1. Tests of Cognitive Abilities & Tests of Achievement
Region VI Workshop
May 10, 2002
Woodcock Johnson III
Tests of Cognitive Abilities
&
Tests of Achievement
(Adapted from Riverside Publishing Materials)

2. Organization Cognitive (RED) Achievement (BLUE) Standard Battery
10 Tests
12 Clusters
Extended Battery
14 Clusters
Achievement (BLUE)
Standard Battery
12 Tests
10 Clusters
Extended Battery
10 Tests
9 Clusters
(Form A & B)

3. “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

4. 8 New Cognitive Tests General Information Retrieval Fluency 
Auditory Attention 
Decision Speed 
Planning
Rapid Picture Naming 
Pair Cancellation 
Auditory Working Memory 

5. 9 New Cognitive Clusters
Brief Intellectual Ability
3 Cognitive Performance
Verbal Ability
Thinking Abilities
Cognitive Efficiency
5 Clinical Clusters
Executive Processes
Working Memory
Broad Attention
Cognitive Fluency
Phonemic Awareness

6. Cognitive Measurements
General Intellectual Ability (Standard and Extended) – GIA
CALP (Cognitive - Academic Language Proficiency) vs. BICS (Basic Interpersonal Communication Skills)
Score of 1 (negligible) to 5 (Advanced)
Subtests 1 & 11
Brief Intellectual Ability - BIA
Subtests 1, 5, and 6
Useful for screenings & DDL reevaluations

7. New Achievement Features
Broad Achievement includes 3 Subtests
1 Skills Test
1 Fluency Test
1 Application Test
Includes Oral Language Tests
Requires Tape Player and y-jack

8. 9 New Achievement Tests Reading Fluency  Story Recall 
Story Recall – Delayed 
Understanding Directions 
Math Fluency 
Spelling (Replaces Dictation)
Spelling of Sounds 
Sound Awareness 
Editing (formerly Proofreading)
Punctuation & Capitalization

9. 8 New Achievement Clusters
Total Achievement
Academic Fluency
Academic Skills
Academic Applications
Phonemic/Grapheme Knowledge
Oral Language
Oral Expression
Listening Comprehension

10. 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

11. 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

12. Administration Time (COG)
GIA Standard
Tests 1-7
60 minutes
GIA Extended
Tests 1 – 7 & 11 – 17
120 minutes
Supplemental
Tests 8 – 10 &
Use as needed – 60 min.
BIA
Tests 1, 5, & 6
30 minutes

13. 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

14. 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)

15. “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

16. 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

17. 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

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

19. 20 Cognitive Tests Standard Battery Extended Battery
1. Verbal Comprehension
11. General Information
2. Visual-Auditory Learning
12, Retrieval Fluency
3. Spatial Relations
13. Picture Recognition
4. Sound Blending
14. Auditory Attention
5. Concept Formation
15. Analysis-Synthesis
6. Visual Matching
16. Decision Speed
7. Numbers Reversed
17. Memory for Words
8. Incomplete Words
18. Rapid Picture Naming
9. Auditory Working Memory
19. Planning
10. Visual-Auditory Learning Delayed
20. Pair Cancellation

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

21. Cognitive Abilities
Standard Battery

22. No Substantial Changes
2 Visual Auditory Learning
4 Sound Blending
5 Concept Formation
6 Visual Matching (Version 2)
7 Numbers Reversed
8 Incomplete Words (Supplemental)
10 Visual Auditory Learning Delayed (Supplemental)

23. 1. Verbal Comprehension New 4 Subtests
Picture Vocabulary
Synonyms
Antonyms
Verbal Analogies
Basal/Ceiling = 3 lowest correct/ 3 highest incorrect
Used in GIA (Std & Ext), BIA, CALP, Verbal Ability, Comprehension-Knowledge, Predicted Achievement

24. 2. Visual-Auditory Learning
Controlled learning task with feedback
Not “long-term memory”, but retrieval of items learned through associative storage and retrieval
Begin with Introduction 1 for all students
Discontinue when cutoff is met
Score based on number of errors
Used in GIA, Thinking Ability, Long-Term Retrieval, Predicted Achievement

25. 3. Spatial Relations Revised Select component shapes to make whole
Multiple points possible per item
Begin with Introduction for all students
Discontinue when cutoff is met
Used in GIA, Thinking Ability, Visual-Spatial Thinking, Predicted Achievement

26. 4. Sound Blending  Use Tape Begin with samples, then Item 1
Ceiling = 6 consecutive highest items incorrect
Words must be pronounced smoothly
Do not repeat any items during test
Used in GIA, Thinking Ability, Auditory Processing, Phonemic Awareness, Predicted Achievement

27. 5. Concept Formation Controlled learning task with feedback
Begin with Introduction 2 (grades 2 and up)
Discontinue when cutoff is met
Used in GIA, BIA, Thinking Ability, Fluid Reasoning, Executive Processes, Predicted Achievement

28. 6. Visual Matching  Use Version 2 (in Test Record) for Ages 5 and up
3 minute limit
Record exact time if student finishes early
Don’t let them cover items with paper or hand
Used in GIA, BIA, Cognitive Efficiency, Processing Speed, Predicted Achievement

29. 7. Numbers Reversed  Use Tape after items 1 – 10
Basal/Ceiling rules apply to groups of items: 3 lowest in group correct / 3 highest in group incorrect
Can be useful for CLD’s
End of Standard Subtests
Used in GIA, Cognitive Efficiency, Short-Term Memory, Working Memory, Broad Attention, Predicted Achievement

30. 8. Incomplete Words  Supplemental subtest Use tape
Begin with Sample B (K and up)
Word must be smoothly pronounced as complete word
Used in Auditory Processing, Phonemic Awareness

