Download Woodcock-Johnson III Test of Achievement (WJ-III)

WJ-III Tests of Achievement
KTEA-II
KTEA-3
WIAT-III
TAPS-3:SBE
Woodcock-Johnson III Test of Achievement (WJ-III)
On the Letter-Word Identification subtest, (initial items) the student was asked to identify letters
that appear in large type. On the Letter-Word Identification subtest, (remaining items) the
student was asked to pronounce words correctly.
On the Reading Fluency subtest, the student was asked to quickly read simple sentences and
decide if the statement is true, and then circle Yes or No, with a three minute time limit.
On the Story Recall subtest, the student was asked to recall increasingly complex stories and
recall as many details of the story as he/she can remember.
On the Understanding Directions subtest, the student was asked to listen to a sequence of
instructions and then follow the directions by pointing to various objects in a colored picture.
On the Calculation subtest, (initial items) the student was asked to write single numbers. On the
Calculation subtest, (remaining items) the student was asked to perform addition, subtraction,
multiplication, division, and combinations of these basic operations, as well as some geometric,
trigonometric, logarithmic, and calculus operations.
On the Math Fluency subtest, the student was asked to solve simple addition, subtraction, and
multiplication facts quickly, with a three minute time limit.
On the Spelling subtest, (initial items) the student was asked to draw lines and trace letters. On
the Spelling subtest, (next items) the student was asked to produce uppercase and lowercase
letters. On the Spelling subtest, (remaining items) the student was asked to spell words.
On the Writing Fluency subtest, the student was asked to quickly formulate and write as many
simple sentences as possible, given a set of three words, with a seven minute time limit.
On the Passage Comprehension subtest, (initial items) the student was asked to match a rebus
(pictographic representation of a word) with an actual picture of the object. On the Passage
Comprehension subtest, (next items) the items were presented in a multiple-choice format and
asked the student to point to the picture represented by a phrase. On the Passage
Comprehension subtest, (remaining items) the student was asked to read a short passage and
identify a missing key word that makes sense in the context of that passage.
On the Applied Problems subtest, the student was asked to analyze and solve math problems
presented orally.
On the Writing Samples subtest, the student was asked to produce written sentences evaluated
with respect to the quality of expression. Students are not penalized for errors in basic writing
skills, such as spelling or capitalization.
On the Story Recall-Delayed subtest, the student was asked to recall, after 30 or more minutes
on the same day or up to 8 days after administration, the story elements presented in Test 3:
Story Recall.
On the Word Attack subtest, (initial items) the student was asked to produce the sounds for
single letters. On the Work Attack subtest, (remaining items) the student was asked to read
aloud letter combinations that are phonically consistent, or regular, patterns in English
orthography but are non-words or low-frequency words.
On the Picture Vocabulary subtest, the student was asked to identify pictured objects.
On the Oral Comprehension subtest, the student was asked to listen and comprehend a short
passage and then supply the missing word using syntactic and semantic cues.
On the Editing subtest, the student was asked to identify and correct errors in a written passage.
The error in the passage included incorrect punctuation or capitalization, inappropriate word
usage, or a misspelling.
On the Reading Vocabulary subtest, the student was asked to read a word and provide a
synonym on the first subtest and read a word and provide an antonym on the second subtest.
The third subtest asked the student to read three words of an analogy and then provide the fourth
word to complete the analogy.
On the first subtest of the Quantitative Concepts subtest, (initial items) the student was asked to
count and identify numbers, shapes, and sequences. On the Quantitative Concepts subtest,
(remaining items) the student was asked to demonstrate knowledge of mathematical terms and
formulas. On the second subtest of the Quantitative Concepts subtest, the student was asked to
look at a series of numbers, figure out the pattern, and then provide the missing number in the
series.
On the Academic Knowledge subtest, the student was asked to demonstrate a sample of
knowledge in the sciences, history, geography, government, economics, art, music, and literature.
The early items of all three subtests asked only a pointing response and the remaining items
asked an oral response.
On the Spelling of Sounds subtest, (initial items) the student was asked to write single letters of
sounds. On the Spelling of Sounds subtest, (remaining items) the student was asked to listen to
the audio recording and then spell letter combinations that are regular patterns in English
spelling. The items were non-words or low-frequency words.
