Selective Testing Table - WOU Homepagebrownbr/Classes/SpEd_642_W_16/02_Assignment...Selective Testing Table ... Letter-Word Identification Reading Fluency ... •Responses must be

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Tests of Achievement

Selective Testing Table

Located in Test Booksand Examiner Manual

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Organization of 22 Achievement Tests

Standard Battery

Letter-Word IdentificationReading FluencyPassage ComprehensionStory RecallUnderstanding DirectionsCalculationMath FluencyApplied ProblemsSpellingWriting FluencyWriting SamplesStory Recall-DelayedHandwriting Legibility Scale

Extended Battery

Word AttackReading VocabularyPicture VocabularyOral ComprehensionQuantitative ConceptsEditingAcademic KnowledgeSpelling of SoundsSound AwarenessPunctuation and Capitalization

• Enhances broad achievement clusters(3 tests: 1 skills, 1 fluency, and 1 application)

• Includes Oral Language tests

• Offers ability/achievement discrepancyoption using Oral Language as ability

• Increases usefulness at early reading levels

• Provides diagnostic spelling measure

Major Differences from WJ-R: Achievement

3

7 new tests

Reading Fluency Story Recall Story Recall-Delayed Understanding

Directions Math Fluency Spelling of Sounds Sound Awareness

8 new clusters

Total Achievement Academic Fluency Academic Skills Academic Applications Phoneme/Grapheme Knowledge Oral Language Oral Expression Listening Comprehension

Major Differences from WJ-R: Achievement

Learning Disability Eligibility

Oral Expression

7 IDEA Areas WJ III Tests

Applied Problems,Quantitative Concepts

Story Recall, Picture Vocabulary

Understanding Directions, OralComprehension

Writing Fluency, Writing Samples

Letter-Word Identification,Word Attack

Passage Comprehension,Reading Vocabulary

Calculation, Math Fluency

Listening Comprehension

Written Expression

Basic Reading Skills

Reading Comprehension

Mathematics Calculation

Mathematics Reasoning

4

Reliability

•Goal for clusters set at .90 or higher

•Goal for tests set at .80 or higher

Reliability

Standard Battery Clusters Extended Battery Clusters

Total Achievement .98

Oral Language-Std. .87

Broad Reading .94

Broad Math .95

Broad Written Language .94

Academic Skills .96

Academic Fluency .93

Academic Applications .95

Oral Language-Ext. .92

Oral Expression .85

Listening Comprehension .89

Basic Reading Skills .95

Reading Comprehension .92

Math Calculation Skills .91

Math Reasoning .95

Basic Writing Skills .94

Written Expression .91

Phoneme/Grapheme .90

Knowledge

Reliability of the Achievement Clusters

Note: median reliabilities reported

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Content• CHC theory test blueprint-based content analysis• Both broad and narrow abilities accounted for in test

specifications

Construct• Divergent growth curves (developmental evidence)• Confirmatory factor analysis (internal/structural)

evidence• Test and cluster intercorrelations• Convergent/discriminate validity evidence

Concurrent• 11 special studies (775 additional subjects)• Comparison to tests measuring similar constructs

Validity Evidence

WJ III ACH Concurrent Validity

Rdg. .76 .66 .81Decoding .67 .66 .74Comprehension .65 .44 .62Reading .67 .82 .78Basic .63 .82 .70Comprehension .68 .68 .79Math .66 .60 .41Calculation .65 .67 .49Application .52 .40 .29Math .70 .69 .56Numerical OP .57 .59 .38Reasoning .66 .60 .60Spelling .77 .57Spelling .77 .42Writ.Exp. .57 .31

BR BRS RC BMS MC MR BWS WE

KTEA

KTEA

WIAT

WIAT

WIAT

KTEA

6

• Requires identifying and reading isolated letters andwords, primarily a sight recognition task

• Basal/Ceiling Rules: 6 lowest correct/6 highest incorrect

• Know exact pronunciation of words

• Responses must be pronounced as a complete word toreceive credit

Clusters

Broad ReadingBasic Reading SkillsAcademic SkillsTotal Achievement

Broad Ability

Reading-Writing (Grw)

Narrow Ability

Reading Decoding

ACH 1 Letter-Word Identification

Examiner Tips• If response is unclear on a specific item, have subject

repeat entire page. Only score item in question.

• Record errors for analysis.

Letter-Word Identification

on

whole

particularly

satiate

H C A S B W

A

3, 4

36

7

16

56

76

7

1

jetsawhalf0

00

11

1

11

11

100000

0 themmostaboatolnypratcold

1. Starting Point

2. No basal on first6 items.Complete pagethen turn back1 page.

3. Basal establishedItems 15-21.

4. Continue testwith Item 25.

5. Ceiling reachedItems 27-32.

What is theNumber Correct?

What are theestimatedAE/GE?

1

3

2

4

5

23

AE 6-9

GE 1.4

• Requires reading and comprehending simplesentences rapidly (uses SRB)

• Start with Item 1/End with 3-minute time limit

• If fewer than 3 correct on Practice Exercises C-F,discontinue testing and score test a “0”

Clusters

Broad ReadingAcademic FluencyTotal Achievement

Broad Ability


Narrow Ability

Reading Speed

ACH 2 Reading FluencyNew

8

Reading Fluency

Examiner Tips• Remind subjects to read each sentence if it appears

they are circling answers randomly.

• Do not include in the score, items beyond the lastitem the subject completed.

Reading Fluency - Scoring

1. Use the scoring overlay foreasy scoring.

2. Total the Number Correct.

3. Total the Number Incorrect.

4. Enter both numbers in thesoftware program.

NumberCorrect (0-98)

NumberIncorrect (0-98)

5. Subtract Number Incorrect from Number Correctif estimated AE/GE scores are needed. If anegative number is obtained, use 0.

To use the hand-scoring table, compute the Total Number correct below.

_____ - _____ = _____ (0-98)

Number Number TotalCorrect Incorrect

82 16 66

82

16

9

• Requires listening to stories and recalling elements

• Use Suggested Starting Points

• Follow Continuation Instructions

• Do not repeat or replay any stories

Clusters

Oral Language-STDOral Language-EXTOral Expression

Broad Ability

Comprehension-Knowledge (Gc)

Narrow Abilities

Language DevelopmentListening Ability

ACH 3 Story RecallNew

Story Recall - Examiner Tips

• Pause the audio recording after each story so thesubject can respond.

