Woodcock-Johnson

1
Woodcock-Johnson III Normative Update (WJ III
NU)
2
WJ III NU

• Materials designed to emphasize
• Quality Durability Portability

3
WJ III NU Authors
4
WJ III NU Organization
5
WJ III NU Standardization

• Original standardization based on the same sample
  for both test batteries
• Over 8,800 participants
• Ages 2-90 years
• More than 100 geographically and
  socioeconomically diverse communities
• 2006 Normative Update (details later in the
  presentation)

6
WJ III NU Norming Sites
7
WJ III NU Tests of Achievement
8
WJ III NU Tests of Achievement

• Tests of Achievement Kit Components
• WJ III Normative Update Kit
• WJ III NU Compuscore and Profiles Program
• WJ III NU Technical Manual
• WJ III NU Tests of Achievement
• Form A Standard and Extended Test Books
• 25 Record Forms and Subject Response Booklets
• Examiners Manual
• Examiners Training Workbook
• Audio Recording

9
WJ III NU Tests of Achievement

• Extended Battery
• Test 13 Word Attack
• Test 14 Reading Vocabulary
• Test 15 Picture Vocabulary
• Test 16 Oral Comprehension
• Test 17 Quantitative Concepts
• Test 18 Editing
• Test 19 Academic Knowledge
• Test 20 Spelling of Sounds
• Test 21 Sound Awareness
• Test 22 Punctuation and Capitalization

• Standard Battery
• Test 1 Letter-Word Identification
• Test 2 Reading Fluency
• Test 3 Passage Comprehension
• Test 4 Story Recall
• Test 5 Understanding Directions
• Test 6 Calculation
• Test 7 Math Fluency
• Test 8 Applied Problems
• Test 9 Spelling
• Test 10 Writing Fluency
• Test 11 Writing Samples
• Test 12 Story Recall - Delayed

10
WJ III NU Tests of Achievement
Meets All Eight Areas of Learning Disability
Eligibility Criteria

• IDEA
• Oral Expression
• Listening Comprehension
• Written Expression
• Basic Reading Skills
• Reading Comprehension
• Reading Fluency
• Mathematics Calculation
• Mathematics Reasoning

• WJ III Test/Cluster
• Oral Expression
• Listening Comprehension
• Written Expression
• Basic Reading Skills
• Reading Comprehension
• Reading Fluency
• Math Calculation Skills
• Math Reasoning

11
WJ III NU Tests of Achievement
12
Order of Administration

• In most cases, follow the order of tests as they
  are presented in the easels.
• If you change the order, do not administer two
  timed tests, two listening tests, or two tests
  involving writing in a row.

13
Basal and Ceiling Rules

• Purpose to limit the span of items administered
• The basal level is the point below which a person
  has essentially a 100 chance of responding
  correctly to all items.
• The ceiling is the point above which he/she
  essentially has a 0 chance of responding
  correctly to any items.
• Criteria for basal and ceilings are at the
  beginning of each test.

14
Basal and Ceiling Rules

• If examinee reaches a ceiling in the middle of a
  test page and there is no stimulus materials on
  their side of the easel, you may discontinue
  testing.
• If no basal gets established, Item 1 serves as
  the basal.
• When a ceiling is not reached, the last item
  serves as a ceiling.

15
Requests for Information by the Examinee

• In general, you will be able to tell whether it
  is appropriate to supply requested information.
• When you cannot supply information, you should
  state Im not supposed to help you with that.

16
Tests Requiring the Subject Response Booklet (SRB)

• Test 2 Reading Fluency
• Test 5 Calculation
• Test 6 Math Fluency
• Test 7 Spelling
• Test 8 Writing Fluency
• Test 11 Writing Samples
• Tests where examinee can use the worksheet on
  front of SRB
• Test 10 Applied Problems
• Test 18 Quantitative Concept

17
Timed Tests

• Test 2 Reading Fluency (3 minutes)
• Test 6 Math Fluency (3 minutes)
• Test 8 Writing Fluency (7 minutes)
• Depending on performance, testing may be
  discontinued prior to the time limit
• Reading Fluency 2 or less correct on Samples C-F
• Math Fluency 3 or less correct after 1 minute
• Writing Fluency 0 on Samples B through D or 3 or
  fewer correct after 2 minutes

18
Audio-Recorded Tests

• Test 3 Story Recall (pause or stop the
  recording after each story)
• Test 4 Understanding Directions (pause or stop
  the recording between each picture administered
  to allow time for response)
• Test 15 Oral Comprehension
• Test 20 Spelling of Sounds
• Test 21 Sound Awareness
• Method examinee should look away from the
  examinee when a test item is presented.
  Immediately after the beep, he or she should look
  at the examinee to encourage a response.

