Tests of Achievement.

Tests of Achievement

Selective Testing Table
Located in Test Books and Examiner Manual

Organization of 22 Achievement Tests
Standard Battery Letter-Word Identification Reading Fluency Passage Comprehension Story Recall Understanding Directions Calculation Math Fluency Applied Problems Spelling Writing Fluency Writing Samples Story Recall-Delayed Handwriting Legibility Scale Extended Battery Word Attack Reading Vocabulary Picture Vocabulary Oral Comprehension Quantitative Concepts Editing Academic Knowledge Spelling of Sounds Sound Awareness Punctuation and Capitalization NOTES: STANDARD BATTERY 5 new tests in Standard Battery: Reading Fluency, Story Recall, Understanding Directions, Math Fluency 1 modified test in Standard Battery: Spelling EXTENDED BATTERY 2 new tests in Extended Battery: Spelling of Sounds, Sound Awareness 5 modified tests in Extended Battery: Reading Vocabulary (includes Analogies), Editing (called Proofing in WJ-R), Punctuation and Capitalization (from Dictation & Proofing in WJ-R), Academic Knowledge (3 subtests), Quantitative Concepts (2 subtests) 2 tests moved from COG in WJ-R to ACH in Extended: Picture Vocabulary, Oral Comprehension (was Listening Comp)

Major Differences from WJ-R: Achievement
Enhances broad achievement clusters (3 tests: 1 skills, 1 fluency, and 1 application) Includes Oral Language tests Offers ability/achievement discrepancy option using Oral Language as ability Increases usefulness at early reading levels Provides diagnostic spelling measure NOTE: Oral Language tests were in WJ-R COG. Moved to WJ III ACH. New oral language tests are included. * Sound Awareness is designed for early reading * Spelling of Sounds is a diagnostic spelling measure

Major Differences from WJ-R: Achievement
7 new tests Reading Fluency Story Recall Story Recall-Delayed Understanding Directions Math Fluency Spelling of Sounds Sound Awareness 8 new clusters Total Achievement Academic Fluency Academic Skills Academic Applications Phoneme/Grapheme Knowledge Oral Language Oral Expression Listening Comprehension NOTE:

Learning Disability Eligibility
7 IDEA Areas WJ III Tests Oral Expression Story Recall, Picture Vocabulary Listening Comprehension Understanding Directions, Oral Comprehension Written Expression Writing Fluency, Writing Samples Basic Reading Skills Letter-Word Identification, Word Attack Reading Comprehension Passage Comprehension, Reading Vocabulary Mathematics Calculation Calculation, Math Fluency Mathematics Reasoning Applied Problems, Quantitative Concepts

Reliability Reliability Goal for clusters set at .90 or higher
Goal for tests set at .80 or higher NOTE: Reliability statistics calculated for all WJ III tests across their range of intended use. Included all norming subjects tested at each technical age level. (25 levels - by year 2-19, by 10 yr.intervals 20-79, 80+) Split-half coefficients corrected for length using Spearman-Brown correction Rasch analysis procedures used for calculating reliability for 8 multi-point tests (4 in COG, 4 in ACH) and 8 speeded (5 in COG, 3 in ACH) Test-retest study also conducted for 8 speeded tests Interval set at 1 day to minimize changes in test scores due to changes in the subjects’ states or traits. These reliabilities are lower than those for same tests obtained using Rasch analysis procedures. Test-retest is lower bound for speeded tests - other reliabilities are upper bound. TESTS: 38 of 42 are .80 or higher (15 are .90 or higher) (4 are in .70s) CLUSTERS: 36 of 42 are .90 or higher (6 are in .80s) Consult: Chapter 3 of Technical Manual for more information. Summary information in ASB 2.

Reliability of the Achievement Clusters
Standard Battery Clusters Extended Battery Clusters Total Achievement Oral Language-Std Broad Reading Broad Math Broad Written Language .94 Academic Skills Academic Fluency Academic Applications Oral Language-Ext Oral Expression Listening Comprehension Basic Reading Skills Reading Comprehension Math Calculation Skills Math Reasoning Basic Writing Skills Written Expression Phoneme/Grapheme Knowledge NOTE: Note: median reliabilities reported

Validity Evidence Content Construct Concurrent
CHC theory test blueprint-based content analysis Both broad and narrow abilities accounted for in test specifications Construct Divergent growth curves (developmental evidence) Confirmatory factor analysis (internal/structural) evidence Test and cluster intercorrelations Convergent/discriminate validity evidence Concurrent 11 special studies (775 additional subjects) Comparison to tests measuring similar constructs NOTE: Test validity refers to the degree to which empirical evidence and theory support the use and interpretation of the test. 4 sources of validity evidence reported in Technical Manual: a.) test content (content or substantive validity) b.) developmental patterns of scores (provides evidence of unique abilities) c.) internal structure (construct - intercorrelations of tests/clusters, CFA) d.) relationships to other external variables (special studies-concurrent) Convergent evidence that test/cluster scores are measuring similar abilities or constructs (e.g., all Gc tests correlate higher with each other than with tests of other abilities) Discriminant evidence that tests/clusters are measuring different abilities (e.g., correlations lower between different areas, factors) Factor analysis (CFA - confirmatory factor analysis) Bias & sensitivity reviews conducted as part of item development. Consult Chapter 4 of the Technical Manual for more information. See Chapter 2 of Tech. Manual for info. on CHC theory . Summary information in ASB2.

WJ III ACH Concurrent Validity
Rdg Decoding Comprehension Reading Basic Comprehension Math Calculation Application Math Numerical OP Reasoning Spelling Spelling Writ.Exp BR BRS RC BMS MC MR BWS WE KTEA WIAT NOTE: Studies indicate WJ III tests & clusters correlate well with other tests measuring similar constructs. The COG GIA correlations (previous slide) support the interpretation of the WJ III GIA first-principal component (g) scores as valid measures of general intellectual ability. The ACH correlations suggest it is measuring academic skills and abilities similar to those of other achievement tests. WJ III is a diagnostic system that can be used with confidence in a variety of settings.

ACH 1 Letter-Word Identification
Requires identifying and reading isolated letters and words, primarily a sight recognition task Basal/Ceiling Rules: 6 lowest correct/6 highest incorrect Know exact pronunciation of words Responses must be pronounced as a complete word to receive credit NOTES: No major changes from WJ-R. More items added to floor of test. Initial items requiring pointing, then naming of single letters. Later items require reading words that increase in difficulty. Subject does not need to know the meaning of any of the words. (neither does the examiner) Examiner needs to know correct pronunciation of each item. Test by complete pages because stimuli is visible on subject’s page. Use Suggested Starting points to determine where to begin testing. If subject “sounds out” word, you may give ONE reminder during test to say the word smoothly - as a complete word. Score the last response - so if subject sounds out word first and then says it as a complete word, score the last response. Median Reliability: Adult .94 Broad Ability Reading-Writing (Grw) Narrow Ability Reading Decoding Clusters Broad Reading Basic Reading Skills Academic Skills Total Achievement

H C A S B W A on whole particularly satiate Letter-Word Identification
3, 4 A 7 on whole particularly satiate 16 36 56 76 NOTES: Examiner Directions 3. Point to the “B.” (first line) 4. Point to the “C.” (first line) 7. What is the name of this letter? (second line - A) 16. What word is this? (on) 36. (whole) 56. (particularly) 76. (s-sh-  t) (satiate) Note: pronunciation for some words appears in Test Book, examiner side. FYI: satiate - having had enough or more than enough, satisfy in full, gratify completely, to gratify with more than enough as to weary or disgust. Examiner Tips If response is unclear on a specific item, have subject repeat entire page. Only score item in question. Record errors for analysis.

