Identification Reading Fluency Reading Fluency Passage Comprehension Passage Comprehension

7 WJ-III Broad Math Cluster Measures math achievement including problem solving, number facility, automaticity with facts and reasoning. Measures math achievement including problem solving, number facility, automaticity with facts and reasoning. Tests: Tests: Math Calculation Math Calculation Math Fluency Math Fluency Applied Problems Applied Problems

8 WJ-III Broad Written Language Cluster Measures spelling, writing rate, and written expression Measures spelling, writing rate, and written expression Tests: Tests: Spelling Spelling Writing Fluency Writing Fluency Writing Samples Writing Samples

9 WJ-III Broad Oral Language Cluster Measures linguistic competency, listening ability, and oral comprehension. Measures linguistic competency, listening ability, and oral comprehension. Tests: Tests: Story Recall Story Recall Understanding Directions Understanding Directions

10 Cross Academic Clusters Academic Skills Academic Skills Letter-Word Identification Letter-Word Identification Spelling Spelling Math Calculation Math Calculation Academic Fluency Academic Fluency Reading Fluency Reading Fluency Writing Fluency Writing Fluency Math Fluency Math Fluency Academic Applications Academic Applications Passage Comprehension Passage Comprehension Applied Problems Applied Problems Writing Sample Writing Sample

11 Levels of Interpretation 1. Qualitative 2. Level of Development Age or grade equivalents Age or grade equivalents

12 Levels of Interpretation (cont.) 3. Degree of Proficiency Relative Proficiency Index Relative Proficiency Index RPI can differ from standard scores or percentiles because std. scores and percentiles are a rank order and do not take into account the examinees proficiency with a task compared to others his/her age/grade. RPI can differ from standard scores or percentiles because std. scores and percentiles are a rank order and do not take into account the examinees proficiency with a task compared to others his/her age/grade. Age/Grade Profiles Age/Grade Profiles Instructional Zone is a special application of the RPI Instructional Zone is a special application of the RPI Range of easy (96/90) to difficult (75/90) Range of easy (96/90) to difficult (75/90)

13 Levels of Interpretation (cont.) 4. Comparison with Peers Percentile Rank Percentile Rank Standard Scores Standard Scores Standard Error of Measurement Standard Error of Measurement 68% confidence interval; 95% by doubling SEM 68% confidence interval; 95% by doubling SEM

14 Classification of Standard Scores and Percentile Ranks Std. Score Range Percentile Rank Range WJ III Classification 131 and above Very superior 121 to to 97 Superior 111 to to 91 High Average 90 to to 75 Average 80 to 89 9 to 24 Low Average 70 to 79 3 to 8 Low 69 and below 0.1 to 2 Very Low

15 Interpretation of the Standard Score & Percentile Rank Confidence Intervals If the confidence bands for any two tests of clusters overlap at all, assume that no difference exists between the subjects two abilities. If the confidence bands for any two tests of clusters overlap at all, assume that no difference exists between the subjects two abilities. If a separation exists between the ends of two test bands that is less than the width of the wider of the two bands, assume that a possible difference exists between the subjects two abilities. If a separation exists between the ends of two test bands that is less than the width of the wider of the two bands, assume that a possible difference exists between the subjects two abilities. If the separation between the two bands is greater than the width of the wider band, assume that a real difference exists between the two abilities. If the separation between the two bands is greater than the width of the wider band, assume that a real difference exists between the two abilities.


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