19
Audio-Recorded Tests

• You may pause or stop on any recorded test if
  additional time is needed.
• Method to use examinee should look away from
  the examinee when a test item is presented.
  Immediately after the beep, he or she should look
  at the examinee to encourage a response.

20
Behavioral Observations

• Noting the examinees reaction to the tests as
  well as how he/she responds to items as they
  increase in difficulty, provides valuable
  insights for interpreting the results and making
  instructional recommendations.
• Record errors for further analysis after testing
  is completed
• Error analysis often provides important
  information for instructional planning.

21
WJ III NU Tests of Achievement

• Test 1 Letter Word Identification
• Select an appropriate starting point by
  consulting the Suggested Starting Points table.
• Requires identifying and reading isolated letters
  and words, primarily a sight recognition task
• Know exact pronunciation of words
• Responses must be pronounced as a complete word
  to receive credit
• Do not penalize for articulation errors or
  regional/dialectical speech differences

22
Key Administration Points Letter Word
Identification

• Materials needed
• Standard Battery Test Book
• Test Record
• Begin at Suggested Starting Points
• Basal and Ceiling 6 consecutive
  correct/incorrect
• Only accept correct responses that are pronounced
  as a complete word.

23
Key Administrative Points Letter-Word
Administration

• Do not
• Tell examinee any words or letters
• Ask the examinee to repeat a specific word
• Complete the page, even after ceiling has been
  reached.
• If the examinee gives a correct answer after the
  ceiling but while completing the page, test until
  you reach a new ceiling AND complete a page
• Record errors for later analysis.

24
Key Administrative Points Letter-Word
Administration

• Scoring
• Score each correct response with 1
• Score each incorrect response with 0

25
Key Administrative Points Letter-Word
Administration

• Common Examiner Errors
• Having the examinee repeat a specific word
• Failing to complete a page
• Accepting responses that are sounded out but not
  blended back together
• Telling the examinee letters or words on the test

26
WJ III NU Tests of Achievement
27
WJ III NU Tests of Achievement

• Test 2 Reading Fluency
• Requires reading and comprehending simple
  sentences rapidly (uses SRB and a pencil)
• Time limit of 3 minutes
• Skipped items are not scored
• Score the number correct minus the number
  incorrect of those attempted
• All students begin this test with the sample
  items.
• If student has less than three correct answers on
  Practice Exercises C through F, discontinue
  testing and record a score of 0.

28
Key Administration Points Reading Fluency

• Remind examinees to try to read the sentences if
  it seems as though they are simply circling
  answers randomly.
• Do not help student with any words.
• Remind student to continue working if they stop
  at the bottom of a page.
• Remind examinees to quickly cross out (rather
  than erase) responses they wish to change
• Score 1 for correct and 0 for incorrect

29
Key Administration Points Reading Fluency

• Common Examiner Errors
• Failing to record exact starting or finish times
  in minutes and seconds when not using a stopwatch
• Failing to provide appropriate guidance during
  the test
• Providing help on words or sentences

30
WJ III NU Tests of Achievement
31
WJ III NU Tests of Achievement

• Test 3 Story Recall
• Immediate Delayed (30 min. to 8 days)
• Requires listening to story on audio recording
  and recalling elements
• Use examinees present level of oral
  comprehension skills as an estimate of where to
  begin testing.
• Consult the table in the Test Book to choose
  appropriate starting point.
• Scoring guidelines in test book and on test
  records
• Do not repeat stories

32
Key Administration Points Reading Fluency

• Materials
• Standard Battery Test Book
• Test Record
• Student Response Booklet
• Two pencils
• Stopwatch or watch with second hand
• Administer sample items to all examinees.
• Do not administer test if the examinee has less
  than three correct on Practice Exercises C
  through F.