1. Starting Point 2. No basal on first 6 items. Complete page then turn back 1 page. 3. Basal established Items 4. Continue test with Item 25. 5. Ceiling reached Items 1 3 1 AE 6-9 GE 1.4 1 1 1 23 1 NOTES: Starting Point Item 17: For Grade 2 estimated achievement level. Items correct, complete page Items Test by complete page when stimuli is visible to subject. Then test backward one page at a time, until the 6 lowest items administered are correct. Administer Items 15 & 16. Both correct so basal is established (Items 15-20). Continue testing with Item 25 until a ceiling is reached. Ceiling is reached when subject misses Items Record errors for analysis. Enter number correct in tinted box. Be sure to include all items below basal. Circle row in Scoring Table to obtain estimated AE/GE. ANSWERS: Number Correct is 23. Estimated AE is 6-9. Estimated GE is 1.4. 1 1 What is the Number Correct? What are the estimated AE/GE? 2 jet saw half 1 4 1 them most aboat olny prat cold 5

ACH 2 Reading Fluency New
Requires reading and comprehending simple sentences rapidly (uses SRB) Start with Item 1/End with 3-minute time limit If fewer than 3 correct on Practice Exercises C-F, discontinue testing and score test a “0” NOTES: New to WJ III Subject quickly reads simple sentences, decides if it is true, and then circles Yes or No. Difficulty gradually increases to a moderate level. Median Reliabilities: Adult .90 Broad Ability Reading-Writing (Grw) Narrow Ability Reading Speed Clusters Broad Reading Academic Fluency Total Achievement

Reading Fluency Examiner Tips
NOTES: Use the scoring guide overlay for convenience and accuracy. Place a “1” or a “0” in the blank at the end of each line. Examiner Tips Remind subjects to read each sentence if it appears they are circling answers randomly. Do not include in the score, items beyond the last item the subject completed.

82 16 82 16 66 Reading Fluency - Scoring
1. Use the scoring overlay for easy scoring. 2. Total the Number Correct. 3. Total the Number Incorrect. 4. Enter both numbers in the software program. Number Correct (0-98) Number Incorrect (0-98) 82 16 5. Subtract Number Incorrect from Number Correct if estimated AE/GE scores are needed. If a negative number is obtained, use 0. NOTES: This example shows the results of someone that completed all 98 items in the time limit. There will be subjects that do not complete the 98 items. In those cases, do NOT include the items that were “not attempted” in the score. These items are not incorrect or skipped. The subject did not have time to complete them. For example, if the subject completed 80 items in the time limit and of those 80, had 60 correct, 3 skipped, and 17 incorrect, you would enter “60” in the Number Correct and “20” in the Number Incorrect. The total would be 40. The Number Correct and the Number Incorrect (skipped and errors) should equal the number of items that fall within the range the subject attempted. Be sure to total the number correct and the number incorrect. To use the hand-scoring table, compute the Total Number correct below. _____ _____ = _____ (0-98) Number Number Total Correct Incorrect 82 16 66

New ACH 3 Story Recall Requires listening to stories and recalling elements Use Suggested Starting Points Follow Continuation Instructions Do not repeat or replay any stories NOTES: New to WJ III. Subject listens to a story from the audio recording and then recall as many details as possible. The stories become increasingly complex. Median Reliabilities: Adult .89 Broad Ability Comprehension-Knowledge (Gc) Narrow Abilities Language Development Listening Ability Clusters Oral Language-STD Oral Language-EXT Oral Expression

Pause the audio recording after each story so the subject can respond.
Story Recall - Examiner Tips Pause the audio recording after each story so the subject can respond. In the Test Record, place a check mark over each element recalled (elements are separated by slash marks /) Elements that are bold must be recalled exactly. Other elements can be synonyms or paraphrased. If necessary, stories can be presented orally. If Test 12 Story Recall-Delayed will be administered, do not tell subject that stories may need to be recalled later. NOTES: Oral presentation is possible if subject is not responsive to audio recording (e.g., very young, low functioning).

She catches butterflies. (1) Julie catches butterflies. (2)
Story Recall - Story 1 Julie / likes to catch butterflies./ Then she lets them go./ She catches butterflies (1) Julie catches butterflies (2) Julie likes catching butterflies. She lets them go (3) Sample Responses Points Possible NOTES: Continuation Rules If subject has 3 or fewer points on Stories 1 and 2, testing may be discontinued. If subject has 4 or more points on Stories 1 and 2, administer Stories 3 and 4 unless already administered.

Story Recall - Story 2 Mary / has a dog./ He loves to ride / in the car,/ but he hates to take a bath./ Score these responses: (5 points possible) He doesn’t like taking baths. Mary’s dog loves to ride in the car. Her dog hates baths but he loves riding in the car. NOTES: Scoring of first example. He doesn’t like taking baths. ( Score is 1) * (one element) Mary’s dog loves to ride in the car. (Score is 4) * * * * (4 elements) Her dog hates baths but he loves riding in the car. (Score is 4) * * * *

birthday./ He wanted to put them on his bedroom / ceiling./
Story Recall - Story 5 Rick / got some glow-in-the-dark/ stars / for his sixth birthday./ He wanted to put them on his bedroom / ceiling./ He wanted to put them in his bedroom (1) Rick got some glowing stars for his birthday (2) He put some glow-in-the-dark stars on his bedroom ceiling (4) Sample Responses Points Possible NOTES: Continuation Rules If subject has 8 or fewer points on Stories 5 and 6, administer Stories 3 and 4 unless already administered. If subject has 9 or more points on Stories 5 and 6, administer Stories 7 and 8 unless already administered.

Story Recall - Story 6 The dinosaur / at the museum/ was over 20 feet / tall./ Many people came to see it. / Some small / children / were scared./ They thought it was real./ Score these responses: (9 points possible) They were afraid of the dinosaur. At the museum there was a 20 foot tall dinosaur. The little kids were scared. They thought it was real. NOTES: Scoring of examples. They were afraid of the dinosaur. (Score is 2 points) * * (2 elements) * * * * At the museum there was a 20 foot tall dinosaur. The little kids were scared. They thought it was real. (Score is 8 points) * * * * (8 elements)

Place check mark over each element recalled correctly.
Enter Date & Time. Place check mark over each element recalled correctly. Bold words must be recalled exactly. 2 3 5 3 or fewer points: Discontinue testing. 4 or more points: Administer Stories 3 and 4. NOTES: Recording the date & time is especially important if Test 12: Story Recall-Delayed is to be administered. Best to record it at all times because a decision may be made later to administer Test 12. Continuation Instructions tell examiner when to discontinue, when to test further, or when to administer easier items. In this example, the instructions for Stories 1-2 are: 3 or fewer points, discontinue testing. 4 or more points, administer Stories 3 & 4. Follow Continuation Instructions. Record points for each story and each set of stories.

