Tests of Achievement

1. Tests of Achievement

2. Reliability Reliability • Goal for clusters set at .90 or higher • Goal for tests set at .80 or higher

3. Reliability of the Achievement Clusters 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 Note: median reliabilities reported

4. Validity Evidence • 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

5. WJ III Math Clusters: Math Calculation

6. ACH 5 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 numbers Broad Ability Mathematics (Gq) Narrow Ability Mathematics Achievement Clusters Broad Mathematics Math Calculation Skills Academic Skills Total Achievement

7. Calculation 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+ 12x 7 • 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.

8. ACH 6 Math Fluency New • 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 Broad Ability Mathematics (Gq) Narrow Abilities Mathematics Achievement Numerical Facility Clusters Broad Mathematics Math Calculation Skills Academic Fluency Total Achievement

9. 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.

10. WJ III Math Clusters: Math Reasoning

11. 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

12. 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

13. 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

14. WJ III NU Tests of Achievement 18A: Concepts 3 3. What number is this? 6. Point to the largest star. Now point to the smallest star.

15. 1 2 3 ___ 8 6 4 ___ 7 14 28 ___ 1. 10. 20. WJ III NU Tests of Achievement 18B: Number Series

16. Written Expression Cluster

17. ACH 8 Writing Fluency • 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 Broad Ability Reading-Writing (Grw) Narrow Ability Writing Speed Clusters Broad Written Language Written Expression Academic Fluency Total Achievement

18. Writing Fluency - Samples A & B I am going to ask you to write short sentences about some pictures. 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. A. good cake is B. pig fat is

19. Writing Fluency - Examiner Tips • 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.

20. The light is shining from the window. 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.

21. ACH 11 Writing Samples • 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 Broad Ability Reading-Writing (Grw) Narrow Ability Writing Ability Clusters Broad Written Language Written Expression Academic Applications Total Achievement

22. Writing Samples 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 • Block of Items • 1 to 6 • 1 to 12 • 7 to 18 • 13 to 24 • 19 to 30 • 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.

23. 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.” • 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.

24. Writing Samples - Scoring Items 13 -15 He can’t see ware to sit. Add eggs. Bothe the lamp & the sun are sorsus of lite.

25. He gets a retainer but it’s not the thing you put in your mouth. Writing Samples - Scoring Items 16-18 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. • 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.

26. 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)

27. 3 Adjusted Item Blocks 6 5 4 2 1 2 2 2 2 2 2 2 2 1.5 1. 1.5 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 2 22

28. Oral Expression Cluster

29. ACH 3 Story Recall New • Requires listening to stories and recalling elements • Use Suggested Starting Points • Follow Continuation Instructions • Do not repeat or replay any stories Broad Ability Comprehension-Knowledge (Gc) Narrow Abilities Language Development Listening Ability Clusters Oral Language-STD Oral Language-EXT Oral Expression

30. 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.

31. Sample Responses 3 Points Possible 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.

32. 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.

33. Sample Responses 6 Points Possible 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.

34. 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.

35. 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.

36. Place check mark over each element recalled correctly. 2 3 Bold words must be recalled exactly. 5 Follow Continuation Instructions. Enter Date & Time. 9 27 00 11 30 3or fewer points: Discontinue testing. 4or more points: Administer Stories 3 and 4. Record points for each story and each set of stories.

37. ACH 14 Picture Vocabulary • 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 Broad Ability Comprehension-Knowledge (Gc) Narrow Abilities Language Development Lexical Knowledge Clusters Oral Language-Extended Oral Expression

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

39. Picture Vocabulary 2. Point to picture and say: What is this? 19.Point to picture and say: What are these called?

40. 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.