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Woodcock

Woodcock
-
-
Johnson III
Johnson III
Tests of Achievement
Tests of Achievement
By Richard W. Woodcock, Kevin S. McGrew and By Richard W. Woodcock, Kevin S. McGrew and
Nancy Nancy Mather Mather
Presented by Melanie Spiller and Corinne Gray Presented by Melanie Spiller and Corinne Gray
Description
Description

Comprehensive
Comprehensive

Reading, oral language, math, written language,
Reading, oral language, math, written language,
academic knowledge (science, humanities, social
academic knowledge (science, humanities, social
studies), fluency, applications and
studies), fluency, applications and
phoneme/grapheme knowledge
phoneme/grapheme knowledge

22 tests
22 tests

Standard Test Book
Standard Test Book

Tests 1 to 12
Tests 1 to 12

Extended Test Book
Extended Test Book

Tests 13 to 22
Tests 13 to 22
Description continued
Description continued


The
The
Standard Battery
Standard Battery
provides a broad set of
provides a broad set of
scores.
scores.

The
The
Extended Battery
Extended Battery
provides more in
provides more in
-
-
depth
depth
diagnostic tools to measure specific academic
diagnostic tools to measure specific academic
strengths and/or weaknesses.
strengths and/or weaknesses.
Description continued
Description continued


Tests may be administered in various
Tests may be administered in various
combinations to accomplish different
combinations to accomplish different
assessment goals (see selective testing table).
assessment goals (see selective testing table).

Standard Battery
Standard Battery

approx. 60
approx. 60
-
-
70 minutes
70 minutes

Extended Battery
Extended Battery

5
5
-
-
10 minutes per test
10 minutes per test
Description continued
Description continued


Instructions for the correct administration of the
Instructions for the correct administration of the
tests are provided page by page in the test books
tests are provided page by page in the test books
themselves. The accompanying Examiner
themselves. The accompanying Examiner

s
s
Manual provides more detailed information.
Manual provides more detailed information.

Claims to be effective on individuals ranging in
Claims to be effective on individuals ranging in
age from 2 to 90 years old.
age from 2 to 90 years old.
Types of Scores
Types of Scores

The computer scoring program will calculate
The computer scoring program will calculate
and report scores and provide a short written
and report scores and provide a short written
summary of performance.
summary of performance.

As well, it will plot and print
As well, it will plot and print
age / grade
age / grade
and
and
standard score (including t score and z
standard score (including t score and z
score) / percentile
score) / percentile
rank profiles.
rank profiles.
Other Components of the WJ III
Other Components of the WJ III

Student is provided with a
Student is provided with a
Subject Response Booklet
Subject Response Booklet
to use when written answers are required.
to use when written answers are required.

Examiner records student scores in a
Examiner records student scores in a
Test Record
Test Record
,
,
which has built
which has built
-
-
in scoring tables for each test, enabling
in scoring tables for each test, enabling
estimated age/grade equivalent scores to be found
estimated age/grade equivalent scores to be found
immediately.
immediately.

An
An
Audio Recording
Audio Recording
is provided to be used with
is provided to be used with
some of the tests.
some of the tests.
Writing Samples
Writing Samples

Test 11, Writing Samples, measures the quality
Test 11, Writing Samples, measures the quality
of expression of a written
of expression of a written
sentence
sentence
(potential
(potential
for criticism here
for criticism here

is a sentence sufficient?) (30


is a sentence sufficient?) (30
questions)
questions)

Examples:
Examples:

#11 (picture of drum and drum sticks) Write a
#11 (picture of drum and drum sticks) Write a
good sentence that tells something about this toy.
good sentence that tells something about this toy.