ACH 4 Understanding Directions
New ACH 4 Understanding Directions Requires listening to instructions and then pointing to objects in pictures Use Suggested Starting Points Follow Continuation Instructions Let subject review picture for 10 seconds prior to administering items NOTES: New to WJ III Task requires the subject to listen to a sequence of audio-recorded instructions and then follow the directions by pointing to various objects in a colored picture. The items gradually increase in linguistic complexity as the number of tasks to perform increases. Median Reliabilities: Adult .90 Broad Ability Comprehension-Knowledge (Gc) Narrow Ability Listening Ability Language Development Clusters Oral Language-STD Oral Language-EXT Listening Comprehension

Understanding Directions Form A (Picture 3)
1. Point to the frog and then the bear. Go. 7. First point to the log, then the deer, and then the campfire. Go. 9. Point to the cloud farthest to the left, and then the cloud farthest to the right. Go. NOTES: Be sure to give subject 10 seconds to review picture BEFORE administering items. Continuation Rules Pictures 2-3 7 or fewer correct, give Picture 1 8-13 correct, discontinue testing 14 or more correct, give Pic. 4-5

Pause or stop audio recording after last item of each picture.
Understanding Directions - Examiner Tips Pause or stop audio recording after last item of each picture. Do not repeat or replay any item If an obvious noise (e.g., bell ringing) interferes, finish the picture, then re-administer specific item. All steps must be completed to receive credit (any order unless otherwise specified) Record Number of Points for each picture in space provided in Test Record. When using the software program, an entry must be made for each picture: Number of Points or “X” if not administered. NOTES: Can be administered orally if subject is not responsive to audio recording. (rare cases)

Understanding Directions
Follow Continuation Instructions to determine which pictures to administer and when to discontinue testing. Follow continuation instructions Picture 2 Jungle Scene 7 Picture 3 Mountain Scene X 13 Software Score Entry 1 Enter Number of Points. Enter “X” if not administered. 1 1 1 4A Picture 1 (0-10 or X) 4B Pictures 2-3 1 NOTES: 1 (0-21 or X) 4C Pictures 4-5 6 (0-22 or X) 4D Pictures 6-7 13 (0-4 or X) 7 or fewer points: Administer Picture 1 8 to 13 points: Discontinue testing. 14 or more points: Administer Pictures 4 and 5.

ACH 5 Calculation Requires calculation of problems ranging from simple addition facts to calculus (uses SRB) Basal/Ceiling Rules: 6 lowest correct/6 highest incorrect Skipped items are scored as a “0” Do not point out signs Accept reversals but not transposed numbers NOTES: No major changes from WJ-R. Tasks range from writing single numbers to performing addition, subtraction, multiplication, division, and combinations of these basic operations, as well as some geometric, trigonometric, logarithmic, and calculus operations. Subject does not need to make decisions about what data to include or which operation to use. (presented in SRB) Use Suggested Starting Points. Includes: negative numbers, decimals, percents, fractions, and whole numbers. Median Reliabilities: Adult .89 Broad Ability Mathematics (Gq) Narrow Ability Mathematics Achievement Clusters Broad Mathematics Math Calculation Skills Academic Skills Total Achievement

Sample A: Make the number “one” in this box.
Calculation Sample A: Make the number “one” in this box. = = = = x x 7 NOTES: Poorly formed or reversed numbers are acceptable. Transposed numbers are NOT acceptable (e.g., 14 for 41). NO, examiners may not point out the signs to the subject. Examiner Tips If subject responds incorrectly to both sample items, testing may be discontinued. Score test “0.” Do not penalize for poorly formed numerals. Be sure to complete all queries in Test Book.

New ACH 6 Math Fluency Requires rapid calculation of single-digit addition, subtraction, and multiplication facts (uses SRB) Begin with Item 1/End with 3-minute time limit Skipped items are scored as a “0” Do not point out signs Discontinue if 3 or less correct after 1 minute NOTES: New to WJ III Measures ability to solve simple addition, subtraction, and multiplication facts quickly. Median Reliabilities: Adult .92 Broad Ability Mathematics (Gq) Narrow Abilities Mathematics Achievement Numerical Facility Clusters Broad Mathematics Math Calculation Skills Academic Fluency Total Achievement

Math Fluency Examiner Tips
NOTES: Examiner Tips Do not penalize for poorly formed or reversed numbers. Record exact finishing time if subject finishes early or examiner exceeds time limit. Scoring overlay is provided.

ACH 7 Spelling Requires writing letters and words presented orally (uses SRB) Basal/Ceiling Rules: 6 lowest correct/6 highest incorrect Use Suggested Starting Points based on present level of spelling skill Modified from Dictation in WJ-R - no punctuation, capitalization, or usage items NOTES: New in this format to WJ III. (modified from Dictation in WJ-R) Initial items measure prewriting skills (i.e., drawing, tracing). Next set of items requires production of upper- and lowercase letters. Remaining items require the subject to spell words (in writing) and increase in difficulty. Median Reliabilities: Adult .95 Broad Ability Reading-Writing (Grw) Narrow Ability Spelling Clusters Broad Written Language Basic Writing Skills Academic Skills Total Achievement

Items 1-4 Prewriting with demonstration
Spelling Items 1-4 Prewriting with demonstration Items 5-6 Tracing with demonstration Item 7 Copying a letter Items 8-14 Printing letters Items Spelling words Examiner Tips Do not penalize poor handwriting or reversed letters as long as the letter does not become a new letter. (b = d) Accept uppercase or lowercase responses unless case is specified. Know the exact pronunciation of the word for each item. Request responses be printed but accept cursive. NOTES:

12. Number twelve. Print the letter U. U.
Spelling - Examiner 12. Number twelve. Print the letter U. U. Correct: U, u (capital or lowercase) 13. Number thirteen. Look at the two letters. The first letter is a lowercase or small a. The next letter is a lowercase or small h. Print a lowercase e. e. Correct: e (must be lowercase) 15. Number fifteen. Spell the word in. Come in to the house. In. Correct: in 35. Number thirty-five. Cough. She had a cough. Cough. Correct: cough 55. Number fifty-five. Omniscient (ahm-nish- nt). The author took an omniscient point of view. Omniscient. Correct: omniscient NOTES: e

ACH 8 Writing Fluency Requires formulating and writing simple sentences rapidly (uses SRB) Begin with Item 1/End with 7-minute time limit Discontinue if subject has “0” on Samples B-D Any stimulus words may be read upon request 3 stimulus words may not be changed in any way NOTES: No major changes from WJ-R. Median Reliabilities: Adult .92 Broad Ability Reading-Writing (Grw) Narrow Ability Writing Speed Clusters Broad Written Language Written Expression Academic Fluency Total Achievement

Writing Fluency - Samples A & B
I am going to ask you to write short sentences about some pictures. A. Look at this picture and the words “good,” “cake,” and “is.” A short sentence that tells about the picture and uses these words is “The cake is good.” B. Now look at this picture and the words “pig,” “fat,” and “is.” Use these three words and any other words you need to write a short sentence about the picture. You may put the words in any order. Go ahead and do Sample Items C and D. A. good cake is B. pig fat is NOTES:

Writing Fluency - Examiner Tips
Score as incorrect any items skipped. Do not penalize for spelling, punctuation, or capitalization errors. Do not penalize for poor handwriting unless illegible. Response must be a reasonable sentence to receive credit. If the sentence is awkward but the meaning is clear, score as 1. Accept sentences with the understood subject you. Accept abbreviations or symbols If a word critical to the meaning is omitted, score as 0. Omission of less meaningful word is not penalized. NOTES:

He is dropping a dime in the bank.
Writing Fluency - Scoring Items 25-28 He is dropping a dime in the bank. The light is shining from the window. They are running the race again. NOTES: Scoring examples. Item 25: 1 Item 26: (did not use the word “in”) Item 27: (changed “ran” to “running”) Item 28: 1 I want to use the toy truck.

