1. Woodcock Johnson III Tests of Achievement Transition Academy @ Shadd
October 5, 2010
Woodcock Johnson III
Tests of Achievement
(Adapted from Riverside Publishing Materials)

2. Purpose of Academic Testing
Identify areas of academic strength and weakness
Diagnose specific learning disabilities
Develop recommendations to address academic deficiencies

3. Learning Disabilities
Two operational definitions:
Significant discrepancy between ability and achievement
Response to intervention
Different from DSM-IV-TR Learning Disorder, yet related.

4. Issues with Academic Testing
Age norms vs. Grade norms
Kids enter school at different ages
Children can be accelerated or retained in grade
Which normative sample to use?
If you are computing ability-achievement discrepancies, you will need to use age norms.
However, if the student has been retained or accelerated in grade, should also re-compute scores using grade norms.

5. Psychometrics of WJ-III ACH
Major strength of the WJ-III ACH test battery – co-normed with the WJ-III COG test battery.
Standardization sample: 8,818 subjects
100+ geographic areas (including Moorpark!)
Reliability:
For individual subtests across all ages: .70 to .96
For clusters across all ages: .93 to .99
Alternative form reliabilities for Passage Comprehension range between .85 and .96 over all ages.
Lowest reliability: Story Recall (.70)
Highest reliability: Applied Problems (.96); Letter-Word ID (.95); Math Fluency (.95); Spelling (.95)
Writing clusters lowest at .93; Total Achievement highest at .99

6. Psychometrics of WJ-III ACH
Validity
Differential correlational patterns between different cluster scores suggest discriminant validity.
Factor structure aligns with the narrow Cattell-Horn-Carroll abilities
Validity studies with the KTEA and WIAT show modest agreement
Total Achievement on WJ-III with KTEA: .79
Total Achievement on WJ-III with WIAT: .65
Convergent and Discriminant validity coefficients are a little higher e.g.:
WJ-III Broad Reading with WIAT Reading Composite: .82
WJ-III Broad Reading with WIAT Math Composite: .50

7. Psychometrics of WJ-III ACH
Discriminant validity with WJ-III COG, WAIS-III, and Kaufman Adolescent & Adult Intelligence testing produces lower coefficients (most below .50).

8. Organization Achievement (BLUE) Standard Battery 12 Tests 10 Clusters
Extended Battery
10 Tests
9 Clusters
(Form A & B)

9. Clusters Broad Reading Basic Reading Skills Broad Math
Math Calculation Skills
Math Reasoning
Broad Written Language
Written Expression
Academic Knowledge
Academic Skills
Academic Fluency
Oral Language
Each cluster is made up of at least two subtests; some require supplemental subtests
Broad Reading: Reading decoding, reading speed, and using syntactic and semantic cueing systems when reading for meaning.
Basic Reading: Sign vocabulary, phonics, and structural analysis skills.
Broad Math: Math achievement including problem solving, number facility, automaticity with facts, and reasoning.
Math Calculation Skills: Computational Skills and auotmaticity with math facts.
Math Reasoning: Problem solving, concepts, and math vocabulary.
Broad Written Language: Spelling, writing rate, and written expression.
Written Expression: Quality of written sentences and fluency of production.
Academic Knowledge: Knowledge of science, social studies, and humanities (really, one subtest)
Academic Skills: Basic academic skills.
Academic Fluency: Ease and speed by which an individual performs simple to more complex academic tasks.
Oral Language: Linguistic competency, listening ability, oral comprehension (and attention).

10. Cluster and Subtest Structure
Broad Reading
Letter-Word Identification
Reading Fluency
Passage Comprehension
Basic Reading Skills
Word Attack (extended battery, commonly administered)
Broad Math
Calculation
Math Fluency
Applied Problems

11. Cluster and Subtest Structure
Math Calculation Skills
Calculation
Math Fluency
Math Reasoning
Applied Problems
Quantitative Concepts (extended battery)
Broad Written Language
Spelling
Writing Fluency
Writing Samples

12. Cluster and Subtest Structure
Written Expression
Writing Fluency
Writing Samples
Academic Knowledge
Academic knowledge (3 extended subtests: Sci, SS, Hum)
Academic Skills
Letter-Word Identification
Spelling
Calculation

13. Cluster and Subtest Structure
Academic Fluency
Reading Fluency
Writing Fluency
Math Fluency
Oral Language
Story Recall
Understanding Directions

14. Cluster and Subtest Structure
Total Achievement
Letter-Word Identification
Reading Fluency
Passage Comprehension
Spelling
Writing Fluency
Writing Samples
Calculation
Math Fluency
Applied Problems

15. “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

16. 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

17. 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

18. 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

19. Standard Battery Letter-Word Identification Reading Fluency (timed)
Story Recall (taped)
Understanding Directions (taped)
Calculation
Math Fluency (timed)
Spelling
Writing Fluency (timed)
Passage Comprehension
Applied Problems
Writing Samples
Story Recall – Delayed

20. Extended Battery Word Attack Picture Vocabulary
Oral Comprehension (taped)
Editing
Reading Vocabulary
Quantitative Concepts
Academic Knowledge
Spelling of Sounds
Sound Awareness
Punctuation & Capitalization

21. Administration Techniques
Know your tools
Follow standardized procedures
Use suggested starting points
Know basal and ceiling rules
Know pronunciations
Don’t penalize mispronunciations due to speech deficits or regional differences
Student must smoothly pronounce words for credit (automaticity is critical)