#20 The second sentence is missing from this
#20 The second sentence is missing from this
paragraph. Write a good sentence that will fit.
paragraph. Write a good sentence that will fit.
Writing Samples continued
Writing Samples continued


To evaluate
To evaluate
handwriting
handwriting
, you may use:
, you may use:

The Handwriting Legibility Scale
The Handwriting Legibility Scale

measures general
measures general
appearance of handwriting (see Appendix C,
appearance of handwriting (see Appendix C,
Examiner
Examiner

s Manual); and,
s Manual); and,

Handwriting Elements: Checklist (see p.14, test
Handwriting Elements: Checklist (see p.14, test
record)
record)
Writing Samples continued
Writing Samples continued


To evaluate a longer writing sample, such as a
To evaluate a longer writing sample, such as a
story or essay written in class, the examiner may
story or essay written in class, the examiner may
use the
use the
Writing Evaluation Scale
Writing Evaluation Scale
located in
located in
Appendix D of the Examiner
Appendix D of the Examiner

s Manual.
s Manual.
Reading Fluency
Reading Fluency

Test 2: Reading Fluency
Test 2: Reading Fluency

3 minutes to read
3 minutes to read
simple to moderate level sentences and decide if
simple to moderate level sentences and decide if
each is true or false (98 questions).
each is true or false (98 questions).

Examples:
Examples:

#7
#7
The letter
The letter
b
b
is a number.
is a number.

#40
#40
A box may be made of wood.
A box may be made of wood.

#71
#71
A broken pen may leak ink.
A broken pen may leak ink.

#97
#97
Horses often sleep in garages.
Horses often sleep in garages.
Math Fluency
Math Fluency

Test 6: Math Fluency
Test 6: Math Fluency

3 minutes to solve
3 minutes to solve
simple addition, subtraction and multiplication
simple addition, subtraction and multiplication
facts in the Subject Response Booklet (160
facts in the Subject Response Booklet (160
questions). Focus on speed and accuracy.
questions). Focus on speed and accuracy.

Examples:
Examples:

1
1
4
4
7
7
9
9
+7
+7
x 3
x 3
-
-
0
0
x7
x7
Writing Fluency
Writing Fluency

Test 8: Writing Fluency
Test 8: Writing Fluency

7 minutes to
7 minutes to
formulate and write simple sentences relating to
formulate and write simple sentences relating to
a picture and including a given set of 3 words
a picture and including a given set of 3 words
(40 questions).
(40 questions).

Examples:
Examples:

#20 (picture of lamp) large, lamp, use
#20 (picture of lamp) large, lamp, use

#26 (picture of house) house, new, lives
#26 (picture of house) house, new, lives

#33 (picture of racecar) raced, curve, last
#33 (picture of racecar) raced, curve, last
Spelling
Spelling

Test 7: Spelling
Test 7: Spelling

measures the ability to write


measures the ability to write
orally presented words correctly. Begins with
orally presented words correctly. Begins with
drawing lines (#1
drawing lines (#1
-
-
4) and tracing letters (#5
4) and tracing letters (#5
-
-
6),
6),
then proceeds to writing uppercase and
then proceeds to writing uppercase and
lowercase letters (#7
lowercase letters (#7
-
-
13), and finally requires
13), and finally requires
spelling words of increasing difficulty (#14
spelling words of increasing difficulty (#14
-
-
59).
59).

Examples:
Examples:
#14 hat
#14 hat
#24 some
#24 some
#34
#34
against
against
#44
#44
squirrel
squirrel
#54
#54
incisor
incisor
#59
#59
bouillon
bouillon
Spelling Continued
Spelling Continued


Test 20: Spelling of Sounds
Test 20: Spelling of Sounds

measures spelling
measures spelling
ability, particularly phonological and
ability, particularly phonological and
orthographical coding skills. Students must spell
orthographical coding skills. Students must spell
nonsense words spoken by examiner(28
nonsense words spoken by examiner(28
questions).
questions).