ACH 9 Passage Comprehension
Requires reading a short passage and supplying a key missing word Basal/Ceiling Rules: 6 lowest correct/6 highest incorrect Use Suggested Starting Points Accept responses that differ in tense or number Score responses that are different parts of speech as “0” NOTES: No major changes from WJ-R. Items range from matching rebuses with actual pictures, to pointing to a picture that matches a phrase, to reading short passages and providing the missing word. Median Reliabilities: Adult .88 Clusters Broad Reading Reading Comprehension Academic Applications Total Achievement Broad Ability Reading-Writing (Grw) Narrow Abilities Reading Comprehension Lexical Knowledge

Something is on the chair. It is a .
Passage Comprehension Something is on the chair It is a 12 22 The drums were pounding in the distance We could them. 40 It is one thing to demonstrate that modern war is harmful to the species. It is another thing to do something about it. NOTES: Answers: Item 12: book Item 22: hear Item 40: stopping, preventing As the items increase in difficulty, the picture clues disappear. Examiner Tips Remind subject to read silently, but do not insist. Do not tell subject any words. If subject reads item aloud, he/she must identify the word that goes in the blank to receive credit.

ACH 10 Applied Problems Requires comprehending the nature of a problem, identifying relevant information, performing calculations, and stating solution Basal/Ceiling Rules: 6 lowest correct/6 highest incorrect No reading is required Broad Ability Mathematics (Gq) Narrow Abilities Quantitative Reasoning Math Achievement Knowledge of Mathematics NOTES: No major changes from WJ-R. Median Reliabilities: Adult .95 Clusters Broad Mathematics Math Reasoning Academic Applications Total Achievement

Show me your hand. Show me your fingers. 1. Show me just one finger.
Applied Problems Show me your hand. Show me your fingers. 1. Show me just one finger. 15. If Maria ate one of these suckers, how many suckers would be left? 30. Jay’s car holds fifteen gallons of gas. Ana’s car holds ten gallons of gas and Ellen’s car holds twenty gallons of gas. How many more gallons does Jay’s car hold than Ana’s car? Jay: gallons Ana: 10 gallons Ellen: 20 gallons NOTES: Answers: Item 1: shows one finger Item 15: 5 (suckers) Item 30: 5 (gallons) The label on items 15 and 30 does not need to be indicated to receive credit. Examiner Tips Give subject SRB (worksheet) and pencil at Item 30. May be given earlier if needed.

ACH 11 Writing Samples Requires writing sentences in response to a series of demands that increase in difficulty (uses SRB) Use Suggested Starting Points Administer Block of Items Administer additional block of items if score falls in shaded area of scoring table NOTES: No major changes from WJ-R. Same number of items, but organized into fewer blocks (5 blocks of items vs. 6 blocks). Median Reliabilities: Adult .91 Broad Ability Reading-Writing (Grw) Narrow Ability Writing Ability Clusters Broad Written Language Written Expression Academic Applications Total Achievement

1.5 not clearly a 2, but better than a 1 point
Writing Samples Scoring Responses 2 superior response 1.5 not clearly a 2, but better than a 1 point 1 standard response .5 not clearly a 1, but better than a 0 0 inadequate or illegible Block of Items 1 to 6 1 to 12 7 to 18 13 to 24 19 to 30 NOTES: Examiner Tips Use Scoring Guide in Appendix B of Examiner Manual. Items may be scored 2, 1.5, 1, .5, or 0 even if no example is shown in Scoring Guide. Score is based on one block even if additional blocks were administered.

Writing Samples 1. This says, “My name is________.” Write your name here. 7. This woman is a queen. Write a sentence that tells what this man is. 13. Write one good sentence that tells what is happening in this picture and what could happen next. 19. Write one sentence about a boy finding a lost dog. Include the words “who found the” in the middle of your sentence. 30. Write a good sentence using the words “despite her anger.” NOTES: Illustrates range of items. This test can be given to a small group (2-3) if examiner determines it will not effect the performance of any of the subjects. Examiner Tips Do not penalize for punctuation, capitalization, spelling, or usage errors except when indicated otherwise. Words may be read upon request. Do not spell any words for subject.

Bothe the lamp & the sun are sorsus of lite.
Writing Samples - Scoring Items He can’t see ware to sit. Add eggs. NOTES: Scoring examples: 13. Number thirteen. Write one good sentence that tells what is happening in this picture and what could happen next. Response: He can’t see where to sit. (Score is 1 point) 14. Number fourteen. The second sentence is missing from this recipe. Write a sentence that will fit. Response: Add eggs. (Score is 1 point) 15. Number fifteen. Write a good sentence that tells how these two things are alike. Response: They are both sources of light. (Score is 2) This illustrates that misspellings do not lower the rating. Accept & for “and.” Bothe the lamp & the sun are sorsus of lite.

I like to snowbored, skee, and play video games.
Writing Samples - Scoring Items 16-18 I like to snowbored, skee, and play video games. It’s riskee to dive into a pool of unnoan depth becuz you mite misjuge your dive and, konsukwently, brake your nek. He gets a retainer but it’s not the thing you put in your mouth. NOTES: Scoring examples: Item 16: Write one sentence that tells three things you would like to do on a vacation. Remember, three things. (Note: This item is partially scored for punctuation.) See response above. Score: 1 point Item 17: Write a good sentence that tells why it is dangerous to dive into a pool when you do not know how deep it is. See response above. Score: 2 points (Spelling does not detract from score. Item must be readable.) Item 18: The second sentence is missing from this paragraph. Write a good sentence that will fit. Examiner Tips Do not ask subject to read response for purpose of scoring. Response must be legible enough to be read by adult without knowledge of item content.

Writing Samples - Examiner Tips
Severe grammatical or usage errors - reduce score by 1 point (omission of critical words, extremely awkward sentences) Multiple Sentences - Select and score the one sentence that most closely meets tasks demands. Inappropriate Content - Responses that have little to do with the requested task are scored as 0. Misinterpretation of Picture - Ignore and score response according to item criteria. Two Raters - Two independent raters score items and resolve any score differences of more than 1 point. Average the two scores to obtain final number correct. Round scores - ending in .5 to nearest even number (15.5 = 16, 16.5=16) NOTES:

3. Find 22 in column for Items 1-12 4. See Note 2
Adjusted Item Blocks 2 1 2 2 2 2 2 2 2 6 2 1.5 1. 4 1.5 5 2 1. Began with Items 1-12 2. Number of Points = 22 3. Find 22 in column for Items 1-12 4. See Note 2 5. Administer Items 13-18 6. Base score on Items 7-18 22 NOTES:

ACH 12 Story Recall - Delayed
New ACH 12 Story Recall - Delayed Requires recalling elements of stories presented minutes to 8 days earlier Only administer stories previously given in Test 3 Do not include prompts read by examiner in raw score Scoring is the same as Test 3 Story Recall. In Test Record, place check mark over each part of story recalled accurately. NOTES: New to WJ III. Median Reliabilities: Adult .81 Broad Ability Long-Term Retrieval (Glr) Narrow Ability Meaningful Memory Cluster Delayed Recall (requires Cognitive Test)

Story Recall-Delayed The other day (yesterday, earlier today), you heard some short stories. I am going to read a few words from a story, and then you tell me what you remember about the rest of the story. Present only stories you administered to subject in Test 3 Story Recall. 1. Julie likes to catch…. 2. Mary has a dog…. 5. Rick got some glow-in-the-dark… 6. The dinosaur at the museum... NOTES: Examiner Tips Record date and time of administration on Test Record.