33
Key Administration Points Reading Fluency

• Materials needed
• Standard Battery Test Book
• Test Record
• Audio Recording and audio equipment
• Pause or stop recording after each story to allow
  the examinee to recall elements
• Do not repeat or replay any stories
• Do not penalize for mispronunciation, dialect
  variations or regional speech patterns

34
Key Administration Points Reading Fluency

• After playing each story, pause recording and
  look at examinee to elicit a response (cue them).
• If they do not respond, say, Tell me the story.
• In rare cases, you may present the items orally.

35
Key Administration Points Reading Fluency

• The examinee must recall elements in bold type
  exactly
• Accept synonyms or paraphrase responses if
  elements are not in bold
• In test record
• Place a check mark over each element the student
  correctly recalls
• Elements may be recalled in any order
• Follow the continuation rules

36
Key Administration Points Reading Fluency

• Scoring
• Slashes (/) separate the story elements.
• Place a check mark (v) over each element recalled
  correctly.
• The elements may be recalled in any order.
• When words are in bold type, the examinee must
  recall the specific information exactly.
• Two exceptions
• If the student gives a derivation of the bold
  word, allow credit for the element (e.g., blew
  for blowing)
• If the examinee uses a synonym very close in
  meaning (e.g., afraid for scared), allow
  credit

37
Key Administration Points Reading Fluency

• Scoring
• Elements that are not bold indicate that the
  examinee just needs to recall the general
  information or concept and may paraphrase the
  information in any way
• Continuation rules are presented after each set
  of two stories

38
Key Administration Points Reading Fluency

• Common Examiner Errors
• Not using the audio recording
• Not scoring the elements correctly
• Not reading the story as it sounds on the tape
  (if administering orally)
• Not following the continuation rules

39
WJ III NU Tests of Achievement
Elements that are bold must be recalled exactly.
Other elements can be synonyms or paraphrased
40
WJ III NU Tests of Achievement
Mary / has a dog./ He loves to ride / in the
car,/ but he hates to take a bath./
Story 2
Score these responses (5 points
possible)

• He doesnt like taking baths.
• Marys dog loves to ride in the car.
• Her dog hates baths but he loves riding in the
  car.

41
WJ III NU Tests of Achievement

• Test 4 Understanding Directions
• Requires listening to instructions and then
  pointing to objects in pictures
• Consult Starting Points table for the three
  suggested points
• Picture 1 (preschool)
• Pictures 2 and 3 (K grade 4)
• Pictures 4 5 (grade 5 through adult)
• Administer all items for each picture.
• Let subject review picture for 10 seconds prior
  to administering items
• Do not repeat or replay an item unless examinee
  did not hear it because of some type of noise.
  In this case, finish the picture and
  re-administer the specific item.
• In rare cases you may present the items orally.

42
Key Administration Points Understanding
Directions

• Materials needed
• Standard Battery Test Book
• Test record
• Audio recording and requipment
• Do not allow examinee to begin pointing until the
  word go is stated for each item
• Complete all questions for each picture
  administered
• The examinee must complete all steps to receive
  credit on an item
• You must know the pictures and items in order to
  facilitate scoring

43
Key Administration Points Understanding
Directions

• Scoring
• Each correct response gets 1 and incorrect
  response is 0.
• For an item to be correct, all of the steps of
  the directions must be completed.
• Many items require student to point in a certain
  order.

44
Key Administration Points Understanding
Directions

• Common Examiner Errors
• Not using the audio recording
• Not scoring the items correctly
• Not allowing the examinee to review the picture
  for 10 seconds before administering the items
• Not reading the directions as presented on tape
  if administering the test orally

45
WJ III NU Tests of Achievement
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.
46
WJ III NU Tests of Achievement

• Test 5 Calculation
• Requires calculation of problems ranging from
  simple addition facts to calculus (uses SRB)
• Use Suggested Starting Points table
• If examinee misses both sample items, you may
  discontinue testing and score the test a 0.
• Administer the test following the basal and
  ceiling rules (6 consecutive)
• Skipped items are scored as a 0
• Do not point out signs
• Accept reversals but not transposed numbers

47
Key Administration Points Calculation

• Materials needed
• Standard Battery Test Book
• Test Record
• SRB
• Two pencils
• Complete all appropriate queries
• Do not provide additional guidance, such as
  pointing out the signs
• Score skipped items 0
• Score transposed numbers as 0

