The Woodcock Johnson III Normative Update Test of Achievement : (Form A and B) WJIIIACH

The Woodcock Johnson III Normative Update Tests of

Cognitive Abilities

The Woodcock Johnson III Diagnostic Supplement

Woodcock-Johnson III Normative Update (NU) Complete Woodcock-Johnson Psycho-Educational Battery Test-Revised: (WJR)

Dr. Richard Woodcock is the founder of the

Woodcock Johnson batteries of test. The first test

was in 1977 which was called the Visual-Auditory Learning which measures new learning through

associative memory. Since 1977 Dr. Woodcock

and others have developed a wide range of tests that measures academic skills, cognitive abilities and detects learning disabilities. These tests are administered by educators and psychologists.

Copyrighte d 2001

Age Range 2 90 (Grade k to graduate school)

Purpose Measures overall achievement in reading,

Approximate Testing time 20 minutesover 1 hour

Response Verbal & written

mathematics,
written language, and general knowledge in science, social studies

and

This

test is divided into two parts: Standard battery Extended battery

consists of twelve subtests: 1. Letter-Word Identification 2. Reading Fluency 3. Story Recall. 4. Understanding Directions 5. Calculation 6. Math fluency

Spelling 8. Writing Fluency 9. Passage Comprehension 10. Applied Problems 11. Writing Samples. 12. Story Recall-Delayed
7.

consists of ten subtests: 1. Word attack 2. Picture Vocabulary 3. Oral comprehension 4. Editing 5. Reading Vocabulary

Quantitative Concepts 7. Academic Knowledge 8. Spelling of Sounds 9. Sound Awareness 10. Punctuation and Capitalization
6.

diagnosis determination of intra-ability and ability/achievement discrepancies program placement individual program planning guidance growth assessment program evaluation research

The battery is norm-referenced and individually administered. A students performance on the achievement subtests may be a reflection, in part, of the curriculum that has been taught.

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

As well, it will plot and print age / grade and standard score (including t score and z score) / percentile rank profiles.

Student is provided with a Subject Response

Booklet to use when written answers are required.

Examiner records student scores in a Test Record, which has built-in scoring tables for each test, enabling estimated age/grade equivalent scores to be found immediately. An Audio Recording is provided to be used with some of the tests.

The new WJ III Brief Battery provides a brief and reliable measure valid for many purposes. It introduces new items, several new clusters, test records, and interpretive procedures that provide solutions for brief and focused achievement assessment. The new test-by-test observation checklist facilitates the documentation of qualitative test session observations important for interpreting testing behaviors and strategies.

Test administration of the new Brief Battery may be conducted by a wide variety of personnel, which increases the practicality of implementing an individually-administered norm-referenced screening system. The Brief Battery Test Book also contains stepby-step instructions for administering and scoring each test. The Examiners Manual provides a sequence of steps for learning how to administer and score the tests.

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

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

Test 2: Reading Fluency 3 minutes to read simple to moderate level sentences and decide if each is true or false (98 questions). Examples: #7 The letter b is a number. #40 A box may be made of wood. #71 A broken pen may leak ink. #97 Horses often sleep in garages.

Test 6: Math Fluency 3 minutes to solve simple addition, subtraction and multiplication Focus on speed and accuracy.

Examples: 1 4 +7 x3

7 -0

9 x7

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

Examples: #14 hat #34 against #54 incisor

#24 some #44 squirrel #59 bouillon

National standardization on over 8,000 individuals ranging in age form 2 to over 90 years old. Included college and university undergraduate and graduate students. Demographic and community characteristics closely match the general U.S. population. NO CANADIAN NORMS !

See Wj normative update(Microsoft word)

Copyrighted

Age Range

Purpose

Approximate Testing Time

Response

1977, 2001

2-90 years old Measures

general intellectual ability and specific cognitive abilities

Varies, about Verbal, written 5 minutes per

test; Cognitive Standard 7 tests (35-45 minutes);

Achievement
Standard 11 tests (55-65 minutes).

The Woodcock-Johnson Tests of Cognitive Abilities is a set of intelligence

tests first developed in 1977 by

Woodcock and Johnson. It was revised

in 1989 and again in 2001; this last version

is commonly referred to as WJ-III.

The test is based on the Cattell-Horn-Carroll

(CHC) theory of cognitive abilities, which

combines Cattell and Horn's theory and Carroll's three-stratum theory. The CHC theory provides the most comprehensive framework available for understanding the structure of human cognitive abilities.

The Standard Battery consists of tests 1

through 10, and the Extended Battery

includes tests 11 through 20. Depending on the purpose and extent of the assessment, examiners can use the Standard Battery alone or in conjunction with the Extended Battery.

There are 10 tests in the Standard Battery, and an additional 10 in the

Extended Battery, allowing for a

considerably detailed analysis of

cognitive abilities.

This test examines areas in: ComprehensionKnowledge, Long-Term Retrieval, Visual-

Spatial Thinking, Auditory Processing, Fluid

Reasoning, Processing Speed, Short-Term Memory and Quantitative Knowledge and

Reading-Writing Ability. A General

Intellectual Ability (GIA) or Brief Intellectual Ability (BIA) may be obtained

8 new tests that measure informationprocessing abilities, including tests of working memory, planning, naming speed, and attention 5 new cognitive clusters; 2 additional clusters available when cognitive and achievement batteries are used together Modified organization and interception plan that increases depth and breadth of coverage

Expanded cognitive factor structure so that two to three tests clearly measure different narrow aspects of a broader ability Clusters and tests grouped into three broad cognitive areas: Verbal Ability, Thinking Ability, and Cognitive Efficiency Expanded procedures for evaluating ability/achievement discrepancies Diagnostic Supplement to the NU Tests of Cognitive Abilities

The WJ III NU Tests of Cognitive Abilities includes new measures of executive functioning and working memory that provide an overall index of attention to cognitive tasks. Three cognitive tests Planning, Pair Cancellation, and Concept Formation measure aspects of executive functioning including mental control and forethought, interference control, and cognitive flexibility. Planning

and Pair Cancellation are both new tests.