• In the Test Record, place a check mark over eachelement recalled. (elements are separated by slash marks /)

• Elements that are bold must be recalled exactly.Other elements can be synonyms or paraphrased.

• If necessary, stories can be presented orally.

• If Test 12 Story Recall-Delayed will beadministered, do not tell subject that storiesmay need to be recalled later.

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Story Recall - Story 1

Julie / likes to catch butterflies./ Then she lets them go./

She catches butterflies. (1)Julie catches butterflies. (2)Julie likes catching butterflies. She lets them go. (3)

Continuation Rules

• If subject has 3 or fewer points on Stories 1 and 2,testing may be discontinued.

• If subject has 4 or more points on Stories 1 and 2,administer Stories 3 and 4 unless already administered.

Sample Responses 3 Points Possible


Mary / has a dog./ He loves to ride /

in the car,/ but he hates to take a bath./

Score these responses: (5 points possible)

• He doesn’t like taking baths.

• Mary’s dog loves to ride in the car.

• Her dog hates baths but he loves riding in the car.

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Rick / got some glow-in-the-dark/ stars / for his sixth

birthday./ He wanted to put them on his bedroom / ceiling./

He wanted to put them in his bedroom. (1) Rick got some glowing stars for his birthday. (2) He put some glow-in-the-dark stars on his bedroom ceiling. (4)

Continuation Rules

• If subject has 8 or fewer points on Stories 5 and 6,administer Stories 3 and 4 unless already administered.

• If subject has 9 or more points on Stories 5 and 6,administer Stories 7 and 8 unless already administered.

Sample Responses 6 Points Possible


The dinosaur / at the museum/ was over 20feet / tall./ Many people came to see it. / Somesmall / children / were scared./ They thought itwas real./

Score these responses: (9 points possible)

• They were afraid of the dinosaur.

• At the museum there was a 20 foot talldinosaur. The little kids were scared. Theythought it was real.

12

Enter Date & Time.

Place check markover each elementrecalled correctly.2

3

Record points foreach story andeach set of stories.

9 27 00 11 30

Follow ContinuationInstructions.

Bold words must berecalled exactly.5

3 or fewer points: Discontinue testing.4 or more points: Administer Stories 3 and 4.

• Requires listening to instructions and then pointing toobjects in pictures


• Follow Continuation Instructions

• Let subject review picture for 10 seconds prior toadministering items

Clusters

Oral Language-STD Oral Language-EXTListening Comprehension

Broad Ability


Narrow Ability

Listening AbilityLanguage Development

ACH 4 Understanding DirectionsNew

13

Continuation Rules Pictures 2-3• 7 or fewer correct, give Picture 1• 8-13 correct, discontinue testing• 14 or more correct, give Pic. 4-5

Understanding Directions Form A (Picture 3)

1. Point to the frog and then thebear. Go.

7. First point to the log, then thedeer, and then the campfire. Go.

9. Point to the cloud farthest to theleft, and then the cloud farthestto the right. Go.

• Pause or stop audio recording after last item ofeach picture.

• Do not repeat or replay any item. If an obvious noise (e.g., bell ringing) interferes, finish thepicture, then re-administer specific item.

• All steps must be completed to receive credit.(any order unless otherwise specified)

• Record Number of Points for each picture in spaceprovided in Test Record.

• When using the software program, an entry mustbe made for each picture: Number of Points or “X”if not administered.

Understanding Directions - Examiner Tips

14

6

7

13

X

X

X

13

1

0

0

0

11

1

11

0

0

Follow ContinuationInstructions to determinewhich pictures toadminister and when todiscontinue testing.

7 or fewer points: Administer Picture 18 to 13 points: Discontinue testing.14 or more points: Administer Pictures 4 and 5.

4A Picture 1

4B Pictures 2-3

4C Pictures 4-5

4D Pictures 6-7

Enter Number of Points. Enter “X” if notadministered.

Follow continuationinstructions

Software Score EntryPicture 3 Mountain Scene

Picture 2 Jungle Scene

Understanding Directions

(0-10 or X)

(0-21 or X)

(0-22 or X)

(0-4 or X)

• Requires calculation of problems ranging from simpleaddition facts to calculus (uses SRB)


• Skipped items are scored as a “0”

• Do not point out signs

• Accept reversals but not transposed numbers

Clusters

Broad MathematicsMath Calculation SkillsAcademic SkillsTotal Achievement

Broad Ability

Mathematics (Gq)

Narrow Ability

Mathematics Achievement

ACH 5 Calculation

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Calculation

Examiner Tips• If subject responds incorrectly to both sample items,

testing may be discontinued. Score test “0.”

• Do not penalize for poorly formed numerals.

• Be sure to complete all queries in Test Book.

Sample A: Make the number “one” in this box.

1. 2 + 2 = 2. 1 + 1 = 3. 2 + 1 =

9. 5 - 1 = 10. 9 11. 17 + 7 - 9

26. 1.05 28. -18 29. -6x .2 + 12 x 7

• Requires rapid calculation of single-digit addition,subtraction, and multiplication facts (uses SRB)

• Begin with Item 1/End with 3-minute time limit

• Skipped items are scored as a “0”

• Do not point out signs

• Discontinue if 3 or less correct after 1 minute

Clusters

Broad MathematicsMath Calculation SkillsAcademic FluencyTotal Achievement

Broad Ability

Mathematics (Gq)

Narrow Abilities

Mathematics AchievementNumerical Facility

ACH 6 Math FluencyNew

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Math Fluency

Examiner Tips• Do not penalize for poorly formed or reversed numbers.

• Record exact finishing time if subject finishes early orexaminer exceeds time limit.

• Scoring overlay is provided.

