Woodcock Johnson III

Tests of Cognitive Abilities

&

Tests of Achievement

Region VI Workshop

May 10, 2002

(Adapted from Riverside Publishing Materials)

Organization

• Cognitive (RED)– Standard Battery

– 10 Tests

– 12 Clusters

– Extended Battery

– 10 Tests

– 14 Clusters

• Achievement (BLUE)– Standard Battery– 12 Tests– 10 Clusters

– Extended Battery– 10 Tests– 9 Clusters

– (Form A & B)

“IQ tests are a poor way to judge people's abilities, failing as they do to account for magic, which has its own importance, both by

itself and as a compliment to logic.”

- Robert James Waller

8 New Cognitive Tests

• General Information• Retrieval Fluency • Auditory Attention • Decision Speed • Planning• Rapid Picture Naming • Pair Cancellation • Auditory Working Memory

9 New Cognitive Clusters

• Brief Intellectual Ability• 3 Cognitive Performance

– Verbal Ability– Thinking Abilities– Cognitive Efficiency

• 5 Clinical Clusters– Executive Processes– Working Memory– Broad Attention– Cognitive Fluency– Phonemic Awareness

Cognitive Measurements

• General Intellectual Ability (Standard and Extended) – GIA

• CALP (Cognitive - Academic Language Proficiency) vs. BICS (Basic Interpersonal Communication Skills)– Score of 1 (negligible) to 5 (Advanced)– Subtests 1 & 11

• Brief Intellectual Ability - BIA– Subtests 1, 5, and 6– Useful for screenings & DDL reevaluations

New Achievement Features

• Broad Achievement includes 3 Subtests– 1 Skills Test– 1 Fluency Test– 1 Application Test

• Includes Oral Language Tests

• Requires Tape Player and y-jack

9 New Achievement Tests

• Reading Fluency • Story Recall • Story Recall – Delayed • Understanding Directions • Math Fluency • Spelling (Replaces Dictation)• Spelling of Sounds • Sound Awareness • Editing (formerly Proofreading)• Punctuation & Capitalization

8 New Achievement Clusters

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

Test Administration: Tools & Techniques

• Strive for exact & brisk administration• Have necessary materials

– Test books– Test records– Subject response booklet– Tapes– Tape player– Headphones, Y-jack, Earpiece– Pencils– Stopwatch/Timer

Administration Tool:Test Session Observation Checklist

• Level of conversational proficiency

• Level of cooperation• Level of activity• Attention & concentration• Self-confidence• Care in responding• Response to difficult tasks

Administration Time (COG)

• GIA Standard– Tests 1-7– 60 minutes

• GIA Extended– Tests 1 – 7 & 11 – 17– 120 minutes

• Supplemental– Tests 8 – 10 & 18 - 20– Use as needed – 60 min.

• BIA– Tests 1, 5, & 6– 30 minutes

Administration Time (ACH)

• Preliminary Testing at BC– Intake Booklet & – Ach Tests 2, 5, 6, 7, 8, 11– Approx. 120 minutes

• Standard Achievement– Tests 1, 3, 4, 9, 10– 60 minutes

• Extended Achievement – Tests 13 - 18– 60 minutes

Administration Techniques• Know your tools

• Follow standardized procedures

• Use suggested starting points

• Know basal and ceiling rules

• Know pronunciations

• Don’t penalize mispronunciations due to speech deficits or regional differences

• Student must smoothly pronounce words for credit (automaticity is critical)

“If you think you are over your head with a client, you

probably are.”

- Richard Bolles

Administration Techniques• Test by complete pages when

subject sees items• Score LAST response given• Give benefit of doubt every other

time• Don’t repeat items unless

directed• Use pause button if needed• If interrupted by a sound, repeat

item later

Administration Techniques• Adhere to time limits• Record exact finishing times• On timed written tests, direct

student to cross out errors• Check questionable responses

later; proceed as if correct

“We never do anything well till we cease to think about the

manner of doing it.”

- William Hazlitt

20 Cognitive Tests

Standard Battery Extended Battery1. Verbal Comprehension 11. General Information

2. Visual-Auditory Learning 12, Retrieval Fluency

3. Spatial Relations 13. Picture Recognition

4. Sound Blending 14. Auditory Attention

5. Concept Formation 15. Analysis-Synthesis

6. Visual Matching 16. Decision Speed

7. Numbers Reversed 17. Memory for Words

8. Incomplete Words 18. Rapid Picture Naming

9. Auditory Working Memory 19. Planning

10. Visual-Auditory Learning Delayed

20. Pair Cancellation

“The IQ and the life expectancy of the average American

recently passed each other going in the opposite direction.”