Attention problems and working memory also affect cognitive functioning and performance. The WJ III NU measures both attention and working memory with several

new tests and clusters. The new Broad

Attention cluster contains four tests Numbers Reversed, Auditory Working Memory, Auditory Attention, and Pair Cancellation.

These tests measure attentional capacity, ability to divide information in short-term memory into distinct sequences, attending to and discriminating speech sounds while

dealing with auditory distortion, and how well

a person can stay on task. Auditory Working Memory, Auditory Attention, and Pair Cancellation are all new tests.

The new Working Memory cluster measures the ability to hold information in awareness while performing a mental operation on it and includes the Numbers Reversed and Auditory Working Memory tests.

See Figure 1 (Microsoft word)

Designed to facilitate a broad range of tailored and comprehensive assessments Extended grade norms from K.0 to university graduate students Broader cognitive factor scores that measure narrow aspects of each broad ability Scoring software that eliminates handscoring and reduces error

Only cognitive test to offer calculated "g" score as General Intellectual Ability (GIA), rather than arithmetic mean score

Brief Intellectual Ability (BIA) score obtained in

10-15 minutes

WJ III NU Audio is available separately on CD Ideal for measuring basic psychological processes in problem-solving models like Response to Intervention (RTI)

See Diagnostic supplement (Microsoft word)

A General Intellectual Ability-Bilingual Scale (GIABil) A Broad Cognitive AbilityLow Verbal (BCALV) cluster A General Intellectual Ability, Early Development

Scale (GIAEdev)

Memory for Names, a popular subtest from the Woodcock-JohnsonRevised, with new and

more colorful space creatures that are ideal for

younger children

Additional clusters for several narrow CHC

abilities when combined with tests from

the WJ III Tests of Cognitive Abilities

Expanded measures of certain broad and narrow CHC abilities Ideal for measuring basic psychological

processes in problem-solving models

like Response to Intervention (RTI)

Purpose: A co-normed set of tests for measuring general intellectual ability,

specific cognitive abilities, oral language,

and academic achievement

Restriction Level: High Ages:2 to 90+ years Grades:K to graduate school

Administration Times: Approximately 5 minutes per test for each battery: Achievement, Cognitive, and Diagnostic Supplement.

Scoring:PR, SS, AE, GE, NCE, stanine, T score, z score, W score, RPI, CALP levels, instructional zones, and developmental zones

Supports Response to Intervention (RTI) model implementation with timetested, reliable assessments for tiers II and III

Conducts comprehensive student assessment with co-normed

achievement and cognitive batteries for a more complete look at student functioning and performance

Creates automated reports for both batteries through Report Writer or WIIIP that can be reviewed and edited by the test administrator

Adds instructional interventions through the addition of WIIIP (see page 10) to help ensure assessment data is effective for the classroom.

Identifies significant variations in achievement across academic content

domains

Determines significant variations in ability across different basic psychological processes Measures disparities between achievement and predicted achievement based on cognitive ability levels Provides for discrepancy interpretation from administration of a single achievement battery Offers parallel Spanish assessment through the Batera III Woodcock-Muoz Normative Update Ideal for measuring basic psychological processes in problem-solving models like Response to Intervention (RTI) Ideal for identifying specific skill deficits that will be the focus of intervention curriculum in problemsolving models like Response to Intervention (RTI)

They give better information than the WIAT about basic skills. They are very good at testing the core basic low end reading skills (rudimentary skills). They can determine from the results exactly where a students learning is breaking down (where lies the disability). WJ tests begin with easy tasks and progress to the more complex. This builds a students confidence and may help the student reach his/her full potential on the test.

The WJ III is available in two forms, Form A and Form B. Form B is the Canadian version and includes appropriate updates such as metric math and Canadian coins Another benefit of using the WJ is that computer scoring is available.

The Woodcock Johnson isn't timed, so the student doesn't feel rushed. There is also no chance of answer sheet errors, as the student gives their response to the administrator of the test-- no tiny circles to fill in and no endless columns of circles to invite placement error. The test also allows the student to rise to his/her level of ability, and show achievement beyond the student's current grade level. It will score into college level difficulty.

The Woodcock Johnson tests are very precise instruments for measuring several abilities and aptitudes in children and adults. When used properly, it gives the teachers a clear picture of the student and allows for solid decisions to be made about the program and IEP for that child.

The language used by this test can sometimes be stilted and awkward. It isn't as conversational in tone as the Peabody. It also has very narrowly defined grade comparisons (just a few questions separate one grade level from another) putting pressure on each question for advancement.

While many tests are normed on Canadian children (ex. Weschler Intelligence Scale for Children (WISC), and the WIAT), the WJ tests are not. There is concern with the applied skills portion of the WJ tests (such as writing). The test requires the student to write only a sentence, rather than a paragraph. This might not be sufficient to give a good indication of a students writing skills

Scoring checklist Result card

Cohen, Libby, G, Spenciner, Loraine, J. (2003). Assessment of Children And Youth With Special Needs. Boston: Pearson. M, T. R. (1997). Measurement And Evaluation In Psychology And Education. New Jersey: Prentice Hall. Mindes Gayle. (1996). Assessing Young Children. New Jersey: Pearson Prentice Hall. (Riverside Pulishing.com, 2007)