1. Wide Range Achievement Test
WRAT4
Authors: Gary S. Wilkinson, PhD
Gary J. Robertson, PhD

2. Why Assess Achievement?
To assist in determining eligibility for special education services.
To assist in screening students for possible evaluation.
To assist in determining skill set (acquired vs. emerging skills).
To assess gains in achievement over time.

3. Achievement Assessment Model

4. History
The first WRAT was developed as an unpublished assessment instrument by Joseph F. Jastak, a psychologist
Created to augment David Wechsler’s Wechsler-Bellevue Scales
Dr. Jastak recognized the need to study and assess the basic academic codes in addition to cognitive processes
Believed that it was necessary to assess both functions in any assessment to provide a more complete view of individual abilities

5. History WRAT4 test series originated in the 1930s
First published for use in 1946
Most recent edition, WRAT3, was published in 1993
Widespread use in a variety of settings as measures of the basic academic skills necessary for effective learning, communication, and thinking:
Reading
Spelling words
Mathematical calculations

6. Need for Revision Updated national norms
Standardized academic performance shift from simple and direct tests to comprehensive batteries
Continued need for a quick, simple, and accurate assessment of the basic academic codes
Increased focus on reading skills
Practitioner feedback

7. Changes from the WRAT3
The WRAT4 contains an entirely new measure of reading achievement:
Sentence Comprehension
Interpretation of WRAT4 scores enhanced by the addition of grade-based norms (fall & spring)
Age-based norms extended from 75 to age 94 so that the basic literacy skills of older adults could be assessed

8. Special care was taken to preserve in the WRAT4 those features that made earlier editions so popular with users—ease of administration and scoring, as well as the significant amount of information gained from a relatively brief investment of testing time.

9. Structure Two alternate forms (Blue Form and Green Form)
Can be used interchangeably with comparable results
Allows for retesting within short periods of time without practice effects
Can also be administered together (Combined Form) for those interested in a more qualitative assessment and additional opportunity for performance observation

10. Structure Four Subtests Word Reading Sentence Comprehension
Math Computation
Spelling
The Word Reading Subtest and Sentence Comprehension Subtest can be combined into a Reading Composite

11. WRAT4 Subtest/Composite Configuration
Word
Reading
Subtest
Sentence
Comprehension
Subtest
Math
Computation
Subtest
Spelling
Subtest
Reading
Composite

12. Word Reading
Measures letter and word decoding through letter identification and word recognition
Extended from 42 to 55 items
New words were selected from the EDL Core Vocabularies in Reading, Mathematics, Science, and Social Science (Taylor et al., 1989) to ensure that a sampling of new words was obtained from various grade levels of the EDL list

13. Sentence Comprehension
Measures an individual’s ability to gain meaning from words and to comprehend ideas and information contained in sentences through the use of a modified cloze technique

14. Sentence Comprehension
The WRAT has, since its inception, measured knowledge of letters and words, so the comprehension of sentences seemed the next logical step for assessment in the reading domain
Sentence reading requires much shorter testing time than paragraph and passage comprehension, an important consideration
Sentence comprehension can be assessed with a wide range of discrete items of varying difficulty
Sentences can be easily adapted to the tailored testing format needed for the WRAT4

15. Sentence Completion Guidelines
Avoidance of specialized content that would give undue advantage to individuals having such specialized knowledge of the topics selected
Content drawn from a variety of subjects
Appropriate for both female and male participants and all racial/ethnic groups
Contain material that is timeless

16. Sentence Completion Guidelines
Avoidance of topics that might evoke negative affect in examinees
Written for the assigned target grade levels, with difficulty controlled, in part by the use of the EDL Series to estimate the difficulty of words contained in an item
Part of speech required for correct responses are varied
As few correct responses (both synonyms and non-synonyms) as possible

17. Sentence Completion Item Tryout
1,989 students in select schools in Florida, Illinois, and Pennsylvania
Item Response Theory and Rasch model employed to determine item difficulty and goodness-of-fit
W-Abilities calculated to facilitate assignment of items to specific age/grade levels so entire range of sentence comprehension ability was adequately covered