- George Carlin

Cognitive Abilities

Standard Battery

No Substantial Changes

2 Visual Auditory Learning

4 Sound Blending

5 Concept Formation

6 Visual Matching (Version 2)

7 Numbers Reversed

8 Incomplete Words (Supplemental)

10 Visual Auditory Learning Delayed (Supplemental)

1. Verbal Comprehension

• 4 Subtests– Picture Vocabulary– Synonyms– Antonyms– Verbal Analogies

• Basal/Ceiling = 3 lowest correct/ 3 highest incorrect

• Used in GIA (Std & Ext), BIA, CALP, Verbal Ability, Comprehension-Knowledge, Predicted Achievement

3. Spatial Relations

• Select component shapes to make whole

• Multiple points possible per item

• Begin with Introduction for all students

• Discontinue when cutoff is met

• Used in GIA, Thinking Ability, Visual-Spatial Thinking, Predicted Achievement

9. Auditory Working Memory • Use Tape• Student hears words and digits, then repeats words in

sequence, followed by digits in order• Score 1 point for words in order, 1 point for numbers

in order• Similar sounding or rhyming responses are correct• Basal/Ceiling rules apply to groups of items: all 3 in

lowest group scored 2 / all 3 in highest group scored 0

• Used in Working Memory, Broad Attention

Cognitive Abilities

Extended Battery

No Substantial Changes

• 15 Analysis-Synthesis

• 17 Memory for Words

11. General Information

• Requires answering oral questions• 2 subtests

– Where– What

• Basal/Ceiling rules apply to each subtest: 4 lowest correct/ 4 highest incorrect

• Know correct pronunciations for all items

• Used in GIA-Ext, Verbal Ability, Comprehension-Knowledge, Knowledge Aptitude

12. Retrieval Fluency

• Name as many items in a given category as possible in 1 minute (make slash marks)

• Administer all items to all students• 1 minute time limit for each category• Do not count exact duplicate items, but variations

are acceptable• Do not ask student to repeat

• Used in GIA, Thinking Ability, Long-Term Retrieval, Cognitive Fluency

13. Picture Recognition

• Partial credit available• Begin with samples then item 1 for all• Discontinue when cutoff is met• Show stimulus for exactly 5 seconds• Score 1 point for each picture identified in any

order

• Used in GIA, Thinking Ability, Visual-Spatial Thinking

14. Auditory Attention

• Use Tape• Requires student to detect words with increasing

background noise• Begin with Training Items (1 – 57) orally• Administer Samples, then Item 1 for all• Ceiling = 6 highest items incorrect

• Used in GIA, Thinking Ability, Auditory Processing, Broad Attention

16. Decision Speed

• Requires marking the 2 of 7 objects in a row that go together or are most alike

• Begin with Samples, then Item 1• 3 minute time limit• Both pictures must be identified for credit• Scoring template available

• Used in GIA, Cognitive Efficiency, Processing Speed, Cognitive Fluency

18. Rapid Picture Naming

• Requires quickly naming pictures in row• Begin with Samples, then Item 1• 2 minute time limit• Accept synonyms (pup for puppy)• Do not accept responses that are similar but not

synonyms (glass for cup)• Removes motor component from Processing Speed

• Used in Cognitive Fluency

19. Planning

• Trace pattern without lifting pencil or retracing a line

• Begin with Sample Items for all students• Follow continuation rules• Score is based on number of errors• Retraced or untraced segments are errors• Stop student if pencil is lifted or line retraced

• Used in Executive Processing

20. Pair Cancellation

• Circle 2 target shapes when they appear in sequence (ball then dog)

• Begin with Sample Item and Practice• 3 minute time limit• Scoring template provided

• Used in Broad Attention, Executive Processing

“Sometimes when I'm in a bookstore or a library, I am

overwhelmed by all the things that I do not know.”

- Arthur C. Clarke

Tests of Achievement

Standard Battery

&

Extended Battery

Tests of Achievement

• Standard Battery– Letter-Word Identification– Reading Fluency– Story Recall– Understanding Directions– Calculation– Math Fluency– Spelling– Writing Fluency – Passage Comprehension– Applied Problems – Writing Samples– Story Recall – Delayed

• Extended Battery– Word Attack– Picture Vocabulary– Oral Comprehension– Editing– Reading Vocabulary– Quantitative Concepts– Academic Knowledge– Spelling of Sounds– Sound Awareness– Punctuation &

Capitalization

No Substantial Changes

1 Letter-Word Identification (fluidly pronounced)5 Calculation9 Passage Comprehension10 Applied Problems11 Writing Samples (double score if possible)13 Word Attack (fluidly pronounced)16 Editing (formerly Proofreading)18 Quantitative Concepts19 Academic Knowledge