1

- 1

0

+ 3

2

+ 2

4

- 2

2

+ 1

3

- 3

0

+ 0

3

- 0

2

- 1

2

+ 4

5

+ 0

3

- 1

1

+ 6

4

+ 4

5

- 0

1

+ 1

6

- 1

3

+ 5

4

- 1

5

- 2

3

- 2

5

+ 1

6

- 3

2

- 2

7

+ 1

4

- 4

1

+ 8

4

- 3

7

+ 2

4

+ 1

2

+ 5

8

- 1

5

- 4

3

+ 3

10

- 2

3

+ 6

7

- 2

2

+ 8

3

+ 1

9

- 4

6

- 2

4

+ 6

9

+ 3

8

- 6

7

+ 5

10

- 10

2

+ 6

5

- 3

6

- 6

3

+ 4

• Requires writing letters and words presented orally(uses SRB)


• Use Suggested Starting Points based on present levelof spelling skill

• Modified from Dictation in WJ-R - no punctuation,capitalization, or usage items

Clusters

Broad Written LanguageBasic Writing SkillsAcademic SkillsTotal Achievement

Broad Ability


Narrow Ability

Spelling

ACH 7 Spelling

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Examiner Tips

• Do not penalize poor handwriting or reversed letters as long asthe letter does not become a new letter. (b = d)

• Accept uppercase or lowercase responses unless case isspecified.

• Know the exact pronunciation of the word for each item.

• Request responses be printed but accept cursive.

Spelling

• Items 1-4 Prewriting with demonstration

• Items 5-6 Tracing with demonstration

• Item 7 Copying a letter

• Items 8-14 Printing letters

• Items 15-59 Spelling words

Spelling - Examiner

12. Number twelve. Print the letter U. U.

Correct: U, u (capital or lowercase)

13. Number thirteen. Look at the two letters. The firstletter is a lowercase or small a. The next letter is alowercase or small h. Print a lowercase e. e.

Correct: e (must be lowercase)

15. Number fifteen. Spell the word in. Come in to thehouse. In.

Correct: in

35. Number thirty-five. Cough. She had a cough. Cough.

Correct: cough

55. Number fifty-five. Omniscient (ahm-nish- nt). Theauthor took an omniscient point of view. Omniscient.

Correct: omniscient

e

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• Requires formulating and writing simple sentencesrapidly (uses SRB)

• Begin with Item 1/End with 7-minute time limit

• Discontinue if subject has “0” on Samples B-D

• Any stimulus words may be read upon request

• 3 stimulus words may not be changed in any way

Clusters

Broad Written LanguageWritten ExpressionAcademic FluencyTotal Achievement

Broad Ability


Narrow Ability

Writing Speed

ACH 8 Writing Fluency

A. Look at this picture and the words“good,” “cake,” and “is.” A shortsentence that tells about the pictureand uses these words is “The cake isgood.”

B. Now look at this picture and thewords “pig,” “fat,” and “is.” Use thesethree words and any other words youneed to write a short sentence aboutthe picture. You may put the words inany order.

Go ahead and do Sample Items C and D.

Writing Fluency - Samples A & B

A. goodcakeis

I am going to ask you to write short sentences about some pictures.

B. pigfatis

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• Score as incorrect any items skipped.

• Do not penalize for spelling, punctuation, orcapitalization errors.

• Do not penalize for poor handwriting unless illegible.

• Response must be a reasonable sentence to receivecredit.

• If the sentence is awkward but the meaning is clear,score as 1.

• Accept sentences with the understood subject you.

• Accept abbreviations or symbols

• If a word critical to the meaning is omitted, score as 0.

• Omission of less meaningful word is not penalized.

Writing Fluency - Examiner Tips

Writing Fluency - Scoring Items 25-28

He is dropping a dime in the bank.

They are running the race again.

I want to use the toy truck.

The light is shining from thewindow.

20

• Requires reading a short passage and supplying a keymissing word



• Accept responses that differ in tense or number

• Score responses that are different parts of speech as “0”

Clusters

Broad ReadingReading ComprehensionAcademic Applications Total Achievement

Broad Ability


Narrow Abilities

Reading ComprehensionLexical Knowledge

ACH 9 Passage Comprehension

Examiner Tips• Remind subject to read silently, but do not insist.• Do not tell subject any words.• If subject reads item aloud, he/she must identify the word

that goes in the blank to receive credit.

Passage Comprehension

Something is on the chair.It is a .12

40 It is one thing to demonstrate that modern waris harmful to the species. It is another thing todo something about it.

22 The drums were pounding in the distance.We could them.

21

• Requires comprehending the nature of a problem,identifying relevant information, performingcalculations, and stating solution


• No reading is required

Clusters

Broad MathematicsMath ReasoningAcademic ApplicationsTotal Achievement

Broad Ability

Mathematics (Gq)

Narrow Abilities

Quantitative ReasoningMath Achievement Knowledge of Mathematics

ACH 10 Applied Problems

Examiner Tips• Give subject SRB (worksheet) and pencil at Item 30.

May be given earlier if needed.

Applied Problems

1. Show me just one finger.

15. If Maria ate one of these suckers, howmany suckers would be left?

30. Jay’s car holds fifteen gallons of gas.Ana’s car holds ten gallons of gas andEllen’s car holds twenty gallons of gas.How many more gallons does Jay’s carhold than Ana’s car?

Jay: 15 gallonsAna: 10 gallonsEllen: 20 gallons

Show me your hand. Show me your fingers.

22

• Requires writing sentences in response to a series ofdemands that increase in difficulty (uses SRB)

• Use Suggested Starting Points• Administer Block of Items

• Administer additional block of items if score falls inshaded area of scoring table

Clusters

Broad Written LanguageWritten ExpressionAcademic ApplicationsTotal Achievement

Broad Ability


Narrow Ability

Writing Ability

ACH 11 Writing Samples

Examiner Tips• Use Scoring Guide in Appendix B of Examiner Manual.• Items may be scored 2, 1.5, 1, .5, or 0 even if no example is

shown in Scoring Guide.• Score is based on one block even if additional blocks were

administered.

Writing Samples

Block of Items

• 1 to 6

• 1 to 12

• 7 to 18

• 13 to 24

• 19 to 30

Scoring Responses

2 superior response

1.5 not clearly a 2, butbetter than a 1 point

1 standard response

.5 not clearly a 1, but better than a 0

0 inadequate or illegible

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Examiner Tips• Do not penalize for punctuation, capitalization, spelling, or usage

errors except when indicated otherwise.• Words may be read upon request.• Do not spell any words for subject.