48
Key Administration Points Calculation

• Item Scoring
• Each correct answer is scored 1 and incorrect 0
• Any items skipped before the last completed items
  is scored 0
• Do not penalize for poorly formed or reversed
  numbers
• Score transposition of numbers (e.g., 13 for 31)
  as incorrect

49
Key Administration Points Calculation

• Common Examiner Errors
• Failing to complete queries
• Failing to establish a basal or ceiling
• Providing inappropriate guidance

50
WJ III NU Tests of Achievement
51
WJ III NU Tests of Achievement

• Test 6 Math Fluency
• Requires rapid calculation of single-digit
  addition, subtraction, and multiplication facts
  (uses SRB)
• All examinees begin this test with Item 1
• If examinee has three or less correct after 1
  minute, discontinue testing and record a time of
  1 minute in the Test Record.
• Time limit of 3 minutes
• Skipped items are not counted
• Once testing has started, do not point to the
  signs
• Scoring overlay is provided
• If examinee finishes in less than 3 minutes or
  you inadvertently exceed the 3 minutes, record
  the exact finishing time in minutes and seconds

52
Key Administration Math Fluency

• Materials needed
• Standard Battery Test Book
• Test Record
• SRB
• Two pencils
• Stopwatch or watch with second hand

53
Key Administration Math Fluency

• Item Scoring
• Score each correct response 1 and incorrect 0
• Score any items skipped prior to the last item as
  incorrect
• A scoring guide overlay is provided to facilitate
  scoring

54
Key Administration Math Fluency

• Common Examiner Errors
• Providing inappropriate guidance during the test,
  such as pointing out the signs

55
WJ III NU Tests of Achievement
56
WJ III NU Tests of Achievement

• Test 8 Writing Fluency
• Requires formulating and writing simple sentences
  rapidly (uses SRB)
• Begin with Item 1/End with 7-minute time limit
• If examinee scores 0 on Samples B through D,
  discontinue testing and record a score of 0 for
  the test
• If examinee has three or fewer correct within the
  first two minutes, testing may be discontinued
  and record a time of 2 minutes and enter number
  correct (0-3).
• If the examinee finishes before the 7 minute time
  limit or you inadvertently exceed 7 minutes,
  record the actual finishing time in minutes and
  seconds in Test Record
• Any stimulus words may be read upon request
• 3 stimulus words may not be changed in any way

57
Key Administration Points Writing Fluency

• Materials Needed
• Standard Battery Test Book
• Test Record
• SRB
• Two pencils
• Stopwatch or watch with second hand
• Complete sample items with all examinees
• Discontinue testing if examinee has a 0 on
  Samples B through D
• To receive credit the examinee must use three
  stimulus words and may not change them

58
Key Administration Points Writing Fluency

• Item Scoring
• Score each correct response 1 and incorrect
  response 0
• Score any items skipped prior to the last item as
  incorrect
• Do not penalize for errors in spelling,
  punctuation, or capitalization or for poor
  handwriting, unless the writing is illegible

59
Key Administration Points Writing Fluency

• Sometimes it may not be clear as to whether an
  item is correct or not. To receive credit he
  write must
• Use the three stimulus words in a complete
  sentence
• Not change the stimulus words in any way
• Provide a response that is a reasonable sentence
• Awkward sentences (if the meaning is clear) and
  sentences with the understood subject you are
  scored as correct
• Sentences that use alternate characters such as
  an ampersand () or plus sign () for the word
  and or an abbreviation like w/ are scored as
  correct

60
Key Administration Points Writing Fluency

• If the examinee omits a word that is critical to
  the sentence meaning, score the response as
  incorrect
• Do not penalize for an accidental omission of a
  less meaningful word (a, the, an) in a
  sentence
• If it is still unclear how to score one or more
  items, balance the scores given to these
  responses

61
Key Administration Points Writing Fluency

• Common Examiner Errors
• Being too lenient or too stringent on scoring the
  sentences and failing to note that the examiner
  has changed or not included a stimulus word

62
WJ III NU Tests of Achievement
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.
A. good cake is
B. pig fat is
63
WJ III NU Tests of Achievement
He is dropping a dime in the bank.
They are running the race again.
I want to use the toy truck.
64
WJ III NU Tests of Achievement

• Test 9 Passage Comprehension
• Requires reading a short passage and supplying a
  key missing word
• Accept responses that differ in tense or number
• Score responses that are different parts of
  speech as 0
• Begin with the Introduction for examinees
  believed to be functioning at preschool or
  kindergarten level
• Use Suggested Starting Points

65
WJ III NU Tests of Achievement

• Test by complete pages until examinee correctly
  answers the six lowest-numbered items
  administered or until you have administered the
  page with Item 1.
• Continue testing by complete pages until the
  examinee misses the six highest-numbered items
  administered or until you have administered the
  page with the last item.