2. Reading Fluency

• Rapidly read simple sentences and mark whether it is true or false

• Start with Item 1• 3 minute time limit• Skipped items are scored “0”• If fewer than 3 correct on Practice Exercises C-F,

discontinue and score “0”• Enter Number Correct and Number Incorrect• Used in Broad Reading, Academic Fluency, Total

Achievement

3. Story Recall

• Use tape• Student listens to story on tape, then retells it• Must repeat Bold elements exactly; other parts may be

paraphrased (in any order)• Use suggested starting points• Follow continuation rules• Pause tape player after each story• Do not repeat or replay any stories

• Used in Oral Language (Std & Ext), Oral Expression

4. Understanding Directions • Use Tape; pause tape if needed• Student points to items on picture according to taped

instructions• Allow student 10 seconds to view each picture before starting

tape• Use suggested starting points; follow discontinuation

instructions• Lay Test Manual flat• Tip: Only watch for correct answers – don’t try to figure it out• Used in Oral Language (Std & Ext), Listening

Comprehension

6. Math Fluency

• Timed Math facts• Begin with Item 1• 3 minutes timed• Do not point out signs• Lay booklet open• Discontinue if 3 or fewer correct in 1 minute

• Used in Broad Math, Math Calculation Skills, Academic Fluency, Total Achievement

7. Spelling ()

• Spelling (not usage & punctuation)

• Basal/Ceiling = 6/6

• Used in Broad Written Language, Basic Writing Skills, Academic Skills, Total Achievement

8. Writing Fluency

• Student quickly writes simple sentences using prompt words

• Begin with Item 1• 7 Minutes timed• Discontinue if “0” correct on Samples or fewer

than 3 correct in first 2 minutes• Read stimulus words as needed• Stimulus words cannot be altered• Used in Broad Written Language, Written Expression,

Academic Fluency, Total Achievement

Tests of Achievement: Extended Battery

Word Attack Picture Vocabulary

Oral Comprehension Editing

Reading Vocabulary Quantitative Concepts

Academic Knowledge Spelling of Sounds

Sound Awareness Punctuation/Capitalization

Preliminary Testing (at BC)

Special Instructions Item Administered By:

Date & Initials

Intake Booklet & Consent Form

3 Minutes Timed Test 2: Reading Fluency

Test 5: Calculation

3 Minutes Timed Test 6: Math Fluency

Use Tape Test 7: Spelling

7 Minutes Timed Test 8: Writing Fluency

Use Tape Test 11: Writing Samples

Other:

“To avoid criticism, do nothing, say nothing, be nothing.”

- Elbert Hubbard

Scoring and Reporting

Compuscore

Professional Certification

Compuscore

• Check accuracy of all scores• Launch Compuscore Program

– Set up program once:– Click <Options>– Click <Program Options>– Under “Additional Score

Column” choose CALP– For “Confidence Band” choose

68%– For “Discrepancy Cutoff”

choose 1.30

Compuscore Continued

• For Verbal & Numeric Data:• Enter scores for Cognitive & Achievement, Standard &

Extended Batteries• Enter observations• Click <Report> <Summary & Score Report>• Choose Age• Select “Include GIA/BIA”• For “Ability/Ach” choose “GIA-Extended”, then also run “Oral

Language” or “GIA-Standard”• For “Intra-Ability” choose “Intra-Cog and/or Intra-Ach”• Send to “Print Preview”• Click <OK>

Compuscore Report

• To see next page in report, press PAGE DOWN key

• Click icon to Print the report

• Click icon to Close Preview (or press ESC)

Compuscore Continued

• For Graphical Data:• Click <Report>, <Age/Grade

Profiles>• Choose “Age”• Choose “Include GIA/BIA”• For “Data to Include” choose

“Standard Score”• Send report to “Print Preview” • Click <OK>

“Machines increase the number of things we can do without thinking. Things we do without thinking -

there's the real danger.”

- Frank Herbert

CARS-W & Professional Certification

• Until print instructions are completed for WJ-III, use Professional Certification (later CARS-W)– Open Professional Certification file or template file– Complete each component, and determine if scores meet criteria– Save and Print file– Open student profile from CARS-W roster. – Complete Component #1 as usual.– For each subsequent component, choose “Professional

Certification”– Write “See attached documentation” in the first box of each

component.– Sign off as Met or Not Met.

Experiences from the Trenches• CALP is very useful for

CLD students• BIA can confirm old

DDL scores• Good Achievement

Battery: Basic Skills, Fluency, and Application for each academic area

• CSU prefers WJ-III

• Takes more time to administer & write

• Fewer students meet eligibility

• Review takes longer

“Your mind should be a place where you work things out, not

store a bunch of stuff.”

- Albert Einstein