Writing Samples

1. This says, “My name is________.” Write your name here.

7. This woman is a queen. Write a sentence that tells whatthis man is.

13. Write one good sentence that tells what is happening inthis picture and what could happen next.

19. Write one sentence about a boy finding a lost dog. Includethe words “who found the” in the middle of your sentence.

30. Write a good sentence using the words “despite her anger.”

Writing Samples - Scoring Items 13 -15

He can’t see ware to sit.

Add eggs.

Bothe the lamp & the sun are sorsusof lite.

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Writing Samples - Scoring Items 16-18

Examiner Tips• Do not ask subject to read response for purpose of scoring.

• Response must be legible enough to be read by adult withoutknowledge of item content.

I like to snowbored, skee, and play video games.

It’s riskee to dive into a pool of unnoan depthbecuz you mite misjuge your dive and,konsukwently, brake your nek.

He gets aretainer but it’s not the thing you put in yourmouth.

Writing Samples - Examiner Tips

• Severe grammatical or usage errors - reducescore by 1 point (omission of critical words, extremelyawkward sentences)

• Multiple Sentences - Select and score the onesentence that most closely meets tasks demands.

• Inappropriate Content - Responses that have littleto do with the requested task are scored as 0.

• Misinterpretation of Picture - Ignore and scoreresponse according to item criteria.

• Two Raters - Two independent raters score itemsand resolve any score differences of more than 1 point.Average the two scores to obtain final number correct.

• Round scores - ending in .5 to nearest even number(15.5 = 16, 16.5=16)

25

22

222

22

22221.5

1.51.

1

2

5

6

3Adjusted Item Blocks

4

1. Began with Items 1-12

2. Number of Points = 22

3. Find 22 in column for Items1-12

4. See Note 2

5. Administer Items 13-18

6. Base score on Items 7-18

• Requires recalling elements of stories presented30 minutes to 8 days earlier

• Only administer stories previously given in Test 3

• Do not include prompts read by examiner in raw score

• Scoring is the same as Test 3 Story Recall. In TestRecord, place check mark over each part of storyrecalled accurately.

Cluster

Delayed Recall(requires Cognitive Test)

Broad Ability

Long-Term Retrieval (Glr)

Narrow Ability

Meaningful Memory

ACH 12 Story Recall - DelayedNew

26

Examiner Tips

• Record date and time of administration on Test Record.

Story Recall-Delayed

The other day (yesterday, earlier today), you heard someshort stories. I am going to read a few words from astory, and then you tell me what you remember aboutthe rest of the story.

Present only stories you administered to subject in Test 3 Story Recall.

1. Julie likes to catch….

2. Mary has a dog….

5. Rick got some glow-in-the-dark…

6. The dinosaur at the museum...

Groups of items

Administer stories administered in Test 3 Story Recall.Check box by stories to be administered.

Before testing,check stories to beadministered.(only those given in Test 3)

Do not countprompts (shown inbrackets) in rawscore.

Place a check markover each correctlyrecalled element.

Enter the number ofpoints for each storyand each set ofstories administered.

2

Story Recall-DelayedBasal/Ceiling:

[Julie likes to catch butterflies.]

/ Then she lets them go./

[Mary has a dog.]

/ He loves to ride / in the car./

/ but he hates to take a bath./

Number ofPoints (0-1)



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Word Attack

Picture Vocabulary

Oral Comprehension

Editing

Reading Vocabulary

Quantitative Concepts

Academic Knowledge

Spelling of Sounds

Sound Awareness

Punctuation and Capitalization

Tests of Achievement - Extended Battery

TESTS CLUSTERS



Oral Language-Extended


Oral Expression

Math Reasoning

Basic Writing Skills

Academic Knowledge

Phoneme/GraphemeKnowledge

• Requires pronouncing phonically regular pseudowords



• Know pronunciation prior to administering test

• Responses must be pronounced as a complete word toreceive credit

Clusters

Basic Reading SkillsPhoneme/Grapheme Knowledge

Broad Ability


Narrow Abilities

Reading DecodingPhonetic Coding:Analysis & synthesis

ACH 13 Word Attack

28

Word Attack - Items 1 & 2

1. Look at these letters.(Run your finger across row ofletters on subject’s page.) Pointto the letter that makes the/p/ sound in the word “pig.”

2. Point to letter “k” and say: Whatis the sound of this letter?

Correct: says /k/ sound

Query: says name of letter -That is the name of the letter.Tell me its sound.

z p k r

k

n

Examiner Tips

Say the sound of the letter not the namewhen presented within slashes. /p/

Word Attack - Sample Items

nat

ib

Sample A & BI want you to read some wordsthat are not real words. Tellme how they sound. Point to“nat.” How does this wordsound?

Point to “ib” and say: Read thisword to me.

A: Error or No ResponsePoint to word and say: Nat.Now, You say “nat.”

B: Error or No ResponsePoint to word and say: Ib. Now,You say “ib.”

29

4-9: Read each of thesewords to me. Don’t gotoo fast.

Word Attack - Items

tiff

zoop

nan

rox

lish

ep

Examiner Tips• Reminder to say word smoothly can

only be given once during test.• Test by complete pages.• Record errors for analysis.

tayed

saist

doitibility

paraphonity

apertuate

16

26

31

32

30

• Requires naming pictures (familiar to less familiar)



• Point to picture or part of picture as directed

• Test by complete pages

Clusters

Oral Language-ExtendedOral Expression

Broad Ability


Narrow Abilities

Language DevelopmentLexical Knowledge

ACH 14 Picture Vocabulary

30

1. Run your finger across item and say:Put your finger on the flower.

Picture Vocabulary

Picture Vocabulary

2. Point to picture and say:What is this?

19. Point to picture and say:What are these called?

31

Picture Vocabulary

40. Point to picture and say:What is this called?

Query: eye glass, lensTell me another word.

Examiner Tips

• Point to the picture or picture part as directed.

• Complete any queries listed in Test book.

• Record errors for further analysis.