66
Key Administration Points Passage Comprehension

• Materials needed
• Standard Battery Test Book and Test Record
• The passages should be read silently
• When necessary, remind examinee to read silently
• If they continue to read aloud, do not insist on
  silent reading
• If they read a passage aloud, the word that
  belongs in the blank must be identified separately

67
Key Administration Points Passage Comprehension

• Do not help examinee with any words on this test
• The student needs only to identify the specific
  word that goes in the blank
• If the student reads the sentence aloud with the
  correct answer say, Tell me the one word that
  should go in the blank. If they cannot provide
  the word, score the response as incorrect.

68
Key Administration Points Passage Comprehension

• Item Scoring
• Score each correct response 1 and each incorrect
  response 0
• Unless noted, only one-word responses are
  acceptable
• If a person gives a two-word or longer response,
  ask for a one-word answer
• Responses can differ only in verb tense or number
  and be correct
• Do not penalize for mispronunciation resulting
  from articulation errors, dialects or regional
  speech patterns

69
Key Administration Points Passage Comprehension

• Common Examiner Errors
• Providing help with words
• Not completing queries
• Penalizing for responses that differ only in verb
  tense or number
• Accepting responses that substitute a different
  part of speech

70
WJ III NU Tests of Achievement
Something is on the chair.
It is a .
12
The drums were pounding in the distance.
We could them.
22
It is one thing to demonstrate that modern war is
harmful to the species. It is another thing to
do something about it.
40
71
WJ III NU Tests of Achievement

• Test 10 Applied Problems
• Requires comprehending the nature of a problem,
  identifying relevant information, performing
  calculations, and stating solution
• Use table in Test Book to select a starting point
• No reading is required

72
WJ III NU Tests of Achievement

• Test 10 Applied Problems
• Test by complete pages until the student
  correctly answers the six lowest-numbered items
  administered, or until you have administered the
  page with Item 1.
• Continue testing by complete pages until examinee
  misses the six highest-numbered items
  administered or the last item.
• Upon request by student, any item may be repeated

73
Key Administration Points Applied Problems

• Materials needed
• Standard Battery Test Book
• Test Record
• SRB and two pencils
• Follow basal/ceiling rules (6 consecutive)
• Test by complete pages
• Provide SRB and pencil when prompted, or earlier
  if needed

74
Key Administration Points Applied Problems

• Item Scoring
• Score each correct response 1 and incorrect
  response 0
• Common Examiner Errors
• Forgetting to test by complete pages or not
  repeating items upon request

75
WJ III NU Tests of Achievement
15. If Maria ate one of these suckers, how many
suckers would be left? _________________________
______ 30. Jays car holds fifteen gallons of
gas. Yoshis car holds ten gallons of gas and
Ellens car holds twenty gallons of gas. How many
more gallons does Jays car hold than Yoshis car?
Jay 15 gallons Yoshi 10 gallons Ellen
20 gallons
76
WJ III NU Tests of Achievement

• Test 11 Writing Samples
• Requires writing sentences in response to a
  series of demands that increase in difficulty
  (uses SRB)
• Select a starting point based on an estimate of
  examinees present level of writing ability.
• Administer the appropriate Block of Items
  indicated on table in Test Book.
• Administer additional block of items if score
  falls in shaded area of scoring table
• You may read any words during this test or repeat
  instructions if requested.
• If a student asks if spelling is important or how
  to spell a word, encourage them just to do their
  best.

77
Key Administration Points Writing Samples

• Materials needed
• Standard Battery Test Book
• Test Record
• SRB and two pencils
• Score the items after testing is complete
• Administer additional items if the examinees
  score falls within a shaded area on the table in
  the Test Record.
• Encourage the student to attempt a response to
  each item in the block.

78
Key Administration Points Writing Samples

• Item Scoring
• Score after testing is completed.
• Items may be scored 0, .5, 1, 1.5, or 2 points
  using a modified holistic procedures that
  requires judgment
• Use Appendix B in Examiners Manual
• If the students raw score falls within one of
  the shaded areas in the scoring table, administer
  the additional items indicated.