18. Math Computation
Measures an individual’s ability to perform basic mathematics computations through counting, identifying numbers, solving simple oral problems, and calculating written mathematics problems
24 new replacement items were prepared by Edward Manfre, a nationally recognized mathematics textbook author and curriculum consultant, after completion of a content analysis to determine the content areas in which additional items were needed

19. Spelling
Measures an individual’s ability to encode sounds into written form through the use of a dictated spelling format containing both letters and words
After filtering dated words, added 8 words to each form
New words were selected from the EDL Core Vocabularies in Reading, Mathematics, Science, and Social Science (Taylor et al., 1989)

20. Standardization Sample
National standardization sample n=>3000
Stratification Variables:
Age 5 through 94
Grades K - 12
Race/Ethnicity
Parent/Self Education Level
Gender
Region: Northeast, South, North Central, West
Sample included students with disabilities (5%)

21. Reliability Internal Consistency Grade Age
.87 to .96 Median Reliabilities for Subtests and Composites by Form
Age

22. Reliability Test-Retest Reliability Time interval between testing:
Word Reading
Sentence Comprehension .78
Spelling
Math Computation .88
Time interval between testing:
Within one month

23. Validity Internal Evidence of Validity Content review
Evidence based on developmental changes
Intercorrelations between subtests
Range from r=.60 (grade) to .63 (age)
Item bias analysis
Differential Item Functioning
Expert review

24. Validity External Evidence of Validity
Correlations with individual achievement tests:
WRAT Expanded
Reading Mathematics
Word Reading
Sentence Comprehension
Reading Composite
Spelling
Math Computation
(ages 8 to 18; n=43) .

25. Validity External Evidence of Validity
Correlations with individual achievement tests:
WIAT II
Reading Comp Math Comp
Word Reading
Sentence Comprehension
Reading Composite
Spelling
Math Computation
(n=33)

26. Validity External Evidence of Validity
Correlations with individual achievement tests:
WJ 3 Achievement
Broad Reading Broad Math
Word Reading
Sentence Comprehension
Reading Composite
Spelling
Math Computation
(n=31)

27. Validity External Evidence of Validity
Correlations with individual intelligence tests:
WISC IV FSIQ SB 5 FSIQ
Word Reading
Sentence Comprehension
Reading Composite
Spelling
Math Computation
(n=35) (n=70)

28. General Administration Guidelines
“Those who use psychological tests should confine their testing and related assessment activities to their areas of competence, as demonstrated through education, supervised training, experience, and appropriate credentialing”
(Standard 12.1 of the Standards for Educational and Psychological Testing, American Educational Research Association, American Psychological Association, & National Council in Measurement in Education, 1999, p. 131)

29. General Administration Guidelines
Important sources of such training and experience include graduate courses in assessment, measurement, and statistics; supervised practical experience in testing and evaluation; and in-service programs and workshops.

30. General Administration Guidelines
Read the professional manual
Practice administration of the test
Adhere to the standard administration procedures
Establish rapport with participants
Maintain objectivity in evaluating responses
Maintain confidentiality about the assessment process and the test results

31. General Administration Guidelines
Security of the testing materials:
Primary responsibility of test users
Store in a safe place
Under no circumstances should Participants be permitted to see the test items other than in the formal testing session
Correct responses should not be shared
Photocopying of record forms, test items, or any part of the WRAT4 Professional Manual, including the normative tables, is strictly prohibited by copyright law
Unauthorized reproduction compromises the security of the test and could invalidate test results

32. General Administration Guidelines
The Word Reading subtest, the Sentence Comprehension subtest, and Part 1 of the Spelling and Math Computation subtests must be administered individually
Part 2 of the Spelling subtest and Math Computation subtests can be administered in a small-group format
Administration time varies but is estimated at 15 and 25 minutes for younger children (ages 5 to 7 years) and 30 and 45 minutes for children 8 years or older and adults

33. Word Reading Subtest Materials: Test Form Administration instructions
Spaces to record and summarize scores
Clock or watch with a second hand
Word Reading List
Used by the participant
Contains the letters and words for the Word Reading subtest

34. Word Reading Subtest Two sections:
Part 1: Letter Reading, which consists of 15 letters
Part 2: Word Reading, which consists of 55 words

