Presentation on theme: "General Administration"— Presentation transcript:
1General Administration &Key Pointsfor the WJ III®
2Getting Ready to Test Know purposes of testing Strive for exact & brisk administrationAllow adequate time for testingHave necessary materials (test books, test record, subject response booklet, tape, tape player, headphones, pencils, stopwatch)Establish rapport (complete subject identification information)Evaluate behavior during testing (use Test Session Observations Checklist)
3General Administration Points Follow standardized procedures for each testUse Suggested Starting PointsKnow basal/ceiling rules for each testKnow pronunciation of itemsDo not penalize for mispronunciations due to speech defects, regional or dialect differencesTest by complete pages when stimulus is visible on subject’s pageScore last response given (during test session - whether it’s correct or incorrect).
4Taped/CD Tests Set up tape or CD player in advance. Look away from subject while item is being presented.At the double beep, look at the subject to encourage a response.Use the pause/stop button, if needed (unless otherwise indicated.Do not repeat items unless indicated in the instructions.
5Timed Tests Use a stopwatch or timer whenever possible. If stopwatch or timer is not available, use watch or clock with second hand. Record exact starting and stopping times.Adhere to the time limits for each timed test or item. (noted in Test Book and Test Record)If subject finishes test before limit, record exact finishing time in minutes and seconds. Software makes an adjustment.
6Subject Response Booklet Have SRB available when necessary.Point to columns or pages as directed while holding SRB.Place in front of subject when directed.Remove from subject when directed.On timed tests, direct subject to “cross out” responses he or she wishes to change.Remind subjects to work row by row if it appears they are skipping around.
7Suggested Starting Points Provided to reduce unnecessary testing timeUse subject’s present estimated ability or achievement levelLocated on first page after tab in Test BookSuggested Starting PointsSubject’s Estimated Preschool to Grades Grade 8 to Ability Grade to AdultBegin With Item Item Sample Item D Page 271 Page Below
8BASAL AND CEILING RULES PURPOSE• Limit span of items administered• Allow high probability estimate of score• Guide for minimizing testing timeCRITERIA• Included at beginning of each test in Test Book• Stated at top of each test recording area in Test Record• Understand where to start and stop each testBASAL LEVEL•The lowest set of consecutive correct responses specified, or Item 1• Begin at suggested starting point• If basal established continue testing until meets ceiling criterion• If basal not established test backwards complete page by complete pageTESTING• Conducted by complete pages whenever visual stimulus on subject’s side• If ceiling reached in middle of test page, administer all items on page• If any items responded to correctly, continue testing to establish true ceilingSCORING• If two apparent basals, then use lowest basal as true basal• If two apparent ceilings, then use the highest ceiling as true ceilingGENERAL PRINCIPLE: If subject misses item, score as incorrect, if subject respondscorrectly, score as correct. Continue testing until confident that true basal and trueceiling have been obtained. If believed that subject may fail item below apparentbasal or get correct above criteria for ceiling, continue testing.Calculating and obtaining a raw score is not dependent upon the existence of a basal or a ceiling. Refer to the Examiner’s manual and the easels for any unusual issues pertaining to raw score calculations (i.e. tests with continuation rules, cumulative cut-offs, block item administration, etc.).