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Woodcock-Johnson III

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Kristie Thorn

on 26 February 2014

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Transcript of Woodcock-Johnson III

Woodcock-Johnson III
Tests of Achievement
What is the WJ III ACH?
Individually administered norm-referenced test.
Ages & Grades
WJ III ACH can be used with individuals ages 2-90.
Kristie Thorn
SPED 5302
SHSU Spring 2014
Designed to measure academic achievement.
How is the test organized?
Assessment is available in two forms (Form A & Form B)
that are different tests but parallel in content.

Each form consists of 22 tests that are subdivided into two batteries:
-Standard Battery (Tests 1-12)

-Extended Battery (Tests 13-22)

Different tasks require different tools for assessment.

Tests have been organized to alternate tasks between different

Tests in the Standard and Extended Battery combine to form 19
Provides a broad set of scores.
Provides more in-depth information of academic strengths and weaknesses.
*Depending on the purpose and extent of the assessment, the standard battery can be used alone or in conjunction with the extended battery.
Specific directions for each test are provided on the first page behind the tab in each test inside the easel books.

Examiner may choose order in which tests are presented.
In most cases, tests are administered in the order they appear in the easel assessment books (beginning with the Standard Battery.)

Administration may be discontinued between any 2 tests.
*In the instance where a subject struggles with a certain task, do not administer such tests in a row.
Time varies based on specific test.
- Approximately 60-70 minutes to administer all tests in
the standard battery.
-Writing Samples tests requires 15-20 minutes.
-Other test can be administered in a range of 5-10 minutes.
Standardization Procedures
Item Scores
1= Correct Response
0= Incorrect or No Response
*With the exception of some tests that count errors:
Test 3: Story Recall, Test 11: Writing Samples, Test 12: Story Recall-Delayed, and Test 20: Spelling of Sounds

Detailed scoring procedures are provided in the corresponding sections of each assessment.
Additional Notations
Q: Query- indicates a question was asked for clarification
DK: Don't Know- indicates the subject responded "I don't know."
NR: No Response- indicates the subject made no response to the item.
SC: Self Correction- indicates the subject correctly changed a response.
Patterns of correct and incorrect responses are needed to
determine basal and ceiling levels. Scoring needs to be
completed during administration of tests.
(Except for timed tests.)

The Test Book provides a guide of correct and incorrect keys
that demonstrate how certain responses are scored.

If more than one response is given, use the last one.

Compuscore and Profiles Program:
-Summary Narrative Report
-Age/Grade Profiles
-Relative Proficiency Indexes
-Cognitive Academic Language Proficiency Levels (CALP)
-Standard Score/Percentile Ranks
Basal & Ceiling
Basal and ceiling criteria varies.
Basal: 6 consecutive correct responses
Ceiling: 6 consecutive incorrect responses

Criteria included in each test in the Test Book when applicable.

No apparent basal or ceiling: (young child or low level of ability)
-Basal: item 1 is used
-Ceiling: last item is used

Two apparent basals or ceilings:
-Basals: use the lowest-numbered set of consecutive correct responses.
-Ceilings: use the highest-numbered set of consecutive incorrect

Timed tests and tests that call for the administration of a
pre-selected block of items do not require the examiner to establish a basal and ceiling.
Standard Error of Measurement
Norms & Standardization

-Written Language
-Oral Language
-Academic Knowledge
Helps to diagnose learning disabilities.
Determines an individual's academic strengths and
Extended Battery and clusters provide more detailed
info about strengths and weaknesses.
Can provide a record of growth for subjects.
Strong reliability and validity.
Accommodations allow students with disabilities to
participate more fully.

Based on a single sample that was administered both cognitive and achievement tests.

National standardization included 8,818 individuals from over 100 geographically diverse U.S. communities ranging in age from 2 to over 90 years of age.

Preschool, school ages, college and university undergraduate, and graduate students included.

Demographic and community characteristics closely match the general U.S. population.
Individual administration.
Used with individuals ages 2-90.
Requires about 1.5 hours to administer.
Limitations of the Test
Writing tasks may not show students true abilities and may be hard to score.
Requires computer scoring.
Some tests are timed.
Who can administer the WJ III ACH?
Recommended that administrators have graduate-level training in educational assessment and a background in diagnostic decision making.

Must have thorough knowledge of the exact administration and scoring procedures and must understand the importance of adhering to these standardized procedures.

A higher level of knowledge is required for competent interpretation of the WJ III ACH than is needed for administering and scoring the tests.

Interpretations and decisions should only be made by professionals who are trained and knowledgeable and who are sensitive to the conditions that may compromise, or invalidate standardized test results.
Can be used to determine an individual's academic strengths and weaknesses.

Results help to understand how certain factors affect related aspects of development.

Indicates the most appropriate instructional level and the types of services that may be needed for an individual.

Useful during IEP development and for recommending accommodations or curricular adjustments for an individual.

Why use the WJ III ACH?

SEM: 1.50-10.50
SEM (W): 1.43-15.86
A unique calculation of the SEM is provided for each possible score.
Test Summary
Cluster Summary
SEM: 1.50-7.04
SEM (W): 1.48-11.64

Riverside Publishing
Nancy Mather, Kevin S. McGrew, & Richard W. Woodcock
Full transcript