35. Word Reading Subtest Administration Procedures:
Ages 7 and Younger: Administer Part 1: Letter Reading first, then Part 2: Word Reading
Discontinue testing if a Participant has responded incorrectly to 10 consecutive items (10 RULE)
Ages 8 and Older: Administer Part 2: Word Reading first
Discontinue the Word Reading section if the Participant has answered 10 consecutive items incorrectly (10 RULE)
Reverse to Letter Reading only if Participant did not answer at least 5 items correctly (5 RULE)

36. Word Reading Subtest Scoring: Do not penalize for articulation errors
Correct pronunciations are given below the respective words
One point is given for each letter and/or word read correctly
If the Participant changes his or her response, score the last attempt
Record the number of items answered correctly on the Test Form
Give the full credit of 15 points for Letter Reading if not administered
Sum of the Letter Reading and Word Reading raw scores in the space provided for the Word Reading Total Raw Score
Note that the number of words read correctly on the Part 2: Word Reading is used to determine the starting item for the Sentence Comprehension subtest

37. Sentence Completion Subtest
Materials:
Sentence Comprehension Test Form
Administration instructions
Test items
Spaces for recording responses
Examples of correct and incorrect responses
Sentence Comprehension Sample Card
Sample items to be administered prior to administering the Sentence Comprehension subtest
Sentence Comprehension Card
Used by the participant
50 Sentence Comprehension items

38. Sentence Comprehension Subtest
Cloze procedure
Participant silently reads the sentence from the Sentence Comprehension Card and then gives a oral response to fill in the missing word
May use the place marker as an aid
Prior to actual subtest items, the Participant takes two or three sample items (Sentence Comprehension Sample Card)
Determining Starting Point for both Sample and Test items by using the Part 2: Word Reading raw score (conversion table on front test form)

39. Sentence Comprehension Subtest
Administer only if obtained a score of 5 or more on the Part 2: Word Reading (5 RULE)
If necessary, reverse order until 5 consecutive items are answered correctly (5 RULE)
Continue until Participant responds incorrectly to 7 consecutive items (7 RULE)
Rules for Prompting and Questioning Responses are listed in manual – focus is trying to get the Participant to use a one word response
Responses requiring further query are indicated by a [Q] on the test form

40. Sentence Comprehension Subtest
Scoring:
Correct answers listed on test form and Appendix A of the manual
If correct, record a “1” - if incorrect, record a “0”
If the intended meaning of the response is clear and appropriate for completing the meaning of the sentence, then grammatical errors are not penalized
Not a test of language mechanics or oral language proficiency
Raw Score is the number of items scored as correct plus item above the starting point

41. Sentence Comprehension Subtest
Sentence Comprehension standard scores are not provided for individuals 5 years 11 months and younger (for aged-based norms) or for individuals in Grade K (grade-based norms)
If younger than 6 years of age, but in Grade 1 or higher, may use grade-based norms
If 6 years of age or older, but in Grade K, may use the age-based norms
If younger than 6 years of age and in Grade K, do not administer the Sentence Comprehension subtest

42. Spelling Subtest Two sections:
Part 1: Letter Writing - name writing and 13 letters
Part 2: Spelling - 42 words – may be administered in small groups for Participants aged 8 or Older, but must be administered individually to Participants 7 years and younger

43. Spelling Subtest Materials: Test Form Administration instructions
Spaces to record and summarize scores
Response Form
Used by the participant
Spelling List Card (Opposite side of Word Reading List)
Contains the letters and words for the Spelling subtest
Pencil with eraser
Clock or watch with second hand

44. Spelling Subtest
Pronounce the word, then read it in the sentence provided, then pronounce the word again
Study the pronunciation guide provided before administration
Check that the Participant is writing in the correctly numbered space on the Response Form
After administration ask the Participant to clarify any word(s) that cannot be read
Ages 7 and Younger - Administer Part 1: Letter Writing first, then Part 2: Spelling
Ages 8 and Older - Administer Part 2: Spelling first.
Discontinue after 10 consecutive incorrect responses (10 RULE)
If the Participant has not spelled at least 5 words correctly on the Spelling section, then administer Part 1: Letter Writing (5 RULE)

45. Spelling Subtest
Specific guidelines for scoring Spelling responses are listed in the manual – including rules for two point items on Letter Writing
Letter Writing - count the number of points earned and record in the space provided for the Letter Writing Raw Score
Give the full credit of 15 points if 8 years or older
Spelling - count the number of points earned and record in the space provided for the Spelling Raw Score
Add scores and record the sum in the space provided for the Spelling Total Raw Score

46. Math Computation Subtest
Two sections:
(a) Part 1: Oral Math, which consists of 15 items
(b) Part 2: Math Computation, which consists of 40 items - may be administered either individually or in small groups for Participants 8 and older, but it must be administered individually to Participants aged 7 years and younger.