• Requires listening to a short passage and providing themissing final word

• Administer Samples A & B to all subjects



Clusters

Oral Language-ExtendedListening Comprehension

Broad Ability


Narrow Ability

Listening Ability

ACH 15 Oral Comprehension

32

Now you are going to listen to this audio recording. After youhear the two beeps, tell me one word that finishes the sentence.

Oral Comprehension

1. Water looks blue and grass looks____________.

17. Carrots can be eaten cooked. They also can beeaten___________.

34. Observation of behavior when errors are made canlead to hypotheses regarding learningcharacteristics. Some people become so frustratedthat their emotions cause them to quit. The rigidpersist with a strategy that has ____________.

• Requires orally identifying and correcting errors inwritten passages

• Administer Samples A-D to all subjects



• Discontinue testing if subject has 0 on Samples A-D, oron Items 1-4

Cluster

Basic Writing Skills

Broad Ability


Narrow Abilities

Language DevelopmentEnglish Usage

ACH 16 Editing

33

Examiner Tips

• Any words may be read upon request. Never read an entire item.

• If subject just identifies error say, “How would you correct thatmistake?”

• If subject reads item aloud and corrects error in context say,“Tell me how to correct the error.”

Editing

tom likes cats.1.

14. After we went skating on the frozen pond, wedrunk cups of hot chocolate.

The water problem was becoming acute. Thereservor would have to be enlarged, or a newsupply would have to be piped overland.

26.

• Requires reading words and providing synonyms,antonyms, or completing analogies

• 3 subtests: 17A Synonyms, 17B Antonyms, 17C Analogies

• Administer samples for each subtest to all subjects

• Use Suggested Starting Points for each subtest

• Basal/Ceiling Rules apply to each subtest: 4 lowestcorrect/4 highest incorrect

Cluster


Broad Ability


Narrow Abilities

Language Development /Comprehension

ACH 17 Reading Vocabulary

34

Reading Vocabulary

Examiner Tips• Complete error correction on samples.• Do not read any test item words for subject.• Score response, not reading of stimulus word.

17B: Antonyms (26 items)17A: Synonyms (26 items)

Read each of these words outloud and tell me another wordthat means the same.

1. puppy

12. entire

25. fallow

Read each of these words outloud and tell me another wordthat means the opposite.

1. on

12. distant

25. enervate

17C: Reading Vocabulary - Analogies (21 items)

dog…walks bird...

climb…up fall…

plant…seed bird…

discophile…philatelist records...

Finish what I say-- a dog walks; a bird...

Examiner Tips• Use proper phrasing when presenting Sample Items.• Subject is instructed to read items silently.

A.

1.

10.

20.

35

• Requires applying mathematical concepts andanalyzing numerical relationships (use SRB)

• 2 subtests: 18A Concepts, 18B Number Series


• Basal/Ceiling Rules: 18A 4 / 4 18B 3 / 3

• Each item in 18B has a 1-minute time limit

Cluster

Math Reasoning

Broad Ability

Mathematics (Gq)

Narrow Abilities

Knowledge of MathematicsQuantitative Reasoning

ACH 18 Quantitative Concepts

Examiner Tips

• Items may be repeated upon request.

• All parts of an answer must be provided for credit.

18A: Quantitative Concepts - Concepts

3. What number is this?

6. Point to the largest star.Now point to thesmallest star.

33. What does this sign meanin mathematics?

3

36

18B: Quantitative Concepts - Number Series

1 2 3 ___

8 6 4 ___

7 14 28 ___

1.

10.

20.

Examiner Tips

• Open SRB to worksheet and give subject pencil at Item 1.

• If no response in 1 minute, point to next item and say:Try this one.

• Requires providing an oral response to items presentedorally (no reading or writing)

• 3 subtests: 19A Science, 19B Social Studies, 19C Humanities

• Basal/Ceiling Rules apply to each subtest: 3 / 3


• All 3 subtests must be administered to obtain score

Cluster

Knowledge(requires 1 Cognitive test)

Broad Ability


Narrow Abilities

General Information(Science, Cultural, Geography)

ACH 19 Academic Knowledge

37

19A: Academic Knowledge - Science

1. Point to your eye.

10. Point to the pictureand say:What kind ofanimal is this?

25. What is ahydrosphere?

Examiner Tips• Know correct pronunciation of each item.

• Items may be repeated upon request.

19B: Academic Knowledge - Social Studies

1. Look at the pictures.Put your finger onthe hat.

13. Why do people putmoney in banks?

28. How many miles isit around the earthat the equator?

Examiner Tips• Test by complete pages.

• Include items below basal as correct.

38

19C: Academic Knowledge - Humanities

2. Point to picture and say:What are these?

11. What is a large groupof singers called?

18. How does dialoguediffer from narrative?

Examiner Tips• Record Number Correct for each subtest.• Sum 3 subtests scores to obtain estimated AE/GE.

• Requires spelling pseudowords that conform to Englishspelling rules (use SRB)


• Administer Samples A-D and Items 1-5 orally


• Answers listed are the only acceptable responses

Cluster

Phoneme/GraphemeKnowledge

Broad Ability

Auditory Processing (Ga)

Narrow Abilities

SpellingPhonetic Coding: Analysis

ACH 20 Spelling of SoundsNew

39

Spelling of Sounds - Samples

A. I am going to ask you to write some letters. I will tell youthe sound that the letter makes and then you write theletter. For example, I may say: Write the letter that makesthe /s/ sound as in sand. Since the letter “s” makes the/s/ sound, you would write an “s.” Now you write theletter “s” here.

C. I am going to ask you to spell some words that are not realwords--they are nonsense words. Nonsense words maysound like “bip,” “ost,” or “mib.” Try to spell this nonsenseword the way you think it would be spelled if it were a realword. Listen carefully. I will say the nonsense word twiceand then you write it. “Ut, ut.”

Error or No Response

• Follow the error correction procedure in Test Bookfor all sample items.

Spelling of Sounds - Items

1. Write the letter that makes the /p/ sound as in pizza.

6. Gat, gat.

12. Jong, jong.

18. Toping, toping

24. Gaw, gaw.

26. Automitous, automitous.

Examiner Tips• Pause or stop recording if more response time is needed.• Repeat/replay items upon request.

• Use audio recording for Items 6-28.

• Items 6-12 are multi-point items(3, 2, 1, or 0).

