Tests of Achievement

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

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 Math Clusters: Math Calculation

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

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

• Skipped items are scored as a “0”

• Do not point out signs

• Accept reversals but not transposed numbersClusters

Broad MathematicsMath Calculation Skills Academic Skills

Total Achievement

Broad Ability

Mathematics (Gq)

Narrow Ability

Mathematics Achievement

ACH 5 Calculation

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. -6 x .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 Skills Academic Fluency Total Achievement

Broad Ability

Mathematics (Gq)

Narrow Abilities

Mathematics Achievement Numerical Facility

ACH 6 Math Fluency New

Math Fluency

Examiner Tips• Do not penalize for poorly formed or reversed

numbers.

• Record exact finishing time if subject finishes early or examiner 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

WJ III Math Clusters: Math Reasoning

WJ III NU Tests of Achievement

Test 10: Applied Problems– Requires comprehending the nature of a

problem, identifying relevant information, performing calculations, and stating solution

– No reading is required

WJ III NU Tests of Achievement

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

_______________________________

30. Jay’s car holds fifteen gallons of gas. Yoshi’s car holds ten gallons of gas and Ellen’s car holds twenty gallons of gas. How many more gallons does Jay’s car hold than Yoshi’s car?

Jay: 15 gallons Yoshi: 10 gallons Ellen: 20 gallons

WJ III NU Tests of Achievement

Test 18: Quantitative Concepts– Requires applying mathematical concepts and

analyzing numerical relationships (use Subject Response Booklet)

– Broken into two subtests– Each item in 18B: Number Series has a 1-

minute time limit

WJ III NU Tests of Achievement

3. What number is this?

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

3

18A: Concepts

WJ III NU Tests of Achievement18B: Number Series

1 2 3 ___

8 6 4 ___

7 14 28 ___

1.

10.

20.

Written Expression Cluster

• Requires formulating and writing simple sentences rapidly (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 Language Written Expression Academic Fluency Total Achievement

Broad Ability

Reading-Writing (Grw)

Narrow Ability

Writing Speed

ACH 8 Writing Fluency

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

B. Now look at this picture and the words “pig,” “fat,” and “is.” Use these three words and any other words you need to write a short sentence about the picture. You may put the words in any order.

Go ahead and do Sample Items C and D.

Writing Fluency - Samples A & B

A. good cake is

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

B. pig fat is

• Score as incorrect any items skipped.

• Do not penalize for spelling, punctuation, or capitalization errors.

• Do not penalize for poor handwriting unless illegible.

• Response must be a reasonable sentence to receive credit.

• 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 the

window.

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

• Use Suggested Starting Points• Administer Block of Items

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

Clusters

Broad Written Language Written Expression Academic Applications

Total Achievement

Broad Ability

Reading-Writing (Grw)

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, but better than a 1 point

1 standard response

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

0 inadequate or illegible

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 what this man is.

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

19. Write one sentence about a boy finding a lost dog. Include the 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 sorsus of lite.

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 without knowledge of item content.

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

It’s riskee to dive into a pool of unnoan depth becuz 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 - reduce score by 1 point (omission of critical words, extremely awkward sentences)

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

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

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

• Two Raters - Two independent raters score items and 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)

22

222

22

2

222

1.5

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 Items 1-12

4. See Note 2

5. Administer Items 13-18

6. Base score on Items 7-18

Oral Expression Cluster

• Requires listening to stories and recalling elements

• Use Suggested Starting Points

• Follow Continuation Instructions

• Do not repeat or replay any stories

Clusters

Oral Language-STD Oral Language-EXT Oral Expression

Broad Ability

Comprehension-Knowledge (Gc)

Narrow Abilities

Language Development Listening Ability

ACH 3 Story Recall New

Story Recall - Examiner Tips

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

• In the Test Record, place a check mark over each element 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 be administered, do not tell subject that stories may need to be recalled later.

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

Story Recall - Story 2

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.

Story Recall - Story 5

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

Story Recall - Story 6

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

Score these responses: (9 points possible)

• They were afraid of the dinosaur.

• At the museum there was a 20 foot tall dinosaur. The little kids were scared. They thought it was real.

Story Recall - Story 6

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

Score these responses: (9 points possible)

• They were afraid of the dinosaur.

• At the museum there was a 20 foot tall dinosaur. The little kids were scared. They thought it was real.

Enter Date & Time.

Place check mark over each element recalled correctly.

2

3

Record points for each story and each set of stories.

9 27 00 11 30

Follow Continuation Instructions.

Bold words must be recalled exactly.

53 or fewer points: Discontinue testing.

4 or more points: Administer Stories 3 and 4.

• Requires naming pictures (familiar to less familiar)

• Use Suggested Starting Points

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

• Point to picture or part of picture as directed

• Test by complete pages

Clusters

Oral Language-Extended Oral Expression

Broad Ability

Comprehension-Knowledge (Gc)

Narrow Abilities

Language Development Lexical Knowledge

ACH 14 Picture Vocabulary

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?

Picture Vocabulary

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

Query: eye glass, lens Tell 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.