Story Recall-Delayed Before testing, check stories to be administered. (only those given in Test 3) Basal/Ceiling: Groups of items Administer stories administered in Test 3 Story Recall. Check box by stories to be administered. [Julie likes to catch butterflies.] / Then she lets them go./ Do not count prompts (shown in brackets) in raw score. Place a check mark over each correctly recalled element. Number of Points (0-1) Enter the number of points for each story and each set of stories administered. 2 [Mary has a dog.] / He loves to ride / in the car./ / but he hates to take a bath./ NOTES: Number of Points (0-3) Number of Points (0-4)

Tests of Achievement - Extended Battery
CLUSTERS Basic Reading Skills Reading Comprehension Oral Language-Extended Listening Comprehension Oral Expression Math Reasoning Basic Writing Skills Academic Knowledge Phoneme/Grapheme Knowledge Word Attack Picture Vocabulary Oral Comprehension Editing Reading Vocabulary Quantitative Concepts Academic Knowledge Spelling of Sounds Sound Awareness Punctuation and Capitalization NOTES: 2 new tests: Spelling of Sounds, Sound Awareness 5 modified from WJ-R tests: Editing (named Proofing in WJ-R) Reading Vocabulary (includes Analogies) Quantitative Concepts (2 subtests) Academic Knowledge (1 test w/ 3 subtests) Punctuation and Capitalization (modified from Dictation & Proofing) 2 tests moved from WJ-R COG to WJ III ACH: Picture Vocabulary and Oral Comprehension (named Listening Comprehension in WJ-R)

ACH 13 Word Attack Requires pronouncing phonically regular pseudowords
Use Suggested Starting Points Basal/Ceiling Rules: 6 lowest correct/6 highest incorrect Know pronunciation prior to administering test Responses must be pronounced as a complete word to receive credit Broad Ability Reading-Writing (Grw) Narrow Abilities Reading Decoding Phonetic Coding: Analysis & synthesis NOTES: No major changes from WJ-R. More floor items added. Measures skill in applying phonic and structural analysis skills to pronunciation of unfamiliar printed words. Items range from production of sounds for single letters to reading simple one-syllable nonwords increasing in difficulty to multi-syllabic nonwords. Median Reliabilities: Adult .87 Clusters Basic Reading Skills Phoneme/Grapheme Knowledge

z p k r k n Word Attack - Items 1 & 2
1. Look at these letters (Run your finger across row of letters on subject’s page.) Point to the letter that makes the /p/ sound in the word “pig.” 2. Point to letter “k” and say: What is the sound of this letter? Correct: says /k/ sound Query: says name of letter - That is the name of the letter. Tell me its sound. z p k r k n NOTES: Examiner Tips Say the sound of the letter not the name when presented within slashes. /p/

nat ib Word Attack - Sample Items Sample A & B
I want you to read some words that are not real words. Tell me how they sound. Point to “nat.” How does this word sound? Point to “ib” and say: Read this word to me. nat ib A: Error or No Response Point to word and say: Nat. Now, You say “nat.” NOTES: B: Error or No Response Point to word and say: Ib. Now, You say “ib.”

tayed saist doitibility paraphonity apertuate tiff zoop nan rox lish
Word Attack - Items tayed saist doitibility paraphonity apertuate 16 26 31 32 30 4-9: Read each of these words to me. Don’t go too fast. tiff zoop nan rox lish ep NOTES: If you do not hear a response, complete the page, then have the subject repeat the entire page. Rescore only the item in question. If subject “sounds out” the word, reminder to say word smoothly - as a complete word can be given ONCE during test. Score the last response for each item. OK if they sound out first. As long as the final response is pronounced as a complete word, it can receive credit. Examiner Tips Reminder to say word smoothly can only be given once during test. Test by complete pages. Record errors for analysis.

ACH 14 Picture Vocabulary
Requires naming pictures (familiar to less familiar) Use Suggested Starting Points Basal/Ceiling Rules: 6 lowest correct/6 highest incorrect Point to picture or part of picture as directed Test by complete pages NOTES: No major changes from WJ-R. (moved from COG to ACH) Items range from receptive, pointing tasks to orally naming pictured objects. Word-finding difficulties may impact performance. (retrieval) Median Reliabilities: Adult .90 Broad Ability Comprehension-Knowledge (Gc) Narrow Abilities Language Development Lexical Knowledge Clusters Oral Language-Extended Oral Expression

1. Run your finger across item and say: Put your finger on the flower.
Picture Vocabulary 1. Run your finger across item and say: Put your finger on the flower. NOTE: Receptive item Item 1: points to flower

2. Point to picture and say: What is this?
Picture Vocabulary 2. Point to picture and say: What is this? 19. Point to picture and say: What are these called? NOTE: Expressive items Item 2: ball Item 19: binoculars

40. Point to picture and say: What is this called?
Picture Vocabulary 40. Point to picture and say: What is this called? Query: eye glass, lens Tell me another word. NOTES: Expressive item Illustrates need to point to “exact” part of picture. Illustrates “query.” Item 40: monocle Examiner Tips Point to the picture or picture part as directed. Complete any queries listed in Test book. Record errors for further analysis.

ACH 15 Oral Comprehension
Requires listening to a short passage and providing the missing final word Administer Samples A & B to all subjects Use Suggested Starting Points Basal/Ceiling Rules: 6 lowest correct/6 highest incorrect NOTES: No major changes from WJ-R (named Listening Comprehension in WJ-R) moved from COG to ACH Modified cloze procedure requires listening, reasoning, and vocabulary skills. Use syntactic and semantic clues to provide missing word. Median Reliabilities: Adult .89 Parallel oral language task to Passage Comprehension, a reading task. Broad Ability Comprehension-Knowledge (Gc) Narrow Ability Listening Ability Clusters Oral Language-Extended Listening Comprehension

1. Water looks blue and grass looks____________.
Oral Comprehension Now you are going to listen to this audio recording. After you hear the two beeps, tell me one word that finishes the sentence. 1. Water looks blue and grass looks____________. 17. Carrots can be eaten cooked. They also can be eaten___________. 34. Observation of behavior when errors are made can lead to hypotheses regarding learning characteristics. Some people become so frustrated that their emotions cause them to quit. The rigid persist with a strategy that has ____________. NOTES: Answers: Item 1: green Item 17: raw, uncooked Item 34: failed Only Sample A & B are administered orally. Samples C & D and all test items are given by audio recording.