• All other items are scored 1 or 0.

40

Examiner Tips

• Spelling must be a common English spelling pattern to receivecredit e.g., litch vs. lich.

• Deduct points for sounds omitted, sounds that have been alteredby extra letters, or sounds out of sequence.

Spelling of Sounds - Scoring

• Items 1-5: score 1 if correct letter is written• Items 13-28: score 1 if spelling matches

responses listed in Test Book• Items 6-12: multi-point items (1 for each correctly

written and sequenced sound or word part)

Item Points Response Score6. Gat (3) (g-a-t) “gate” 2

“gt” 212. Jong (3) (j-o-ng) “gonk” 1

“ong” 2

4 lowest items correct4 highest items incorrectStarting point

for K-Grade 2

Starting point forGrade 3 & above

Multi-pointitems (6-12)

11

eftpageglaypatchvoyjugsupluntedgeruntcheskwib

Score theseresponses forItems 7-15.

7.8.9.10.11.12.13.14.15.

41

• Requires manipulating phonemes to produce oralresponses

• 4 subtests: 21A Rhyming, 21B Deletion, 21C Substitution, 21D Reversal

• Administer samples to all subjects and then Item 1 oneach subtest

• Ceiling Rules apply to each subtest: A & B=4 highest incorrect, C & D=3 highest incorrect

Cluster

Phonemic Awareness 3(requires 2 Cognitive tests)

Broad Ability

Auditory Processing (Ga)

Narrow Ability

Phonetic Coding: Analysis & Synthesis

ACH 21 Sound AwarenessNew

21A: Sound Awareness - Rhyming

4. Finish what I say with another word that endsalike or rhymes. Come and see. It is a….

7. What rhymes with meet?

13. other

1. Look at eye, pie, sock. Show me the two thatend alike or rhyme.

Examiner Tips• Present all items orally.• All begin with Introduction 1.• Responses must be real words.

42

Sound Awareness

21B: Deletion

1. Say raincoat without saying rain.

4. Say running without /ing/.

5. Say cart without /t/.

10. Say snap without /n/.

21C: Substitution

1. If I say running and changerun to swim, it would be what?

4. Change /s/ in sun to /f/.

7. Now I want you to change the lastsound. Change /f/ in cough to /t/.

• Use tape for all items.

• Use tape for Items 4-9.

21D: Sound Awareness - Reversal

I am going to say two words and then say thembackward. If I say dog...hot, it would be hot dog.If I say base...ball, it would be ball base. Now youtry some. Say corn...pop backward.

1. drop…rain

• Use recording to present Sample B.

Examiner Tips• Present Sample A and all items orally.

• Present Sample B using the audiorecording.

4. pat

6. stop

8. fine

9. enough

43

To use the hand-scoring table, compute Total Number Correct below.

(0-46)

21A 21B 21C 21D Total

+++ =12 7 5 30

Encircle row for totalNumber Correct.

3

11

1

11

11

111000 Record Number Correct

for each subtest.

1

6

0

111

1

1

ObtainingEstimated AE/GE

Scores

Enter each NumberCorrect and thenadd 4 subteststogether.

2

6

• Requires using correct punctuation and capitalizationin orally dictated words and phrases (use SRB)



• Know pronunciation of all test items

• Do not penalize for spelling errors as long as responseis legible

Clusters

(no cluster)

Broad Ability


Narrow Ability

English Usage

ACH 22 Punctuation and Capitalization

44

Punctuation and Capitalization

1. (C) H R Look at the two letters. The first letteris a capital or big H. The next letter is acapital or big R. Print a capital D. D.

Correct: D (must be capital)

10. (P) Make an exclamation point.

Correct: !

14. (P,C) Write the following city and state:Dayton, Ohio. Dayton, Ohio.

Correct: Dayton, Ohio (must have commabetween city and state; both “D” and “0” must becapitalized) (misspellings acceptable)

Punctuation and Capitalization -Scoring Exercise

1. H R __________________ 20. __________________

2. a h __________________ 21. __________________

3. A B __________________ 22. The foxes den.

4. D H __________________ 23. __________________

5. The dog is big 24. __________________

6. F S __________________ 25. __________________

7. a i ___________________ 26. __________________

8. ______________________ 27. __________________

9. p h __________________ 28. __________________

g?

j

all star

Prezdent Drack

DrBelmont hi skool

grils’:

stone age

night’s

’

45

• Handwriting Legibility Scale (Appendix C)

• Uses a match to sample approach• Scale of 0-100, 10 point increments

• Handwriting Elements Checklist (Test Record)

• 6 elements: slant, spacing, size, horizontal alignment,letter formation, line quality

• Writing Evaluation Scale (Appendix D)• Facilitates evaluation of longer, more complex passages

• Uses an analytic scoring method, providing morespecific information about strengths & weaknesses

Writing Evaluation

(Reproducible form in Appendix D of the Examiner Manual.)

Writing Evaluation Scale

• Evaluates aspects of 9 components of writing• Handwriting• Spelling• Punctuation & Capitalization• Vocabulary• Syntax/Usage• Narrative Text Structure• Expository or Event Text Structure• Sense of Audience• Affective

• Space for recording observations

46

10 Clusters

• 1 Total Achievement ClusterAverage of 9 tests in Broad Clusters

• 3 Broad Achievement ClustersReading, Mathematics, Written Language

• 3 Cross-Academic ClustersAcademic Skills, Academic Fluency, Academic Applications

• Oral Language Cluster

• Math Calculation Skills Cluster

• Written Expression Cluster

Interpretive Options - Standard Battery

Reading

Math

WrittenLanguage

Cross-Academic Clusters

47

Long-Term Retrieval (Glr) Test 12 Story Recall-Delayed Meaningful memory

Broad & NarrowAbilities in ACH

Standard

9 Clusters

• 3 Oral Language ClustersOral language-Extended, Oral Expression, Listening Comprehension

• 2 Reading ClustersBasic Reading Skills, Reading Comprehension

• Math Reasoning Cluster

• Basic Writing Skills Cluster

• Phoneme/Grapheme Knowledge

• Academic Knowledge

Interpretive Options - Extended Battery

48

Broad & NarrowAbilities in ACH

Extended

Broad CHC Factor Extended Battery

Primary Narrow Abilities Measured


Mathematics (Gq)