On the Sound Awareness (Rhyming) subtest, the student was asked to, for the initial items,
respond by pointing, and for the remaining items, provide a word that rhymes with the stimulus
that was presented orally. The (Deletion) subtest asked the student to remove part or a
compound word or a letter sound from a word to make a new word. The (Substitution) subtest
asked the student to substitute a word, a word ending, or a letter sound to create a new word.
The (Reversal) subtest asked the student to first reverse parts of compound words and then
reverse letter sounds of words to create new words.
On the Punctuation and Capitalization subtest, the student was asked to punctuate or capitalize
items.
Kaufman Test of Educational Achievement, Second Edition
(KTEA-II)
On the Phonological Awareness subtest, the student was asked to respond orally to items that
asked manipulation of sounds. Tasks included rhyming, matching sounds, blending sounds,
segmenting sounds, and deleting sounds.
On the Letter & Word Recognition subtest, the student was asked to identify letters and
pronounce words of gradually increasing difficulty. Most words were irregular to ensure that the
subtest measured word recognition (reading vocabulary) more than decoding ability.
On the Math Concepts & Applications subtest, the student was asked to respond orally to test
items that focused on the application of mathematical principles to real-life solutions. Skills
categories included number concepts, operation concepts, time and money, measurement,
geometry, data investigation, and higher math concepts.
On the Nonsense Word Decoding subtest, the student was asked to apply phonics and structural
analysis skills to decode invented words of increasing difficulty.
On the Math Computation subtest, the student was asked to write solutions to math problems
printed in the Student Response Booklet. Skills assessed included addition, subtraction,
multiplication, and division operations; fractions and decimals; square roots, exponents, signed
numbers, and algebra.
On the Reading Comprehension subtest, for the easiest items, the student was asked to read a
word and point to its corresponding picture. In the following items, the student was asked to read
a simple instruction and respond by performing the action. In later items, the student was asked
to read passages of increasing difficulty and answer literal or inferential questions about them.
Finally, the student was asked to rearrange five sentences into a coherent paragraph, and then
answer questions about the paragraph.
On the Written Expression subtest, (kindergarten and pre-kindergarten) the student was asked
to trace and copy letters and write letters from dictation.
On the Written Expression subtest, (grades 1 and higher) the student was asked to complete
writing tasks in the context of an age-appropriate storybook format. Tasks included writing
sentences from dictation, adding punctuation and capitalization, filling in missing words,
completing sentences, combining sentences, writing compound and complex sentences, and
writing an essay based on the story the student helped complete.
On the Spelling subtest, the student was asked to write words dictated by the examiner from a
steeply graded word list. Early items asked the student to write single letters that represent
sounds. The remaining items asked the student to spell regular and irregular words of increasing
complexity.
On the Listening Comprehension subtest, the student was asked to listen to passages played on
a CD and then respond orally to questions asked by the examiner. Questions measured literal
and inferential comprehension.
On the Oral Expression subtest, the student was asked to perform specific speaking tasks in the
context of real-life scenarios. Tasks assessed pragmatics, syntax, semantics, and grammar.
On the Word Recognition Fluency subtest, the student was asked to read isolated words as
quickly as possible for one minute.
On the Decoding Fluency subtest, the student was asked to pronounce as many nonsense words
as possible in one minute.
On the Associational Fluency subtest, the student was asked to say as many words as possible
in thirty seconds that belong to a semantic category or had a specified beginning sound.
On the Naming Facility subtest, the student was asked to name objects, colors, and letters as
quickly as possible.
Kaufman Test of Educational Achievement, Third Edition
(KTEA-III)
Reading:
On the Letter & Word Recognition subtest, the student identifies letters and pronounces words.
On the Nonsense Word Decoding subtest, the students reads nonsense words.
On the Reading Comprehension subtest, the student matches a symbol or word(s) with its
corresponding picture or reads a simple instruction and then performs the action. (Later items)
The student reads passages and answers comprehension questions.
On the Reading Vocabulary subtest, the student points to one of three words with a similar
meaning as the target word. (Later items) The student reads a sentence and selects the word
that has a similar meaning as the target word.