ACH 16 Editing Requires orally identifying and correcting errors in written passages Administer Samples A-D to all subjects Use Suggested Starting Points Basal/Ceiling Rules: 6 lowest correct/6 highest incorrect Discontinue testing if subject has 0 on Samples A-D, or on Items 1-4 NOTES: No major changes from WJ-R. (named Proofing in WJ-R) Median Reliabilities: Adult .90 Errors in passages may be incorrect punctuation, capitalization, inappropriate word usage, or a misspelling. Broad Ability Reading-Writing (Grw) Narrow Abilities Language Development English Usage Cluster Basic Writing Skills

Editing tom likes cats. 1. 14. After we went skating on the frozen pond, we drunk cups of hot chocolate. The water problem was becoming acute. The reservor would have to be enlarged, or a new supply would have to be piped overland. 26. Examiner Tips Any words may be read upon request. Never read an entire item. If subject just identifies error say, “How would you correct that mistake?” If subject reads item aloud and corrects error in context say, “Tell me how to correct the error.” NOTES: Answers: Item 1: Capital T is needed on Tom. (capitalization error) Item 14: drunk should be “drank” (usage error) Item 26: reservor should be “reservoir” (spelling error)

ACH 17 Reading Vocabulary
Requires reading words and providing synonyms, antonyms, or completing analogies 3 subtests: 17A Synonyms, 17B Antonyms, 17C Analogies Administer samples for each subtest to all subjects Use Suggested Starting Points for each subtest Basal/Ceiling Rules apply to each subtest: 4 lowest correct/4 highest incorrect NOTES: Modified from WJ-R - analogies added. All 3 subtests must be administered to obtain a score for this test. There are no subtest scores. Median Reliabilities: Adult .92 Broad Ability Reading-Writing (Grw) Narrow Abilities Language Development / Comprehension Cluster Reading Comprehension

12. entire 25. fallow 1. on 12. distant 25. enervate
Reading Vocabulary 17B: Antonyms (26 items) 17A: Synonyms (26 items) Read each of these words out loud and tell me another word that means the same. 1. puppy entire fallow Read each of these words out loud and tell me another word that means the opposite. 1. on 12. distant 25. enervate NOTES: Synonyms are given first even though Antonyms are developmentally easier. Hard for some subjects to switch tasks if they begin with Antonyms. Answers: SYNONYMS Item 1: dog, doggie, pup Item 12: all, whole, total, everything Item 25: uncultivated, unplanted, unused, idle ANTONYMS Item 1: off, under Item 12: close, near, nearby, here Item 25: energize, strengthen, invigorate, stimulate (Note: enervate (en- r-v t) verb - lessen vitality or strength) Examiner Tips Complete error correction on samples. Do not read any test item words for subject. Score response, not reading of stimulus word.

discophile…philatelist records...
17C: Reading Vocabulary - Analogies (21 items) Finish what I say-- a dog walks; a bird... A. 1. 10. 20. dog…walks bird... climb…up fall… plant…seed bird… discophile…philatelist records... NOTES: New subtest to Reading Vocabulary (was not in WJ-R version). Answers: A: flies, fly (Remember: no penalty for responses that differ in tense or number) Item 1: down Item 10: egg Item 20: stamps Examiner Tips Use proper phrasing when presenting Sample Items. Subject is instructed to read items silently.

ACH 18 Quantitative Concepts
Requires applying mathematical concepts and analyzing numerical relationships (use SRB) 2 subtests: 18A Concepts, 18B Number Series Use Suggested Starting Points for each subtest Basal/Ceiling Rules: 18A 4 / 4 18B 3 / 3 Each item in 18B has a 1-minute time limit NOTES: Modified from WJ-R - now has 2 subtests Both subtests must be administered to obtain score. NO derived subtest scores. Concepts: includes counting, identifying numbers, shapes, and sequences, knowledge of math terms and formulas. Number Series: includes looking at a series, figuring out the pattern, and providing the missing number. Median Reliabilities: Adult .94 Broad Ability Mathematics (Gq) Narrow Abilities Knowledge of Mathematics Quantitative Reasoning Cluster Math Reasoning

3 18A: Quantitative Concepts - Concepts 3. What number is this?
6. Point to the largest star. Now point to the smallest star. 33. What does this sign mean in mathematics? NOTES: Answers: Item 3: 3 (three) Item 6. Both the largest & smallest must be identified for credit. Item 33: Correct: congruent, identical Incorrect: equal, equivalent Examiner Tips Items may be repeated upon request. All parts of an answer must be provided for credit.

18B: Quantitative Concepts - Number Series
1 2 3 ___ 8 6 4 ___ ___ 1. 10. 20. NOTES: Worksheet in SRB is just blank paper to provide a work area for subject. Answers: Item 1: 4 (pattern-increase by 1) Item 10: 2 (pattern, decrease by 2) Item 20: 56 or 42 (pattern- doubling previous number, OR even-numbered multiples of 7) 7x2=14, 7x4=28, 7x6=42 Examiner Tips Open SRB to worksheet and give subject pencil at Item 1. If no response in 1 minute, point to next item and say: Try this one.

ACH 19 Academic Knowledge
Requires providing an oral response to items presented orally (no reading or writing) 3 subtests: 19A Science, 19B Social Studies, 19C Humanities Basal/Ceiling Rules apply to each subtest: 3 / 3 Use Suggested Starting Points for each subtest All 3 subtests must be administered to obtain score NOTES: Modified from WJ-R. Changed 3 separate tests into one test with 3 subtests. All 3 subtests must be administered to obtain score. NO derived subtest scores. Content covers sciences, history, geography, government, economics, art, music, and literature. Early items in all subtests only require a pointing response. All remaining items require the subject to provide a response orally. NO READING is required by the subject. Median Reliabilities: Adult .91 Broad Ability Comprehension-Knowledge (Gc) Narrow Abilities General Information (Science, Cultural, Geography) Cluster Knowledge (requires 1 Cognitive test)

10. Point to the picture and say: What kind of animal is this?
19A: Academic Knowledge - Science 1. Point to your eye. 10. Point to the picture and say: What kind of animal is this? 25. What is a hydrosphere? NOTES: Answers: Item 1: points to eye Item 10: kangaroo, wallaby Item 25: the water (s) of the earth (planet, globe) Examiner Tips Know correct pronunciation of each item. Items may be repeated upon request.

1. Look at the pictures. Put your finger on the hat.
19B: Academic Knowledge - Social Studies Look at the pictures Put your finger on the hat. 13. Why do people put money in banks? 28. How many miles is it around the earth at the equator? NOTES: Answers: Item 1: points to hat Item 13: save, checking, pay loans, it’s safer, to receive interest Item 28: any answer between 24,500 and 25,500 (miles) Examiner Tips Test by complete pages. Include items below basal as correct.

2. Point to picture and say: What are these?
19C: Academic Knowledge - Humanities 2. Point to picture and say: What are these? 11. What is a large group of singers called? 18. How does dialogue differ from narrative? NOTES: Answers: Item 2: crayons, colors, crayolas Item 11: choir, chorus Item 18: dialogue is a conversation between 2 or more people and a narrative is a story. Examiner Tips Record Number Correct for each subtest. Sum 3 subtests scores to obtain estimated AE/GE.