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

23. Administration Techniques
Test by complete pages when subject sees items
Score LAST response given
Give benefit of doubt every other time
Don’t repeat items unless directed
Use pause button if needed
If interrupted by a sound, repeat item later

24. 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

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

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

27. Standard Battery & Extended Battery
Tests of Achievement
Standard Battery
&
Extended Battery

28. Tests of Achievement Standard Battery Extended 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

29. Standard Battery Test 1: Letter-Word Identification
Identifying printed letters and words
Test 2: Reading Fluency
Reading printed statements rapidly and responding true or false (Y or N)
Test 3: Story Recall
Listening to and recalling details of stories
Test 4: Understanding Directions
Listening to a sequence of instructions and then following the directions (by pointing)
Test 5: Calculation
Performing various mathematical calculations; retrieving math facts.

30. Standard Battery Test 6: Math Fluency Test 7: Spelling
Adding, subtracting, and multiplying rapidly
Test 7: Spelling
Spelling orally presented words
Test 8: Writing Fluency
Formulating and writing simple sentences rapidly with a visual cue
Test 9: Passage Comprehension
Completing a sentence by giving the missing key word that makes sense in the context.
Test 10: Applied Problems
Performing math calculations in response to orally presented problems with a visual cue.

31. Standard Battery Test 11: Writing Samples
Writing meaningful sentences for a given purpose with a visual and oral prompt.
Test 12: Story Recall – Delayed
Recalling previously presented story elements
Test 13: Word Attack
EXTENDED Battery test, often included in most standard battery administrations
Reading phonically regular non-words

32. Extended Battery Test 13: Word Attack
Reading phonically regular non-words
Test 14: Picture Vocabulary
Naming pictures
Test 15: Oral Comprehension
Completing an oral sentence by giving the missing key word that makes sense in the context
Test 16: Editing
Identifying and correcting errors in written passages

33. Extended Battery Test 17: Reading Vocabulary
Reading words and supplying synonyms and antonyms; reading and completing verbal analogies
Test 18: Quantitative Concepts
Identifying math terms and formulae; identifying number patterns
Test 19: Academic Knowledge
Responding to questions about science, social studies, and humanities
Test 20: Spelling of Sounds
Spelling letter combinations that are regular patterns in written English

34. Extended Battery Test 21: Sound Awareness
Providing rhyming words; deleting, substituting, and reversing parts of words to make new words.
Test 22: Punctuation & Capitalization
Applying punctuation and capitalization rules

35. “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

36. Basal and Ceiling Rules
For almost all tests (exceptions are noted in the scoring record sheets), to obtain a valid score on any subtest, you need a basal level of 6 items correct and a ceiling level of 6 items incorrect.
Add up the total number of items correct (including items BELOW basal) = Raw Score.
Enter Raw Scores in the WJ-III Scoring Assistant (hand scoring not really an option).

37. Scoring Output W-scores
Equal-interval scale where 500 is set to approximate the average performance of a 10-0 child.
Used to measure growth.
Age Equivalents / Grade Equivalents
Raw score cross-referenced to the median score within the age/grade band.
Highly variable.
RPI – Relative Proficiency Index
Predicts a student’s level of proficiency on tasks that typical age- or grade-level peers would perform with 90% proficiency.
RPI of 55/90 indicates impairment – they did 55%, a peer would do 90%
RPI of 98/90 indicates strength – they did 98%, a peer would do 90%

38. Scoring Output Percentile Ranks Standard Scores Z Scores
Mean 100; SD 15
Used in determining ability-achievement discrepancies.
Z Scores

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

40. 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

41. 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

42. 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

43. 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 – don’t try to figure it out
Used in Oral Language (Std & Ext), Listening Comprehension

44. 5. Calculation Untimed Don’t 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

45. 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

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

47. 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

48. 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

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

50. 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

51. Tests of Achievement: Extended Battery
Word Attack
Picture Vocabulary
Oral Comprehension
Editing
Reading Vocabulary
Quantitative Concepts
Academic Knowledge
Spelling of Sounds
Sound Awareness
Punctuation/Capitalization

52. Preliminary Testing (at BC)
Special Instructions
Item
Administered By:
Date & Initials
Intake Booklet & Consent Form
3 Minutes Timed
Test 2: Reading Fluency
Test 5: Calculation
Test 6: Math Fluency
Use Tape
Test 7: Spelling
7 Minutes Timed
Test 8: Writing Fluency
Test 11: Writing Samples
Other:

53. “To avoid criticism, do nothing, say nothing, be nothing
“To avoid criticism, do nothing, say nothing, be nothing.” - Elbert Hubbard

54. Scoring and Reporting
Normative Update

55. Normative Updates (Nu)
Check accuracy of all scores
Launch Normative Update Program
Set up program once:
Click <Options>
Click <Program Options>
Under “Additional Score Column” choose CALP
For “Confidence Band” choose 68%
For “Discrepancy Cutoff” choose 1.30

56. Normative Update Continued
For Verbal & Numeric Data:
Enter scores for Cognitive & Achievement, Standard & Extended Batteries
Enter observations
Click <Report> <Summary & Score Report>
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 <OK>

57. Normative Update 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)

58. Normative Update Continued
For Graphical Data:
Click <Report>, <Age/Grade Profiles>
Choose “Age”
Choose “Include GIA/BIA”
For “Data to Include” choose “Standard Score”
Send report to “Print Preview”
Click <OK>

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