31. 9. Auditory Working Memory 
New
Use Tape
Student hears words and digits, then repeats words in sequence, followed by digits in order
Score 1 point for words in order, 1 point for numbers in order
Similar sounding or rhyming responses are correct
Basal/Ceiling rules apply to groups of items: all 3 in lowest group scored 2 / all 3 in highest group scored 0
Used in Working Memory, Broad Attention

32. 10. Visual Auditory Learning – Delayed
Relearning task with feedback
Administer 30 minutes to 8 days after #2
Score based on number of errors
Begin with line 1 with all students
Administer all lines to all students
Synonyms are counted as errors
Used in Delayed Recall

33. Cognitive Abilities
Extended Battery

34. No Substantial Changes
15 Analysis-Synthesis
17 Memory for Words

35. 11. General Information New Requires answering oral questions
2 subtests
Where
What
Basal/Ceiling rules apply to each subtest: 4 lowest correct/ 4 highest incorrect
Know correct pronunciations for all items
Used in GIA-Ext, Verbal Ability, Comprehension-Knowledge, Knowledge Aptitude

36. 12. Retrieval Fluency  New
Name as many items in a given category as possible in 1 minute (make slash marks)
Administer all items to all students
1 minute time limit for each category
Do not count exact duplicate items, but variations are acceptable
Do not ask student to repeat
Used in GIA, Thinking Ability, Long-Term Retrieval, Cognitive Fluency

37. 13. Picture Recognition  Revised Partial credit available
Begin with samples then item 1 for all
Discontinue when cutoff is met
Show stimulus for exactly 5 seconds
Score 1 point for each picture identified in any order
Used in GIA, Thinking Ability, Visual-Spatial Thinking

38. 14. Auditory Attention  New Use Tape
Requires student to detect words with increasing background noise
Begin with Training Items (1 – 57) orally
Administer Samples, then Item 1 for all
Ceiling = 6 highest items incorrect
Used in GIA, Thinking Ability, Auditory Processing, Broad Attention

39. 15. Analysis – Synthesis  Controlled Learning Task with feedback
Begin with Color pretest, then Introduction
Discontinue when cutoff is met
Items 26 – 35: 1 minute time limit for each
Used in GIA, Thinking Ability, Fluid Reasoning

40. 16. Decision Speed 
New
Requires marking the 2 of 7 objects in a row that go together or are most alike
Begin with Samples, then Item 1
3 minute time limit
Both pictures must be identified for credit
Scoring template available
Used in GIA, Cognitive Efficiency, Processing Speed, Cognitive Fluency

41. 17. Memory for Words  Use tape
Basal/Ceiling: lowest 3 in group correct/ highest 3 in group incorrect
Must be repeated in exact order
Accept similar sounding or rhyming words
Used in GIA, Cognitive Efficiency, Short-Term Memory

42. 18. Rapid Picture Naming  New Requires quickly naming pictures in row
Begin with Samples, then Item 1
2 minute time limit
Accept synonyms (pup for puppy)
Do not accept responses that are similar but not synonyms (glass for cup)
Removes motor component from Processing Speed
Used in Cognitive Fluency

43. 19. Planning
New
Trace pattern without lifting pencil or retracing a line
Begin with Sample Items for all students
Follow continuation rules
Score is based on number of errors
Retraced or untraced segments are errors
Stop student if pencil is lifted or line retraced
Used in Executive Processing

44. 20. Pair Cancellation  New
Circle 2 target shapes when they appear in sequence (ball then dog)
Begin with Sample Item and Practice
3 minute time limit
Scoring template provided
Used in Broad Attention, Executive Processing

45. “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

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

47. 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

48. No Substantial Changes
1 Letter-Word Identification (fluidly pronounced)
5 Calculation
9 Passage Comprehension
10 Applied Problems
11 Writing Samples (double score if possible)
13 Word Attack (fluidly pronounced)
16 Editing (formerly Proofreading)
18 Quantitative Concepts
19 Academic Knowledge

49. 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

50. 2. Reading Fluency 
New
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

51. 3. Story Recall New 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

52. 4. Understanding Directions 
New
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

53. 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

54. 6. Math Fluency  New 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

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

56. 8. Writing Fluency  Moved
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

57. 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

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

59. 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

60. 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

61. 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:

62. Cognitive Testing (At BC)
Two 1-hour appointments
Cognitive 1 – 7
Cognitive 11 – 17
If additional Cognitive Tests are needed
Cognitive 8 – 10, 18 – 22
WAIS – 3

63. Achievement Testing Appointments (at BC)
Two 1-hour appointments
Achievement 1, 3, 4, 9, 10
Achievement
If additional Achievement Tests are needed
Achievement 19 – 22
WRAT-3
Nelson-Denny

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

65. Compuscore Professional Certification
Scoring and Reporting
Compuscore
Professional Certification

66. Compuscore Check accuracy of all scores Launch Compuscore 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

67. Compuscore 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>

68. Compuscore 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)

69. Compuscore 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>

70. “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

71. CARS-W & Professional Certification
Until print instructions are completed for WJ-III, use Professional Certification (later CARS-W)
Open Professional Certification file or template file
Complete each component, and determine if scores meet criteria
Save and Print file
Open student profile from CARS-W roster.
Complete Component #1 as usual.
For each subsequent component, choose “Professional Certification”
Write “See attached documentation” in the first box of each component.
Sign off as Met or Not Met.

72. Experiences from the Trenches
CALP is very useful for CLD students
BIA can confirm old DDL scores
Good Achievement Battery: Basic Skills, Fluency, and Application for each academic area
CSU prefers WJ-III
Takes more time to administer & write
Fewer students meet eligibility
Review takes longer

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