ACH 20 Spelling of Sounds New
Requires spelling pseudowords that conform to English spelling rules (use SRB) Use Suggested Starting Points Administer Samples A-D and Items 1-5 orally Basal/Ceiling Rules: 4 lowest correct/4 highest incorrect Answers listed are the only acceptable responses NOTES: New to WJ III Initial items require the subject to write single letters of sounds. Remaining items require the subject to listen to the audio recording and then spell letter combinations that are regular patterns in English spelling. Median Reliabilities: Adult .82 Broad Ability Auditory Processing (Ga) Narrow Abilities Spelling Phonetic Coding: Analysis Cluster Phoneme/Grapheme Knowledge

Spelling of Sounds - Samples
A. I am going to ask you to write some letters. I will tell you the sound that the letter makes and then you write the letter. For example, I may say: Write the letter that makes the /s/ sound as in sand. Since the letter “s” makes the /s/ sound, you would write an “s.” Now you write the letter “s” here. C. I am going to ask you to spell some words that are not real words--they are nonsense words. Nonsense words may sound like “bip,” “ost,” or “mib.” Try to spell this nonsense word the way you think it would be spelled if it were a real word. Listen carefully. I will say the nonsense word twice and then you write it. “Ut, ut.” NOTES: Say the “sound” of the letter when presented within slashes /s/. A. /s/ C. Ut. Error or No Response Follow the error correction procedure in Test Book for all sample items.

Spelling of Sounds - Items
1. Write the letter that makes the /p/ sound as in pizza. 6. Gat, gat. 12. Jong, jong. 18. Toping, toping 24. Gaw, gaw. 26. Automitous, automitous. Use audio recording for Items 6-28. Items 6-12 are multi-point items (3, 2, 1, or 0). All other items are scored 1 or 0. NOTES: Say the “sound” /p/ Item 1: writes the letter “p” Items 6-12 are multi-point items Item 6: gat (score 3, 2, 1, or 0) 1 for “g” 1 for “a”, 1 for “t” Item 12: jong (score 3, 2, 1, or 0) 1 for “j” 1 for “o”, 1 for “ng” Items are scored 1 or 0: Item 18: toping (score 1 or 0) must be spelled “toping” to get credit. Item 24: gaw (score 1 or 0) must be spelled “gaw” to get credit. Item 26. Automitous (score 1 or 0) must e spelled “automitous” to get credit. Examiner Tips Pause or stop recording if more response time is needed. Repeat/replay items upon request.

Spelling of Sounds - Scoring
Items 1-5: score 1 if correct letter is written Items 13-28: score 1 if spelling matches responses listed in Test Book Items 6-12: multi-point items (1 for each correctly written and sequenced sound or word part) Item Points Response Score 6. Gat (3) (g-a-t) “gate” “gt” 12. Jong (3) (j-o-ng) “gonk” “ong” NOTES: On Items 6-12, points are subtracted if extra letters spoil any of the target sounds, sounds are missing, or sounds are out of sequence. For example, on Item 6, if the subject wrote “gate” the score is 2 because the “e” on the end spoils the short a sound. (1 point is subtracted for this) Only the “g” and “t” sound are credited. If the person wrote “tag” for Item 6, the score would be 1. Only the short a gets a point. The “t” and the “g” are not in sequence so are not counted. Examiner Tips Spelling must be a common English spelling pattern to receive credit e.g., litch vs. lich. Deduct points for sounds omitted, sounds that have been altered by extra letters, or sounds out of sequence.

Score these responses for Items 7-15.
eft page glay patch voy jug suplunted geruntches kwib Score these responses for Items 7-15. 7. 8. 9. 10. 11. 12. 13. 14. 15. Starting point for K-Grade 2 4 lowest items correct 4 highest items incorrect Starting point for Grade 3 & above 1 1 NOTES: Starting point is based on “estimated” achievement level of subject - NOT actual grade placement. Answers: Item 7: 2 points Item 8: 1 point Item 9: 3 points Item 10: 2 points Item 11: 1 point Item 12: 1 point Item 13: 0 points Item 14: 0 points Item 15: 0 points Multi-point items (6-12)

ACH 21 Sound Awareness New
Requires manipulating phonemes to produce oral responses 4 subtests: 21A Rhyming, 21B Deletion, C Substitution, 21D Reversal Administer samples to all subjects and then Item 1 on each subtest Ceiling Rules apply to each subtest: A & B=4 highest incorrect, C & D=3 highest incorrect NOTES: New to WJ III (only one form of this test - same, exact items in Form A and Form B of WJ III) All 4 subtests must be administered to obtain score. No derived subtest scores. Median Reliabilities: Adult .86 Broad Ability Auditory Processing (Ga) Narrow Ability Phonetic Coding: Analysis & Synthesis Cluster Phonemic Awareness 3 (requires 2 Cognitive tests)

1. Look at eye, pie, sock. Show me the two that end alike or rhyme.
21A: Sound Awareness - Rhyming 1. Look at eye, pie, sock. Show me the two that end alike or rhyme. 4. Finish what I say with another word that ends alike or rhymes. Come and see. It is a…. 7. What rhymes with meet? 13. other NOTES: Answers: Item 1: points to eye and pie Item 4: bee, tree, key Item 7: feet,seat, beat, eat Item 13: mother, brother, another, smother Examiner Tips Present all items orally. All begin with Introduction 1. Responses must be real words.

1. Say raincoat without saying rain. 4. Say running without /ing/.
Sound Awareness 21B: Deletion Use tape for all items. 1. Say raincoat without saying rain. 4. Say running without /ing/. 5. Say cart without /t/. 10. Say snap without /n/. 21C: Substitution Use tape for Items 4-9. 1. If I say running and change run to swim, it would be what? 4. Change /s/ in sun to /f/. 7. Now I want you to change the last sound. Change /f/ in cough to /t/. NOTES: Answers: DELETION Item 1: coat Item 4: run Item 5: car Item 10: sap SUBSTITUION Item 1: swimming Item 4: fun Item 7. caught

21D: Sound Awareness - Reversal
I am going to say two words and then say them backward. If I say dog...hot, it would be hot dog If I say base...ball, it would be ball base. Now you try some. Say corn...pop backward. 1. drop…rain Use recording to present Sample B. 4. pat 6. stop 8. fine 9. enough NOTES: Answers: REVERSAL Item 1: raindrop B: top (error correction if they say sounds, rather than word) Item 4: tap Item 6: pots Item 8: knife Item 9: funny Examiner Tips Present Sample A and all items orally. Present Sample B using the audio recording.

Obtaining Estimated AE/GE Scores
To use the hand-scoring table, compute Total Number Correct below. (0-46) 21A B C D Total + = Enter each Number Correct and then add 4 subtests together. 2 6 12 7 5 30 1 1 1 1 1 1 1 1 1 1 Record Number Correct for each subtest. 1 6 NOTES: Encircle row for total Number Correct. 3 1 1 1 1 1

ACH 22 Punctuation and Capitalization
Requires using correct punctuation and capitalization in orally dictated words and phrases (use SRB) Use Suggested Starting Points Basal/Ceiling Rules: 6 lowest correct/6 highest incorrect Know pronunciation of all test items Do not penalize for spelling errors as long as response is legible NOTES: Modified from WJ-R Dictation & Proofing tests. (only one form of this test - same, exact items in Form A and Form B of WJ III) Median Reliabilities: Adult .88 Broad Ability Reading-Writing (Grw) Narrow Ability English Usage Clusters (no cluster)

Punctuation and Capitalization
1. (C) H R Look at the two letters. The first letter is a capital or big H. The next letter is a capital or big R. Print a capital D. D. Correct: D (must be capital) 10. (P) Make an exclamation point. Correct: ! 14. (P,C) Write the following city and state: Dayton, Ohio. Dayton, Ohio. Correct: Dayton, Ohio (must have comma between city and state; both “D” and “0” must be capitalized) (misspellings acceptable) NOTES: The type of item is noted only on the examiner side in the Test Book. It does not appear on Test Record.

