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Woodcock-Muñoz Language Survey By: Yolanda Sariñana
Woodcock-Muñoz Woodcock-Muñoz Language Survey measures student’s language proficiency skills in listening, speaking, reading and writing. It is used to determine: Eligibility for participation in bilingual or ESL programs Eligibility for GT programs Readiness for English-only instruction. Monitor growth in language ability Assist in educational planning Evaluate program effectiveness
General Features Comprised of 7 individually administered tests. Cover ages and grades K-18 Provides information about individual’s Spanish and/or English language abilities Evaluates listening, speaking, reading, writing and comprehension (if all 7 tests are given)
General Features Use only test 1& 2 for oral proficiency (only pieces needed to identify and exit) All 7 tests can be used for diagnostic purposes. A struggling student who is being referred for further assessment This gives a more complete picture of student performance of language abilities Although complete battery can be used for screening of difficulties, it itself, is not to be used as a diagnostic tool.
Test Features Test 1- picture vocabulary Test 2 – verbal analogies Test 3- letter/word identification Test 4- oral dictation Test 5- understanding directions Test 6- story recall Test 7- passage comprehension
General Testing Directions Try to find a quiet place in which to test with the least amount of distractions for both the student and the tester. Make sure that you have the right identifying information for the student so that you can fill in information on scoring booklet. It is very important that you verify student name (spelling), dob and grade. If possible, mark the questionnaire and checklist on the front of the booklet at time of testing.
General Testing Directions Only say what is in the blue text in the testing book. Be sure that the student gives you an answer that is listed as correct and score as a 1. If the response is incorrect, score a 0. Become familiar with when you are allowed to use the ‘query’ for an item and use only when specified and only use it once. Be sure that you do not use negative/positive responses to their answers or be consistent in their use so that the student does not know if he/she is correct/ incorrect.
Finding the Base/Ceiling Directly after the tab for each test there are suggested starting points for student’s grade level. Use these at your own discretion because you want your students to be successful and you don’t want them to start off too far and be discouraged because it is too hard. Nor do you want to start too easy because student will get bored.
Finding Base/Ceiling The base is when the 6 lowest numbered items in a row are correct or you have administered item 1. If you start at a starting point and student misses some right away before they are going to get 6 in a row, finish the page and then go back enough items to be sure to get 6 in a row (starting at the top of the page, not the bottom).
Finding the Base/Ceiling The ceiling is when the student has given 6 incorrect responses in a row… Provided that you are at the end of the page, if there is visual stimuli on the student’s side of the book (picture vocabulary and letter/word identification) You DO NOT have to be at the end of the page for the verbal analogies test and for the dictation as there is no visuals for the student. On these two tests you may stop as soon as student has 6 incorrect responses in a row. The ceiling is also reached when you have administered the last item in each test.
Picture Vocabulary Picture Vocabulary: complete page rule applies. For some pictures, if many students are providing same answer that does not show up as correct, we can discuss as a group if that answer can be counted as correct. For those items, please write the answer given and be sure to let me know before we can score as correct.
Verbal Analogies For verbal analogies, always begin with the samples items. Each sample item can be administered up to 4 times. Do not penalize student for mispronunciations or if response differs from the correct response(s) listed only in verb tense or number (run=running≠runner). In Spanish responses can differ in verb tense, singular/plural or gender and with or without article (el, la, etc.)
Letter/Word Identification It is very important that you are familiar with the exact pronunciation of the words to be able to score correctly. Correct pronunciations are provided for certain test items. If you do not hear a response clearly, have the student finish the entire page and then have him/her repeat the entire page again. Do not change scoring for responses given if he/she changes during repetition. If student is sounding out word, have him/her say word silently and then give you word in a fluent manner. This is especially important in Spanish. Complete page rule applies to this test.
Dictation It is essential that you know the exact pronunciation of the word(s) for each test item before administering this test. You will need to score every item on this test before moving to another item to verify basal/ceiling. Request printed responses for ease of scoring, but do not penalize for cursive or poor handwriting. Accept letter reversals as long as they do not form different letters (b d) Do not allow subject to only write in capital letters to accurately score capitalization items. Complete page rule does NOT apply to this test.
Understanding Directions Use the audio recording for the administration of this test. The tape provides adequate time for student responses, but you can pause the recording if the student needs more time. Do not repeat items during this test. You may present items orally, but say directions exactly as presented in the audio recording. Record X for pictures not administered.
Story Recall Use the audio recording for the administration of this test and pause the recording after each story (double beep) so that the student can respond. Do not repeat any stories You may present stories orally, but ensure that you say the paragraph exactly as presented in the audio recording. Do not modify rate of speech) Elements that are not bold do not need to recalled verbatim.
Story Recall Cont. If words are bold, responses need to be exact unless.. The student gives a derivation of the bold word such as: Jimmy instead of Jim Mom/dad instead of mother/father One half hour instead of half hour Student responses do not have to be in sequential order.
Passage Comprehension Students should read test passages silently. If they read aloud, remind to read silently, but if they continue reading aloud, do not insist on silent reading. Do not help student with any words on this test. Unless otherwise noted, accept only one- word responses as correct. If student gives you a two-word response, ask for a one- word answer. This is the only test where basal is 5 correct and ceiling is 5 incorrect.