Examples:
Examples:

#9
#9
wib
wib
,
,
whib
whib
#25
#25
cridge
cridge

#15
#15
hoke
hoke
,
,
hoak
hoak
#22
#22
fress
fress
,
,
phress
phress
Validity
Validity
A test's validity depends on two factors: 1) how closely its A test's validity depends on two factors: 1) how closely its norming norming sample represents the sample represents the
population to which the test results will be compared, and 2) ho population to which the test results will be compared, and 2) how carefully the data were gathered w carefully the data were gathered
from that sample. The from that sample. The WJ III WJ III sample was selected to represent, within practical limits, the sample was selected to represent, within practical limits, the U.S. U.S.
population from ages 24 months to 90+ years. Normative data for population from ages 24 months to 90+ years. Normative data for the test were gathered from the test were gathered from
8,818 subjects in over 100 geographically diverse communities in 8,818 subjects in over 100 geographically diverse communities in the United States. Individuals the United States. Individuals
were randomly selected within the stratified sampling design tha were randomly selected within the stratified sampling design that controlled for 10 specific t controlled for 10 specific
community and individual variables and 13 socioeconomic status v community and individual variables and 13 socioeconomic status variables. The sample consisted ariables. The sample consisted
of 1,143 preschool subjects; 4,784 kindergarten to twelfth of 1,143 preschool subjects; 4,784 kindergarten to twelfth- -grade subjects; 1,165 college and grade subjects; 1,165 college and
university subjects; and 1,843 adult subjects. university subjects; and 1,843 adult subjects.
The The WJ III WJ III uses continuous uses continuous- -year norms to yield normative data at 10 points in each grade. I year norms to yield normative data at 10 points in each grade. It t
provides age provides age- -based norms by month from ages 24 months to 19 years and by year based norms by month from ages 24 months to 19 years and by year from ages 2 to from ages 2 to
90+ years. And it provides grade 90+ years. And it provides grade- -based norms for kindergarten through 12th grade, 2 based norms for kindergarten through 12th grade, 2- -year year
college, and 4 college, and 4- -year college, including graduate school. year college, including graduate school.
The The WJ III WJ III is a highly accurate and valid diagnostic system is a highly accurate and valid diagnostic system because the two batteries were because the two batteries were
co co- -normed normed, which means that the normative data are based on a single samp , which means that the normative data are based on a single sample. When tests are co le. When tests are co- -
normed normed, examiners can discover learning differences with few errors. , examiners can discover learning differences with few errors.
The Riverside Publishing Company (2006). The Riverside Publishing Company (2006). Woodcock Woodcock- -Johnson Johnson III Tests of Achievement. III Tests of Achievement. Retrieved January 16, 2007, from Retrieved January 16, 2007, from
http:// http://www.riverpub.com/products/wjIIIAchievement/details.html www.riverpub.com/products/wjIIIAchievement/details.html
Validity and
Validity and
Norming
Norming

National standardization on over 8,000 individuals
National standardization on over 8,000 individuals
ranging in age form 2 to over 90 years old.
ranging in age form 2 to over 90 years old.

Included college and university undergraduate and
Included college and university undergraduate and
graduate students.
graduate students.

Demographic and community characteristics closely
Demographic and community characteristics closely
match the general U.S. population.
match the general U.S. population.

NO CANADIAN NORMS !!!!!!!!
NO CANADIAN NORMS !!!!!!!!
Reliability
Reliability

Most of the
Most of the
WJ III
WJ III
tests show strong reliabilities of .80
tests show strong reliabilities of .80
or higher; several are .90 or higher. The
or higher; several are .90 or higher. The
WJ III
WJ III
interpretive plan is based on cluster interpretation. The
interpretive plan is based on cluster interpretation. The
WJ
WJ
III
III
clusters show strong reliabilities, most at .90 or
clusters show strong reliabilities, most at .90 or
higher. The reliability characteristics of the
higher. The reliability characteristics of the
WJ III
WJ III
meet
meet
or exceed basic standards for both individual placement
or exceed basic standards for both individual placement
and programming decisions.
and programming decisions.

The Riverside Publishing Company (2006). The Riverside Publishing Company (2006). Woodcock Woodcock- -Johnson Johnson III Tests of Achievement. III Tests of Achievement. Retrieved January 16, 2007, from Retrieved January 16, 2007, from
http:// http://www.riverpub.com/products/wjIIIAchievement/details.html www.riverpub.com/products/wjIIIAchievement/details.html