’ g ? j 1. H R __________________ 20. __________________
Punctuation and Capitalization -Scoring Exercise 1. H R __________________ 20. __________________ 2. a h __________________ 21. __________________ 3. A B __________________ 22. The foxes den. 4. D H __________________ 23. __________________ 5. The dog is big __________________ 6. F S __________________ 25. __________________ 7. a i ___________________ 26. __________________ 8. ______________________ 27. __________________ 9. p h __________________ 28. __________________ g ? j all star Prezdent Drack Dr Belmont hi skool grils’ : stone age night’s ’ NOTES: Use Suggested Starting Point: Estimated Achievement Grades 3-7: start with Item 7. Basal 6 lowest correct, Ceiling 6 highest incorrect Answers: 7. Print a lowercase “g.” Score: 1 8. Make a question mark. ? Score: 1 9. Print a lowercase “j.” Score: 1 (not visible above) 20. Write all-star. (must have hyphen) Score: 0 21. Write President Drake. Score: 1 (both must be capitalized. Spelling does not matter.) 22. Place an apostrophe where it belongs. Foxes’ Score: 0 23. Print the abbreviation for doctor. Dr. (must have period) Score: 0 24. Write the school’s name: Belmont High School Score: 0 (all words must be capitalized. Spelling does not matter) 25. Write the word girls. Both girls’ books were late. Girl’s Score: 1 (apostrophe must be in correct place. Spelling does not matter.) 26. Make a semicolon. ; Score: 0 27. Write the historical name, Stone Age. (both capitalized) Score: 0 28. Cleaning the house was a full night’s work. Night’s. Score: 1

Writing Evaluation Handwriting Legibility Scale (Appendix C)
Uses a match to sample approach Scale of 0-100, 10 point increments Handwriting Elements Checklist (Test Record) 6 elements: slant, spacing, size, horizontal alignment, letter formation, line quality Writing Evaluation Scale (Appendix D) Facilitates evaluation of longer, more complex passages Uses an analytic scoring method, providing more specific information about strengths & weaknesses NOTES: Use samples from Writing Samples to complete the Handwriting Legibility Scale or the the Handwriting Elements Checklist. Samples from other sources may also be used. The Writing Evaluation Scale requires samples from other sources, such as stories or essays. Handwriting Legibility Scale (in Examiner’s Manual, Ap.C) provides a standardized evaluation of the general appearance of handwriting. It is a norm-based evaluation.

Writing Evaluation Scale
(Reproducible form in Appendix D of the Examiner Manual.) Evaluates aspects of 9 components of writing Handwriting Spelling Punctuation & Capitalization Vocabulary Syntax/Usage Narrative Text Structure Expository or Event Text Structure Sense of Audience Affective Space for recording observations NOTES: Use samples from Writing Samples to complete the Handwriting Legibility Scale or the the Handwriting Elements Checklist. Samples from other sources may also be used. The Writing Evaluation Scale requires samples from other sources, such as stories or essays. Handwriting Legibility Scale (in Examiner’s Manual, Ap.C) provides a standardized evaluation of the general appearance of handwriting. It is a norm-based evaluation.

Interpretive Options - Standard Battery
10 Clusters 1 Total Achievement Cluster Average of 9 tests in Broad Clusters 3 Broad Achievement Clusters Reading, Mathematics, Written Language 3 Cross-Academic Clusters Academic Skills, Academic Fluency, Academic Applications Oral Language Cluster Math Calculation Skills Cluster Written Expression Cluster NOTES:

Cross-Academic Clusters
Reading Math Written Language NOTES: These clusters can help you determine if the strength or weakness is generalized across academic areas or specific to one domain. Academic Skills (LWI, Calculation, Spelling) Basic Skills Median Reliabilities: Adult .97 Academic Fluency (RdgFl, MathFl, WrtgFl) (fluency, automaticity) Adult .94 Academic Applications (PasComp, ApProb, WrtgSamp) (higher level skills - application of basic skills) Adult .96

Broad & Narrow Abilities in ACH Standard
Long-Term Retrieval (Glr) Test 12 Story Recall-Delayed Meaningful memory Broad & Narrow Abilities in ACH Standard NOTES: Using the CHC framework: Reviews broad and narrow abilities for tests in Standard Battery.

Interpretive Options - Extended Battery
9 Clusters 3 Oral Language Clusters Oral language-Extended, Oral Expression, Listening Comprehension 2 Reading Clusters Basic Reading Skills, Reading Comprehension Math Reasoning Cluster Basic Writing Skills Cluster Phoneme/Grapheme Knowledge Academic Knowledge NOTES:

Broad & Narrow Abilities in ACH Extended
NOTES: Using the CHC framework: Reviews broad and narrow abilities for tests in Standard Battery.

Learning Disability Eligibility
7 IDEA Areas WJ III Tests Oral Expression Story Recall, Picture Vocabulary Listening Comprehension Understanding Directions, Oral Comprehension Written Expression Writing Fluency, Writing Samples Basic Reading Skills Letter-Word Identification, Word Attack Reading Comprehension Passage Comprehension, Reading Vocabulary Mathematics Calculation Calculation, Math Fluency Mathematics Reasoning Applied Problems, Quantitative Concepts

SUMMARY AND SCORE REPORT
COMPUSCORE VERSION 1.1b SUMMARY AND SCORE REPORT Name: T, Chris School: Stevenson Date of Birth: 08/07/ Teacher: Garrett Age: 11 years, 1 month Grade: 5.0 Sex: Male Dates of Testing: 09/14/ Examiner: Ernest 09/15/2000

Achievement Clusters CLUSTER/Test RAW GE EASY to DIFF RPI PR SS (68% BAND)

Basic Skills and Applications Clusters
Broad Clusters Basic Skills and Applications Clusters 131> Oral Language Reading, Writing 90-110 80-89 70-79 55-69 < 55 Very Superior Superior High Average Average Low Average Low Very Low Listening Comprehension, Reading Comprehension, Math Calculation, Written Expression, Academic Fluency, Academic Applications Basic Reading, Basic Writing, Phoneme/Grapheme, Academic Skills Academic Knowledge Math Math Reasoning, Oral Expression Total ACH Note: Based on Chris T. report.

Achievement Tests CLUSTER/Test RAW GE EASY to DIFF RPI PR SS (68% BAND)

Intra-Achievement Discrepancies
Strengths: Math Reasoning, Academic Knowledge Weaknesses: Basic Reading Skills, Basic Writing Skills

Ability/Achievement Discrepancies
Strengths: Academic Knowledge Weaknesses: Broad Reading, Basic Reading, Broad Written, Basic Writing Skills

Accommodations Oral testing or oral clarifications as needed on exams
Extended time or shortened reading and writing assignments No penalty for spelling on initial drafts Taped books for content area classes Encourage use of word processor with spell checker Note: Based on Chris T. report.

Instructional Recommendations
Capitalize on good oral language abilities and extensive acquired knowledge. Provide opportunity for oral discussions, etc. Provide direct instruction to improve word identification and spelling Implement method for building reading speed and fluency Note: Based on Chris T. report.

Intra-Individual Discrepancies

Intellectual Ability/Achievement Discrepancies

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