79
Key Administration Points Writing Samples

• Item Scoring
• 2 points superior response. Excluding beginning
  items it is a complete sentence that satisfies
  task demands and includes additional descriptive
  words and embellishments
• 1.5 borderline response that does not fit the
  exact pattern of the Scoring Guide. If it is not
  clear whether a response is superior (2 points)
  or standard (1 point), credit the response with a
  score of 1.5 points.

80
Key Administration Points Writing Samples

• Item Scoring
• 1 point standard response. Excluding beginning
  items, it is a complete sentence with adequate
  content
• 0.5 points borderline response that does not fit
  the exact pattern of the Scoring Guide. If it is
  not clear whether a response is standard (1
  point) or inadequate (0 points), ask
  demandscredit the response with a score of 0.5
  points
• 0 points a no-credit response is an inadequate
  response. It may be an incomplete sentence, a
  sentence with minimal content, an illegible
  response, or a sentence that does not follow
• NOTE for scores ending in .5 round to nearest
  even number when calculating raw scores

81
Key Administration Points Writing Samples

• Common Examiner Errors
• Failing to administer the appropriate block of
  items
• Scoring the items incorrectly
• Being too lenient or harsh when evaluating
  responses
• Failing to administer additional items when
  necessary
• Calculating the raw score incorrectly
• Asking the examinee to read his/her response for
  scoring purposes

82
WJ III NU Tests of Achievement

• 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.

83
WJ III NU Tests of AchievementEXTENDED BATTERY

• Test 13 Word Attack
• Requires pronouncing phonically regular
  pseudowords
• Know pronunciation prior to administering test
• Responses must be pronounced as a complete word
  to receive credit
• Use the table in Test Book to select a starting
  point based on the students present level of
  reading skill.
• Test by complete pages until the examine has
  missed 6 consecutive items or you have
  administered the last item.

84
Key Administration Points Word Attack

• Materials needed
• Extended Battery Test Book
• Test Record
• Follow basal/ceiling rules (6 consecutive
  correct/incorrect)
• Test by complete pages
• Do not tell the examinee any letters or words
• Only accept correct responses that are pronounced
  as a complete word

85
Key Administration Points Word Attack

• Do not ask the examinee to repeat a specific
  word. Instead, have them repeat entire page and
  re-score only the item in question
• Record errors for analysis after testing is
  completed
• Score the last response given on each item
• If the student pronounces the word phoneme by
  phoneme or syllable by syllable instead o reading
  it in a natural and fluent way, score the item 0
  and suggest they first read the word silently
  and then say the word smoothly. Give this
  reminder only once.

86
Key Administration Points Word Attack

• However, if the examinee first sounds out the
  stimulus word and then pronounces it correctly,
  score the item 1.
• Score the last response given. Record incorrect
  responses for error analysis.
• Item Scoring
• Score each correct response 1
• Score each incorrect response 0
• Do not penalize for mispronunciations resulting
  from articulation errors, dialects, or regional
  speech patterns

87
Key Administration Points Word Attack

• Common Examiner Errors
• Failing to know the correct pronunciation of the
  items
• Accepting responses that are sounded out and not
  blended back together
• Failing to have examinee repeat an entire page
  when one response was not heard

88
WJ III NU Tests of Achievement
tayed saist doitibility paraphonity apertuate
16. 26. 30. 31. 32.
tiff zoop nan rox lish ep
4-9 Read each of these words to me. Dont go
too fast.
89
WJ III NU Tests of Achievement

• Test 14 Picture Vocabulary
• Requires naming pictures (familiar to less
  familiar)
• Point to picture or part of picture as directed
• Test by complete pages
• Use Suggested Starting Points
• Select a starting point based on an estimate of
  the individuals present level of oral language
  skill

90
Key Administration Points Picture Vocabulary

• Materials Needed
• Extended Battery Test book
• Test Record
• Know the pronunciation of all items
• Follow basal/ceiling rules (6 consecutive
  correct/incorrect)
• Test by complete pages
• Complete all queries as indicated in Test Book
• Be sure to point to the picture or picture part
  as directed
• Record errors for further analysis