47. Math Computation Subtest
Materials:
Test Form
Administration instructions
Spaces to record and summarize scores
Response Form
Used by the participant
Pencil with eraser
Clock or watch with second hand

48. Math Computation Subtest
Hand calculators or other mechanical computing aids may not be used
Part 2: Math Computation has a time limit of 15 minutes
Ages 7 and Younger - Administer Part 1: Oral Math first, followed by Part 2: Math Computation
Ages 8 and Older - Administer Part 2: Math Computation first
If the Participant does not have at least 5 responses correct, then administer Part 1: Oral Math (5 RULE)

49. Math Computation Subtest
Scoring keys are provided in Appendix B of the manual
1 point is given for each correct answer
Record the number of items answered correctly for the Oral Math section in the space provided for the Oral Math Raw Score
Give full credit of 15 points if aged 8 and older and did not take the Oral Math section
Record the number of items answered correctly for the Math Computation section and record in the space provided for the Math Computation Raw Score
Add and record sum in the space provided for the Math Computation Total Raw Score

50. Completion of Record Form
Subtest Scores
Normative conversion tables are provided in Appendixes C (age-based) and D (grade-based) of manual
Contains tables for converting subtest raw scores to standard scores and confidence intervals
In Appendix C, the subtest score-conversion tables for each form are provided for each of the 43 age groups
In Appendix D, the subtest standard score-conversion tables for each of the three forms are provided for Fall and Spring, for each of Grade K-12
Percentile ranks, normal curve equivalents, stanines, and grade equivalents are provided in Appendix E

51. Combined Form Scores
For an assessment based on more items than the number contained in a single form, you may wish to administer both the Blue and Green forms and combine the results
The back page of the Test Form provides a space to calculate scores for the Combined Form
Instructions for score calculation are included in the manual

52. Interpretation Mean of 100, standard deviation of 15
Examine score profile, deviations from the norm, and large differences between subtest scores
Examine responses for qualitative trends and error patterns

53. Interpretation Implications of Reliability and Validity studies:
Subtests measure beginning skills with considerable precision, a direct result of including the 15 preliminary skill items designated Letter Reading, Letter Writing, and Oral Math
All of the subtests measure the beginning and average skill levels with precision throughout the entire age and grade ranges for which the WRAT4 is designed

54. Interpretation
The Sentence Comprehension subtest and, to an extent, the Word Reading subtest, by their very nature, do not measure the skills of above-average and advanced readers at the later adolescent and early-to-middle adult years with the same degree of precision
For these individuals, a reading comprehension test containing longer reading passages that measure literal and inferential reading skills is recommended

55. Application in the Schools
Used by those professionals who need a quick, simple, psychometrically sound assessment of important fundamental academic skills
Results by themselves are not intended to provide formal identification of learning or cognitive disorders - no single test can provide such information
Can assist in the formal identification and diagnosis when used together with a broad array of comprehensive information

56. Application in the Schools
Ease of administration and the simplicity of make it useful for assessment professionals who can use the results to:
Collect initial data for psychological, educational, and vocational assessments
Screen large groups of individuals to identify those who need to be evaluated more thoroughly for academic problems
Reevaluate individuals diagnosed with learning and/or cognitive disorders
Contribute to research projects needing assessment of basic academic skills for pretesting and posttesting purposes

57. Application in the Schools
Evaluate achievement-ability discrepancies to identify specific learning disabilities
Assess specific academic skills as part of a more comprehensive study of psychological and neuropsychological functioning
Determine a minimal level of proficiency needed to perform in certain educational and/or vocational settings
Assess an individual’s academic progress over time