Woodcock- Johnson III

Possible Basal and Ceiling Results:

• No apparent basal:

For young children can be expected. If first item of test is incorrect, the basal will be considered the first test item, as it cannot reverse back from the first question.

• No apparent ceiling:

In high ability cases, if no ceiling is established by the end of a specific test, the ceiling is considered to be the last item in the testing set

• Two apparent basals:

Even if it appears that there may a second basal, the first set of consecutive correct responses is considered to be the true basal.

Basal and Ceiling Requirements

• Prior to testing, the examiner needs to be familiar with the basal and ceiling requirements for the WJ III

• Basal and ceiling requirements are stated before each test when applicable

• Basal needs to be the lowest-numbered set of consecutive correct responses

• Timed tests and tests with a preselected block of items (ex- Test 11 Writing Samples) do not require a basal and ceiling

• There is a reverse rule with the basal requirement.

Right Handed Examiner

Setting

• The best seating is for the student and examiner to sit directly across from one another at the corner of a table

• The examiner and student should be only two people in a quiet room, with comfortable adequate lighting and ventilation.

• To avoid interruptions post “testing in progress- do not disturb” on the door.

• Ensure that all testing materials needed are ready and functioning well. This includes the audio headphones, which should be clear when the student is listening. A set for the examiner to place on one ear should also be available.

• Two sharpened pencils with erasers, the subject response booklet, and test record.

Normative Sample

Planning Individual Programs

• WJ III reliability and validity characteristics meet basic technical requirements for use as a basis for planning individual programs.

• In schools, results can be useful in setting broad instructional goals when developing an IEP, or in recommending accommodation or curricular adjustments for an individual.

• To help an individual, program examiner can use information regarding the subjects strengths and weaknesses among various achievement areas.

• Frequently the data may dictate the need for a more in- depth assessment within a specific criteria referenced or informal assessments.

Normative Data

• This test is considered valid and reliable

• The norms were updated less than 15 years ago

• The norm population was determined using stratified sampling

• 8,818 participants were used to create the norms

• Individual subject weights were applied so the distribution of WJ III data was exactly proportional to the U.S. population distribution

Assessing Growth

Administering the Test

How is it organized?

Educational Programming

• The WJ tests of achievement has two forms A and B, which are different tests but parallel in content.

• Each form is divided into two batteries—Standard and Extended.

• The Standard Battery includes tests 1 through 12 that provide a broad set of scores

• The Extended Battery includes 10 tests that provide more in-depth diagnostic information on specific academic strengths and weaknesses.

• Scores from different combinations of these tests provide information regarding an individual’s levels of oral language ability, academic achievement, and knowledge.

References

• When combined with behavioral observation, work samples and other pertinent information, the WJ III will help the skilled professional make decisions regarding educational programming.

• The test results demonstrate a students most appropriate instructional level and type of services that may be needed.

Who Can Administer This Test?

Rudner, L. (1994). Questions to Ask When Evaluating tests. Practical Assessment, Research & Evaluation, 4(2). Retrieved September 12, 2013 from http://PAREonline.net.getvn.asp?v=4&n=2.

Woodcock, R. W., McGrew, K. S., Mather, N. (2001). Woodcock-Johnson III Tests of Achievement. USA: Riverside Publishing Company.

Nelson Education. (July 2013). WJ III Tests of Achievement, with Normative Update. Retrieved from: http://www.assess.nelson.com/test-ind/wj-3-ach.html

• Any person administering the WJ III needs thorough knowledge of the exact administration and scoring procedures and an understanding of the importance of adhering to these standardized procedures.

• The Examiner’s Manual provides guidelines for examiner training and includes specific instructions for administering and scoring each of the tests.

• Two points to keep in mind as an administrator: Be brisk and Exact

• Experienced examiners will require 60-70 minutes to complete all of the tests in the standard battery. The writing samples test require 15-20 minutes to administer and all the other tests require 5-10 minutes each.

