Presentation on theme: "Achievement Tests Designed to measure the skills and abilities acquired through direct instruction or intervention. Can measure both lower order and high."— Presentation transcript:
1 Achievement TestsDesigned to measure the skills and abilities acquired through direct instruction or intervention.Can measure both lower order and high order cognitive processes.Reading (from higher to lower order)Passage ComprehensionReading FluencySight RecognitionWord Attack SkillsLetter Identification
2 Types of Achievement Tests: Screening Tests Brief measures of achievement that typically assess lower levels of cognitionWRAT-3 (1993)basic reading, mathematics, spelling5 to 75 years15-30 minutesWIAT Screener (1992)basic reading, mathematics reasoning, spelling5 to 19 years30-60 minutes
3 Types of Achievement Tests: Comprehensive Tests To be classified as comprehensive:Assess 3 or more subject areasInclude at least 2 different subtests for each subject areaAssess both lower and higher levels of cognitive skills within each subject area.Example: Woodcock Johnson Tests of Achievement III (2001)
4 Administering the WJ-III Standard Battery 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).Materials needed: pencil with eraser, tape recorder, stop watch, testing easels.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.
5 Administering the WJ III Standard Battery: Basal and Ceiling Rules Basal and ceiling rules differ across subtests.Some subtests define the basal as the six lowest consecutive items administered that were passed.When stimulus material is visible on the examinee’s 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.
6 WJ-III Broad Reading Cluster Measures reading decoding, reading speed, and using syntactic and semantic cueing systems when reading for meaning.Tests:Letter-Word IdentificationReading FluencyPassage Comprehension
7 WJ-III Broad Math Cluster Measures math achievement including problem solving, number facility, automaticity with facts and reasoning.Tests:Math CalculationMath FluencyApplied Problems
8 WJ-III Broad Written Language Cluster Measures spelling, writing rate, and written expressionTests:SpellingWriting FluencyWriting Samples
9 WJ-III Broad Oral Language Cluster Measures linguistic competency, listening ability, and oral comprehension.Tests:Story RecallUnderstanding Directions
11 Levels of Interpretation QualitativeLevel of DevelopmentAge or grade equivalents
12 Levels of Interpretation (cont.) Degree of ProficiencyRelative Proficiency IndexRPI can differ from standard scores or percentiles because std. scores and percentiles are a rank order and do not take into account the examinee’s proficiency with a task compared to other’s his/her age/grade.Age/Grade ProfilesInstructional Zone is a special application of the RPIRange of easy (96/90) to difficult (75/90)
13 Levels of Interpretation (cont.) Comparison with PeersPercentile RankStandard ScoresStandard Error of Measurement68% confidence interval; 95% by doubling SEM
14 Classification of Standard Scores and Percentile Ranks Std. Score RangePercentile Rank RangeWJ III Classification131 and aboveVery superior121 to 13092 to 97Superior111 to 12076 to 91High Average90 to 11025 to 75Average80 to 899 to 24Low Average70 to 793 to 8Low69 and below0.1 to 2Very 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 subject’s 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 subject’s 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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