Wide Range Achievement Test

WRAT4

Authors: Gary S. Wilkinson, PhD Gary J. Robertson, PhD

History WRAT4 test series originated in the 1930s First published for use in 1946 Most recent edition, WRAT3, was published in

1993 Widespread use in a variety of settings as

measures of the basic academic skills necessary for effective learning, communication, and thinking:

ReadingSpelling wordsMathematical calculations

Structure

Two alternate forms (Blue Form and Green Form)

Can be used interchangeably with comparable results

Allows for retesting within short periods of time without practice effects

Can also be administered together (Combined Form) for those interested in a more qualitative assessment and additional opportunity for performance observation

Structure

Four Subtests Word Reading Sentence Comprehension Math Computation Spelling

The Word Reading Subtest and Sentence Comprehension Subtest can be combined into a Reading Composite

ReadingComposite

SentenceComprehension

Subtest

MathComputation

Subtest

SpellingSubtest

WordReadingSubtest

WRAT4 Subtest/Composite Configuration

Word Reading

Measures letter and word decoding through letter identification and word recognition

Sentence Comprehension

Measures an individual’s ability to gain meaning from words and to comprehend ideas and information contained in sentences through the use of a modified cloze technique.

A cloze technique is one where a portion of a sentence or phrase is removed and must be provided by the examinee. E.g., My ____ likes a clean litter box.

Sentence Completion Guidelines

Avoidance of specialized content that would give undue advantage to individuals having such specialized knowledge of the topics selected

Content drawn from a variety of subjects Appropriate for both female and male

participants and all racial/ethnic groups Contain material that is timeless

Sentence Completion Guidelines

Avoidance of topics that might evoke negative affect in examinees

Written for the assigned target grade levels, with difficulty estimate of words contained in an item

Part of speech required for correct responses are varied

As few correct responses (both synonyms and non-synonyms) as possible

Math Computation

Measures an individual’s ability to perform basic mathematics computations through counting, identifying numbers, solving simple oral problems, and calculating written mathematics problems

Spelling

Measures an individual’s ability to encode sounds into written form through the use of a dictated spelling format containing both letters and words

Standardization Sample

National standardization sample n≥3000 Stratification Variables:

Age 5 through 94Grades K - 12Race/EthnicityParent/Self Education LevelGenderRegion: Northeast, South, North Central, West

Sample included students with disabilities (5%)

Reliability

Internal ConsistencyAge

.87 to .96 Median Reliabilities for Subtests and Composites by Form

Reliability

Test-Retest ReliabilityWord Reading .86

Sentence Comprehension .78

Spelling .89

Math Computation .88

Time interval between testing:Within one month

Validity

Internal Evidence of ValidityContent reviewEvidence based on developmental changesItem bias analysis

Differential Item Functioning Expert review

Validity

External Evidence of ValidityCorrelations with individual achievement tests:

WIAT IIReading Comp Math

CompWord Reading .80 .45 Sentence Comprehension.54 .31Math Computation .64 .92

(n=33)

WR

AT

-4

Validity

External Evidence of ValidityCorrelations with individual achievement tests:

WJ 3 Achievement Broad Reading

Broad MathReading Composite .73 .76Math Computation .44 .67

(n=31)

WR

AT

-4

General Administration Guidelines

“Those who use psychological tests should confine their testing and related assessment activities to their areas of competence, as demonstrated through education, supervised training, experience, and appropriate credentialing”

(Standard 12.1 of the Standards for Educational and Psychological Testing, American Educational Research Association, American Psychological Association, & National Council in Measurement in Education, 1999, p. 131)

General Administration Guidelines

Read the professional manual Practice administration of the test Adhere to the standard administration

procedures Establish rapport with participants Maintain objectivity in evaluating responses Maintain confidentiality about the assessment

process and the test results

General Administration GuidelinesSecurity of the testing materials: Primary responsibility of test users Store in a safe place Under no circumstances should Participants be

permitted to see the test items other than in the formal testing session

Correct responses should not be shared Photocopying of record forms, test items, or any part of

the WRAT4 Professional Manual, including the normative tables, is strictly prohibited by copyright law

Unauthorized reproduction compromises the security of the test and could invalidate test results

General Administration Guidelines

The Word Reading subtest, the Sentence Comprehension subtest, and Part 1 of the Spelling and Math Computation subtests must be administered individually

Part 2 of the Spelling subtest and Math Computation subtests can be administered in a small-group format

Administration time varies but is estimated at 15 and 25 minutes for younger children (ages 5 to 7 years) and 30 and 45 minutes for children 8 years or older and adults

Basals and Ceilings: WRAT-4 Basal: Assumption: all items administered before the

basal is scored as correct Ceiling: Assumption: all items administered after the

basal is scored as incorrect. 5/10 rule:

Basal = 5 in a row correct starting with first item administered Ceiling = 10 in a row incorrect ending with last item

administered

5/7 rule: 5/10 rule but with ceiling = 7 in a row.

Combined Form Scores

For an assessment based on more items than the number contained in a single form, you may wish to administer both the Blue and Green forms and combine the results

The back page of the Test Form provides a space to calculate scores for the Combined Form

Instructions for score calculation are included in the manual

Interpretation

Mean of 100, standard deviation of 15 Examine score profile, deviations from the

norm, and large differences between subtest scores

Examine responses for qualitative trends and error patterns

Interpretation

Implications of Reliability and Validity studies: Subtests measure beginning skills with

considerable precision, a direct result of including the 15 preliminary skill items designated Letter Reading, Letter Writing, and Oral Math

All of the subtests measure the beginning and average skill levels with precision throughout the entire age and grade ranges for which the WRAT4 is designed

Interpretation

The Sentence Comprehension subtest and, to an extent, the Word Reading subtest, by their very nature, do not measure the skills of above-average and advanced readers at the later adolescent and early-to-middle adult years with the same degree of precision

For these individuals, a reading comprehension test containing longer reading passages that measure literal and inferential reading skills is recommended

Applications Ease of administration and the simplicity of

make it useful for assessment professionals who can use the results to: Collect initial data for psychological, educational, and

vocational assessments Screen large groups of individuals to identify those

who need to be evaluated more thoroughly for academic problems

Reevaluate individuals diagnosed with learning and/or cognitive disorders

Contribute to research projects needing assessment of basic academic skills for pretesting and posttesting purposes