Reading Fluency:
On the Word Recognition Fluency subtest, the student reads a list of words aloud as quickly as
possible during two 15-second trials.
On the Decoding Fluency subtest, the student reads a list of nonsense words aloud as quickly as
possible during two 15-second trials.
On the Silent Reading Fluency subtest, the student silently reads simple sentences and marks
yes or no to indicate whether the statement is true or false, completing as many items as possible
within a two-minute time limit.
Mathematics:
On the Math, Concepts & Applications subtest, the student responds orally to items that require
the application of mathematical principles to real life situations.
On the Math Computation subtest, the student writes answers to math calculation problems.
On the Math Fluency subtest, the student writes answers to as many addition, subtraction,
multiplication, and division problems as possible in 60 seconds.
Writing:
On the Written Expression subtest, the student traces and copies letters, and writes letters,
words, and a sentence from dictation. (Later items) The student writes sentences from dictation,
adds capitalization and punctuation, completes or combines sentences, and writes an essay.
On the Spelling subtest, the student writes single letters that represent sounds. (Later items) The
student spells words from dictation.
On the Writing Fluency subtest, the student writes one sentence about each picture presented in
the Response Booklet and completes as many items as possible within a five-minute time limit.
Oral Language:
On the Listening Comprehension subtest, the student listens to a sentence or a recorded
passage, and then responds orally to comprehension questions asked by the examiner.
On the Oral Expression subtest, the student responds orally with a complete sentence to describe
each photograph. (Later items) The students uses one or two target words or a beginning
phrase.
On the Associational Fluency subtest, the student says as many words as possible in 60 seconds
that belong to a given semantic category.
Language Processing:
On the Phonological Processing subtest, the student responds orally to items that require
manipulation of the sounds within words.
On the Object Naming Facility subtest, the student names pictured objects as quickly as possible.
On the Letter Naming Facility subtest, the student names a combination of upper and lowercase
letters as quickly as possible.
Wechsler Individual Achievement Test –III
WIAT-III
Reading
Word Reading: assesses pre-reading (phonological awareness) and decoding skills
(naming letters, phonological skills [working with sounds in words], reading words from
lists).
Reading Comprehension: assesses types of reading comprehension skills taught in the
classroom or used in everyday life (matching words to pictures, reading sentences aloud,
orally answering oral questions about reading passages, silent reading speed).
Pseudoword (phonetic) Decoding: assesses the ability to apply phonetic decoding skills.
(Reading nonsense words aloud from a list [phonetic word attack]).
Math
Numerical Operations: evaluates the ability to identify and write numbers ( e.g. counting,
and solving paper & pencil computations).
Math Reasoning: assess the ability to reason mathematically ( e.g. counting, identifying
shapes, and solving verbally framed "word problems" [presented both orally and either
written or in illustration]).
Written Language
Spelling: evaluates the ability to spell (written spelling of dictated letters, sounds and
words that are read in sentences).
Written Expression: assesses the writing process (writing letters and words as quickly as
possible, writing sentences, and writing a paragraph or essay).
Oral Language
Listening Comprehension: measures the ability to listen for details (multiple-choice
matching of pictures to spoken words).
Oral Expression: assesses general ability to use oral language effectively (repeating
sentences, generating lists, describing scenes and pictured activities).
Test of Auditory Processing Skills – 3: SBE
The Word Discrimination subtest assesses the student’s ability to discern phonological
differences and similarities within word pairs.
The Phonological Segmentation subtest is designed to determine how well a student can
manipulate phonemes within words.
The Phonological Blending subtest is designed to determine how well the student can synthesize
a word given the individual sounds.
The Number Memory Reversed subtest is designed to show how well the student can retain and
manipulate simple sequences of auditory information.
The Word Memory subtest is designed to show how well the student can retain and manipulate
simple sequences of auditory information.
The Sentence Memory subtest is designed to show how well the student can retain details in
sentences of increasing length and grammatical complexity.
The Auditory Comprehension subtest is designed to show how well the student understands
spoken information.
The Auditory Reasoning subtest is intended to determine if the student can understand implied
meanings, make inferences, or come to logical conclusions given the information in the
sentences(s) presented.