91
Key Administration Points Picture Vocabulary

• Item Scoring
• Score each correct response 1
• Score each incorrect response 0
• Do not penalize for mispronunciations resulting
  from articulation errors, dialects, or regional
  speech patterns
• Common Examiner Errors
• Failing to know the correct pronunciation of the
  items
• Accepting responses that are sounded out and not
  blended back together
• Failing to have examinee repeat an entire page
  when one response was not heard

92
WJ III NU Tests of Achievement
2. Point to picture and say What is
this? 19. Point to picture and say
What are these called?
93
WJ III NU Tests of Achievement

• Test 15 Oral Comprehension
• Requires listening to a short passage and
  providing the missing final word
• Administer Sample Item A and B to all examinees
  and then select a starting point based on an
  estimate of the examinees present oral language
  skill.
• Present Sample Items A and B orally.
• Present Sample Items C and B and all test items
  using audio recording.
• In rare cases you may present the items orally.

94
Key Administration Points Oral Comprehension

• Materials needed
• Extended Battery Test Book
• Test Record
• Audio Recording and equipment
• Follow basal/ceiling rules six consecutive
  correct/incorrect
• Test by complete pages

95
Key Administration Points Oral Comprehension

• Accept only one-word responses if examinee gives
  longer responses
• Do not penalize for articulation errors or
  regional/dialectical speech differences
• Do not penalize for responses that differ in
  tense or number
• Do not accept responses that are a different part
  of speech

96
Key Administration Points Oral Comprehension

• Item Scoring
• Score each correct response 1
• Score each incorrect responses 0
• Unless noted, only one-word responses are
  acceptable
• If a person gives a two-word or longer response,
  ask for a one-word response
• Responses are correct when they differ from the
  correct response only in verb tense or number
  (singular/plural)
• A response is incorrect if the answer is a
  different part of speech, such as a noun for a
  verb

97
Key Administration Points Oral Comprehension

• Common Examiner Errors
• Failing to use the test audio recording
• Failing to ask for one-word responses when a
  longer response is given
• Failing to imitate the tape when (in rare cases)
  administering the test orally

98
WJ III NU Tests of Achievement
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 ____________.

99
WJ III NU Tests of Achievement

• Test 17 Reading Vocabulary
• Requires reading words and providing synonyms,
  antonyms, or completing analogies
• Review the correct pronunciation of all items
  while learning to administer the test.
• Broken into three subtests
• Administer samples for each subtest to all
  subjects
• After administering sample items, do not read any
  other items or tell the examinee any other word
• Select an appropriate starting point for each
  subtest based on the examinees current reading
  ability

100
Key Administration Points Reading Vocabulary

• Materials needed
• Extended Battery Test Book
• Test Record
• Administer all three subtests
• Make note of oral reading errors for error
  analysis
• Follow the basal/ceiling rules for each subtest
  (4 consecutive correct/incorrect)
• Test by complete pages
• Do not tell the examinee any words in the test
  items
• Unless noted, only one-word responses are
  acceptable

101
Key Administration Points Reading Vocabulary

• Item Scoring
• Score each correct response 1
• Score each incorrect 0
• If a person gives a two-word or longer response,
  ask for a one-word answer
• Responses are correct when they differ from the
  correct response only in verb tense or number
  (singular/plural)
• A response is incorrect if the student
  substitutes a different part of speech, such as a
  noun for a verb
• If the student responds to an antonym item by
  giving the stimulus word preceded by non or
  un, ask for another answer unless otherwise
  indicated by the scoring key
• Do not penalize for mispronunciations resulting
  from articulation errors, dialects, or regional
  speech patterns

102
Key Administration Points Reading Vocabulary

• Common Examiner Errors
• Reading items to examinees
• Failing to administer all three subtests
• Failing to apply the basal/ceiling rules to each
  subtest
• Miscalculating the total score

103
WJ III NU Tests of Achievement
17A Synonyms
17B Antonyms
Read each of these words out loud and tell me
another word that means the same. 1.
puppy 12. entire 25. fallow
Read each of these words out loud and tell me
another word that means the opposite. 1.
on 12. distant 25. enervate
104
WJ III NU Tests of Achievement
17C Analogies
Finish what I say-- a dog walks a bird...
dogwalks bird...
A. 1. 10. 20.
climbup fall plantseed bird discophilep
hilatelist records...
105
WJ III NU Tests of Achievement