• Allow reasonable amount of time for the person to respond and then suggest moving on to the next item. Between tests the examiner may let the subject know they are doing good.

• Competent interpretation of the WJ III requires a higher degree of knowledge and experience than is required for administering and scoring the tests.

• Graduate level training in educational assessment and a background in diagnostic decision-making are recommended.

• The WJ III can provide a record of growth for individuals.

• Availability of two forms (A & B) reduces familiarity with specific item content. The forms make it possible to administer tests more frequently if needed.

• The first page after the tab in each test provides general information and instruction specific to that test. Included on that page is administration information, scoring information, suggested starting points, basal and ceiling requirements and information about material required to administer the test.

• Always use exact wording (in blue) do not change reword or modify the instructions in any way or the results will be invalid

• The test can be administered in any order but is designed to alternate between different formats (math, language, timed and not timed) increasing with difficulty through each test

Calculating Raw Scores

Additional Notations

• The WJ III includes sample items but these items are not included in the raw score.

• For most tests the raw score is the number of correct responses, with each correct response receiving 1 raw score point.

• Exceptions:

- Test 11: Writing samples which responses can receive 2, 1.5, 1, 0.5, 0

- Test 20: Spelling of sounds which responses to items 6 through 12 can receive multiple points

• Raw Score Calculations:

-Test 2: Raw score calculated is the number correct minus the number incorrect

-Tests 3, 4, 11, 12: Raw score is the number of points or number correct in the given block or group of items

- All other tests: Raw score is the number of correct responses plus every item in the basal set

• These raw scores can then be calculated into other rankings.

Woodcock- Johnson III

WJ-III

• Notations are used to let the examiner know if the test is administered through audio recording, if the subject needs the response booklet or if the test is timed.

• In addition to scoring, the following abbreviations may be used in the margins:

Tests of Achievement

Scoring

Richard Woodcock, Kevin McGrew & Nancy Mather

Q: Query- questions asked to clarify a response

DK: Don't Know- Subject responded "I don't know"

NR: No Response- Subject made no response to item

SC: Self Correction- indicates subject correctly changed a response

Compuscore and Profiles Program

• The WJ III includes a computer program called the Compuscore and Profiles Program in which you convert the calculated raw scores from the completed test.

• With this program, you enter the raw scores and the software quickly and accurately provides all derived scores for tests and clusters, eliminating hand-scoring errors.

• The report and table of scores can be easily imported into a word-processing program for integration into a more extensive report. You will not be able to convert raw scores without running the computer program.

• The authors felt it necessary to offer the battery with computer-scoring only, as many of the derived scores are weighted and hand-scoring would lead to complications and errors.

• The WJ III includes 4 levels of scoring: Raw Score, Percentile

Range, Proficiency of Functionality and Age/Grade Equivalence.

• The subject's pattern of correct and incorrect responses is needed to determine basal and ceiling levels. Therefore the examiner must complete scoring during test administration (except for the timed tests and the writing samples).

• The correct and incorrect keys accompanying many of the items are guides which demonstrate how certain responses are scored. Judgement will be required in scoring some responses.

• If a person gives more than one response, score the last answer given. Do not base scores on an earlier response.

• If a subject responds with two responses, one correct and one incorrect, the examiner may say "Tell me one answer".

• If the subjects response does not fall clearly into correct or incorrect, record the actual response in the test record and then score it later upon completion of the test. Until the decision has been made do not use this question as a basal or ceiling. Continue until basal or ceiling is met without including the underscored item. If after further consideration, you are still unsure, balance the scores as best as you can. If there are two unsure responses then balance the answers; one right, one wrong.

What is the WJ- III?

• The Woodcock- Johnson III (WJ-III) is a norm-referenced individual achievement test for measuring intellectual abilities and academic achievement.

• The intended population for this test are individuals 2- 90+years.