Comprehension-Knowledge(Gc)

Test 13: Word Attack Reading decoding

Phonetic coding: Analysis and synthesis

Test 17: Reading Vocabulary Verbal (printed) language

comprehension Lexical knowledge

Test 16: Editing Language development English usageTest 22: Punctuation & Capitalization English usage

Test 18: Quantitative Concepts Math knowledge Quantitative reasoning

Test 14: Picture Vocabulary Language development Lexical knowledgeTest 15: Oral Comprehension Listening ability

Test 19: Academic Knowledge General information Science information Cultural information Geography achievement

Auditory Processing (Ga) Test 13: Word Attack Reading decoding

Phonetic coding: Analysis and synthesis

Test 20: Spelling of Sounds Spelling ability Phonetic coding: Analysis

Test 21: Sound Awareness Phonetic coding: Analysis and synthesis

Learning Disability Eligibility

Oral Expression

7 IDEA Areas WJ III Tests

Applied Problems,Quantitative Concepts

Story Recall, Picture Vocabulary

Understanding Directions, OralComprehension

Writing Fluency, Writing Samples

Letter-Word Identification,Word Attack

Passage Comprehension,Reading Vocabulary

Calculation, Math Fluency


Written Expression



Mathematics Calculation

Mathematics Reasoning

49

COMPUSCORE VERSION 1.1bSUMMARY AND SCORE REPORT

Name: T, Chris School: StevensonDate of Birth: 08/07/1989 Teacher: GarrettAge: 11 years, 1 month Grade: 5.0Sex: MaleDates of Testing: 09/14/2000 Examiner: Ernest

09/15/2000

TESTS ADMINISTERED

Chris was administered a set of tests from the WJ III Tests of Achievement. Direct comparisons can be made among Chris's orallanguage and achievement scores. These comparisons help determine the presence and significance of any strengths andweaknesses among his abilities.

TEST SESSION OBSERVATIONS

Chris's conversational proficiency seemed very advanced for his grade level. He was cooperative throughout the examinationbut he appeared fidgety or restless at times.

Chris appeared at ease, comfortable, and attentive to the tasks during the examination.

Chris sometimes responded too quickly to test questions, but he generally persisted with difficult tasks.

SUMMARY

Chris's oral language skills are average when compared to the range of scores obtained by others at his grade level. His oralexpression skills are high average; his listening comprehension skills are average. When compared to his oral language ability,Chris's achievement is significantly lower than predicted in the areas of reading, basic reading skills, written language, and basicwriting skills. Chris's achievement is significantly higher than predicted in the area of academic knowledge.

When compared to others at his grade level, Chris's academic skills are within the low range. His fluency with academic tasksand his ability to apply academic skills are both within the average range. His level of academic knowledge is superior.

Chris's performance is high average in math reasoning; average in reading comprehension, math calculation skills, and writtenexpression; and low in basic reading skills and basic writing skills. His knowledge of phoneme-grapheme relationships is low.

When his achievement areas are compared, Chris demonstrated significant strengths in math reasoning and academicknowledge. He demonstrated significant weaknesses in basic reading skills and basic writing skills.

CLUSTER/Test RAW GE EASY to DIFF RPI PR SS (68% BAND)

Achievement Clusters

ORAL LANGUAGE (Ext) - 6.6 3.8 11.0 94/90 70 108 (104-112)

ORAL EXPRESSION - 7.8 4.4 12.9 96/90 78 112 (107-117)

LISTENING COMP - 5.5 3.4 9.5 92/90 56 102 (98-107)

TOTAL ACHIEVEMENT - 3.6 2.8 4.6 67/90 22 88 (87-90)

BROAD READING - 2.8 2.4 3.3 24/90 8 79 (77-81)

BROAD MATH - 6.6 5.0 8.8 96/90 84 115 (111-118)

BROAD WRITTEN LANG - 2.7 1.9 3.7 51/90 8 79 (76-82)

BASIC READING SKILLS - 2.2 1.9 2.5 5/90 4 74 (71-76)

READING COMP - 3.9 2.8 5.8 82/90 34 94 (91-97)

MATH CALC SKILLS - 5.7 4.2 7.8 93/90 68 107 (102-112)

MATH REASONING - 7.2 5.7 9.7 98/90 87 117 (113-121)

BASIC WRITING SKILLS - 2.2 1.7 2.8 17/90 4 74 (70-77)

WRITTEN EXPRESSION - 4.0 2.7 5.8 82/90 30 92 (88-97)

ACADEMIC SKILLS - 2.7 2.3 3.2 19/90 4 74 (71-76)

ACADEMIC FLUENCY - 3.9 3.0 5.0 75/90 27 91 (89-93)

ACADEMIC APPS - 5.5 3.9 8.2 92/90 61 104 (100-109)

ACADEMIC KNOWLEDGE - 9.3 7.3 12.5 99/90 95 125 (120-131)

PHON/GRAPH KNOW - 1.8 1.5 2.3 29/90 7 78 (75-81)

50

131>

Oral Language

Reading,Writing

121-130

90-110

80-89

70-79

55-69

111-120

< 55

Very Superior

Superior

High Average

Average

Low Average

Low

Very Low

Listening Comprehension, ReadingComprehension, Math Calculation,Written Expression, AcademicFluency, Academic Applications

Basic Reading, Basic Writing,Phoneme/Grapheme,Academic Skills

BroadClusters

Basic Skills andApplications Clusters

Note: Based on Chris T. report.