• Test 18 Quantitative Concepts
• Requires applying mathematical concepts and
  analyzing numerical relationships (use Subject
  Response Booklet)
• Broken into two subtests both subtests must be
  administered to obtain a raw score for this test
• For each subtest, select a starting point based
  on an estimate of the students present level of
  math skill
• Each item in 18B Number Series has a 1-minute
  time limit

106
Key Administration Quantitative Concepts

• Materials needed
• Extended Battery Test Book
• Test Record
• SRB and two pencils
• Follow the basal/ceiling rules for each subtest
• 18A four consecutive correct/incorrect
• 18B three consecutive correct/incorrect
• Test by complete pages
• Repeat any item upon request
• On items with multiple-part answers, be sure all
  parts of the answer are given to score item 1

107
Key Administration Quantitative Concepts

• Item Scoring
• Score each correct response 1
• Score each incorrect response 0
• Do not penalize for mispronunciation resulting
  from articulation errors, dialects, or regional
  speech patterns
• Common Examiner Errors
• Mispronouncing items
• Failing to administer all three parts
• Failing to apply basal/ceiling rules to each part
  of the test

108
WJ III NU Tests of Achievement
18A Concepts
3
3. What number is this? 6. Point to the
largest star. Now point to the smallest star.
109
WJ III NU Tests of Achievement
18B Number Series
110
WJ III NU Tests of Achievement

• Test 22 Punctuation and Capitalization
• Requires using correct punctuation and
  capitalization in orally dictated words and
  phrases (use SRB)
• Know pronunciation of all test items
• Do not penalize for spelling errors as long as
  response is legible

111
Notations for Recording Responses

• 1 correct response
• 0 incorrect or no response
• Q indicates a query
• DK indicates the response of Dont Know
• NR indicates No Response
• SC indicates a self-correction

112
WJ III NU Tests of Achievement
10. (P) Make an exclamation point. Correc
t ! 14. (P,C) Write the following city and
state Dayton, Ohio. Correct Dayton, Ohio
(must have comma between city and state both
D and 0 must be capitalized) (misspellings
acceptable)
113
WJ III NU Tests of Achievement

• Cross Academic Clusters

114
WJ III Normative Update

• Updated norms based on 2005 census figures
• Changes in census figures changed weighting used
  to develop norms
• Increased statistical precision
• Bootstrap Resampling
• A computational method for estimating the
  precision of an estimate of a (statistic)
  parameter. A random sample of n
  observations is taken, and from this, a number of
  other samples of equal size are obtained by
  sampling with replacement
• Used to estimate the uncertainty of a statistic,
  via the provision of a bootstrap standard error
  (confidence band)
• Used to estimate the variability and possible
  bias in sample statistics

APA Dictionary of Psychology, 2007
115
WJ III Normative Update

• Four new achievement clusters
• Brief Reading
• Brief Writing
• Brief Math
• Brief Achievement
• Two new reports
• Parent Report
• Summary Report with narrative based on
  proficiency level (Relative Proficiency Index)

116
WJ III Normative Update

• WJ III NU Compuscore and Profiles Program

117
WJ III Normative Update

• Five reports, each customizable with the scores
  most relevant to a referral
• Score Report
• Summary with Score Report
• Age/Grade Profiles
• Standard Score/Percentile Rank Profiles
• Parent Report
• Export to a word processor for additional
  customization

118
WJ III Normative Update

• Begin by choosing report, and selecting tests for
  reporting
• Facilitative Navigation. Step-by-step orientation
  advances users through reporting options with
  greater care.

Summary and Score Report. Reporting options vary
by report.
119
WJ III Normative Update

• Step 1 Select norms

1
Summary and Score Report. Reporting options vary
by report.
120
WJ III Normative Update

• Step 2 Select scores to report

2
Summary and Score Report. Reporting options vary
by report.
121
WJ III Normative Update

• Step 3 Select variation procedures

3
Summary and Score Report. Reporting options vary
by report.
122
WJ III Normative Update

• Step 4 Select discrepancy procedures

4
Summary and Score Report. Reporting options vary
by report.
123
WJ III Normative Update

• Step 5 Select narrative type and language

5
Summary and Score Report. Reporting options vary
by report.
124
WJ III Normative Update

• Step 6 Create report

6
Summary and Score Report. Reporting options vary
by report.
125
(No Transcript)