AcademicKnowledge

Math

Total ACH

Math Reasoning, Oral Expression

CLUSTER/Test RAW GE EASY to DIFF RPI PR SS (68% BAND)

Achievement Tests

Letter-Word Identification 36 2.4 2.2 2.7 2/90 3 72 (69-75)

Reading Fluency 29 3.1 2.6 3.6 27/90 17 86 (84-88)

Story Recall - 5.9 1.1 >18.0 91/90 57 103 (94-111)

Understanding Directions - 4.8 2.6 9.5 89/90 48 99 (94-104)

Calculation 19 5.3 4.2 6.7 92/90 56 102 (96-109)

Math Fluency 80 6.6 4.2 9.8 95/90 78 112 (109-114)

Spelling 20 1.7 1.3 2.1 5/90 2 69 (64-73)

Writing Fluency 14 4.2 3.3 5.3 80/90 35 94 (90-99)

Passage Comprehension 28 3.7 2.8 5.3 78/90 32 93 (89-97)

Applied Problems 43 8.1 6.4 11.1 99/90 88 118 (114-122)

Writing Samples 11-C 3.2 1.9 7.9 84/90 24 90 (81-98)

Word Attack 7 1.8 1.6 2.1 12/90 9 80 (76-83)

Picture Vocabulary 29 8.2 6.0 11.1 98/90 80 113 (108-118)

Oral Comprehension 21 6.0 4.0 9.5 93/90 60 104 (99-109)

Editing 7 2.9 2.3 3.6 45/90 14 84 (79-88)

Reading Vocabulary - 4.3 2.9 6.1 85/90 41 97 (93-100)

Quantitative Concepts - 6.4 5.0 8.5 96/90 77 111 (105-117)

Academic Knowledge - 9.3 7.3 12.5 99/90 95 125 (120-131)

Spelling of Sounds 17 1.7 1.2 2.8 55/90 8 79 (75-84)

Sound Awareness 24 1.5 K.9 2.4 37/90 5 75 (71-78)

Punctuation & Capitals 15 3.6 2.7 5.0 75/90 25 90 (84-95)

51

STANDARD SCORES DISCREPANCY Significant atDISCREPANCIES Actual Predicted Difference PR SD + or - 1.50 SD (SEE)Intra-Achievement

Intra-Achievement Discrepancies

BASIC READING SKILLS 74 103 -29 <0.1 -3.28 Yes

READING COMP 94 100 -6 26 -0.63 No

MATH CALC SKILLS 107 99 +8 73 +0.62 No

MATH REASONING 117 98 +19 97 +1.87 Yes

BASIC WRITING SKILLS 74 103 -29 0.3 -2.74 Yes

WRITTEN EXPRESSION 92 100 -8 24 -0.71 No

ORAL EXPRESSION 112 99 +13 86 +1.10 No

LISTENING COMP 102 99 +3 59 +0.24 No

ACADEMIC KNOWLEDGE 125 97 +28 99.5 +2.60 Yes

Strengths: Math Reasoning, Academic Knowledge

Weaknesses: Basic Reading Skills, Basic Writing Skills

STANDARD SCORES DISCREPANCY Significant atDISCREPANCIES Actual Predicted Difference PR SD + or - 1.50 SD (SEE)

Ability/Achievement Discrepancies

Oral Language/Achievement Discrepancies* (Continued)

BASIC READING SKILLS 74 104 -30 1 -2.27 Yes

READING COMP 94 104 -10 23 -0.73 No

BROAD MATH 115 104 +11 80 +0.84 No


MATH REASONING 117 104 +13 85 +1.03 No

BROAD WRITTEN LANG 79 104 -25 3 -1.85 Yes

BASIC WRITING SKILLS 74 103 -29 2 -2.16 Yes


ACADEMIC KNOWLEDGE 125 105 +20 97 +1.88 Yes

*These discrepancies based on Oral Language (Ext) with ACH Broad, Basic, and Applied clusters.

Oral Language/Achievement Discrepancies*

BROAD READING 79 104 -25 3 -1.89 Yes

Strengths: Academic Knowledge

Weaknesses: Broad Reading, Basic Reading,Broad Written, Basic Writing Skills

52

Accommodations

• Oral testing or oral clarifications as needed on exams

• Extended time or shortened reading and writingassignments

• No penalty for spelling on initial drafts

• Taped books for content area classes

• Encourage use of word processor with spell checker


Instructional Recommendations

• Capitalize on good oral language abilities andextensive acquired knowledge.

• Provide opportunity for oral discussions, etc.

• Provide direct instruction to improve wordidentification and spelling

• Implement method for building reading speed andfluency


53

STANDARD SCORES DISCREPANCY Significant atDISCREPANCIES Actual Predicted Difference PR SD + or - 1.50 SD (SEE)Intra-Individual

Intra-Individual Discrepancies

COMP-KNOWLEDGE (Gc) 122 96 +26 99.6 +2.62 Yes

L-T RETRIEVAL (Glr) 77 100 -23 5 -1.62 Yes

VIS-SPATIAL THINK (Gv) 120 98 +22 94 +1.53 Yes

AUDITORY PROCESS (Ga) 79 100 -21 7 -1.50 Yes

FLUID REASONING (Gf) 105 98 +7 72 +0.59 No

PROCESS SPEED (Gs) 104 98 +6 65 +0.40 No

SHORT-TERM MEM (Gsm) 68 100 -32 1 -2.38 Yes

PHONEMIC AWARE 71 100 -29 2 -2.09 Yes

WORKING MEMORY 76 100 -24 2 -1.97 Yes

BASIC READING SKILLS 74 100 -26 0.3 -2.74 Yes

READING COMP 94 98 -4 33 -0.45 No







ACADEMIC KNOWLEDGE 125 97 +28 99.6 +2.65 Yes

BROAD READING 79 99 -20 3 -1.89 Yes

BASIC READING SKILLS 74 99 -25 1 -2.20 Yes

READING COMP 94 99 -5 31 -0.50 No

BROAD MATH 115 99 +16 93 +1.44 No



BROAD WRITTEN LANG 79 99 -20 3 -1.82 Yes



ORAL LANGUAGE (Ext) 108 99 +9 77 +0.73 No



ACADEMIC KNOWLEDGE 125 99 +26 99 +2.48 Yes

*These discrepancies based on GIA (Ext) with ACH Broad, Basic, and Applied clusters.

Intellectual Ability/Achievement Discrepancies

STANDARD SCORES DISCREPANCY Significant atDISCREPANCIES Actual Predicted Difference PR SD + or - 1.50 SD (SEE)Intellectual Ability/Achievement Discrepancies*

Documents

Selective Testing Table - WOU Homepagebrownbr/Classes/SpEd_642_W_16/02_Assignment...Selective Testing Table ... Letter-Word Identification Reading Fluency ... •Responses must be