Woodcock-Johnson IV

Test of Achievement

Administration Training
Manual

Office of Special Education

Frederick County Public Schools

2014

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 TABLE OF CONTENTS

 Introduction to the WJ IV ........................................................... 1-3

 General Points of Administration ............................................... 3-5

Scoring .............................................................................................. 5-8
Evaluating Test Behavior…………………………………………………………….9-10
Selective Testing Table……………………………………………………………..…..10
Accommodations and Guidelines............................................... 11-15

 Reading .......................................................................................... 16-24

 Math .............................................................................................. 24-28

 Written Language ...................................................................... 28-35

 Academic Knowledge ................................................................. 35-36

 Interpretation of Test Scores .............................................. 37-46

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 INTRODUCTION TO THE
WOODCOCK-JOHNSON IV
The Woodcock-Johnson IV Tests of Achievement is a wide range,
comprehensive set of individually administered tests for measuring
cognitive abilities, scholastic aptitudes, and achievement. These tests
were nationally standardized on examinees ages 2 years to 80+ years
of age.

The Woodcock-Johnson IV is composed of three parts:

1. Tests of Cognitive Ability
2. Tests of Oral Language
3. Tests of Achievement***
***used by FCPS as an instrument to conduct an educational
assessment to be used in the process of determining eligibility
for special education services

The Tests of Achievement measure three main academic areas:

reading, mathematics, and writing. In addition, there is an academic
knowledge cluster. The Tests of Achievement consist of the Standard
Battery and the Extended Battery.

ACADEMIC STANDARD BATTERY EXTENDED BATTERY

AREA (FORMS A, B and C)
Reading Test 1: Letter-Word Identification Test 12: Reading Recall
Test 4: Passage Comprehension Test 15: Word Reading Fluency
Test 7: Word Attack Test 17: Reading Vocabulary
Test 8: Oral Reading
Test 9: Sentence Reading Fluency
Mathematics Test 2: Applied Problems Test 13: Number Matrices
Test 5: Calculation
Test 10: Math Facts Fluency

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Writing Test 3: Spelling Test 14: Editing
Test 6: Writing Samples Test 16: Spelling of Sounds
Test 11: Sentence Writing Fluency
Academic Test 18: Science
Knowledge Test 19: Social Studies
Test 20: Humanities

Components of the WJ IV Test of Achievement include: two easel

Test Books, an Examiner’s Manual, a Technical Manual on CD, an online
scoring and reporting program, Test Records and Response Booklets,
and audio recording on CD, and scoring guides.

1. Test Books: are in an easel format positioned so the stimulus

pictures or words face the examinee and the directions face the
examiner. The ring-binder allows the examiner to rearrange the
order of the tests to facilitate selective testing. Specific
administration directions are provided page by page for all tests.
2. Examiner’s Manual: presents information regarding the proper
administration and interpretation of both batteries and samples for
scoring the Writing Samples test.
3. Technical Manual: an e-book on CD that provides a summary of the
development, standardization and technical characteristics of the
WJ IV, including summary statistics.
4. WJ IV Online Scoring and Reporting: provides all derived scores for
the tests and clusters and computes variations and comparisons.
5. Test Record: includes guidelines for examiner scoring and is used to
record identifying information, observations of behavior, examinee
responses, raw scores, and other information that may be helpful in
interpreting test results.
6. Response Booklet: provides space for the examinee to respond to
items requiring written responses or mathematical calculations.
7. Audio Recording on CD: provides standardized administration of
Spelling of Sounds.
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The Tests of Achievement are available in Forms A, B and C. Form A is
used for all assessments unless it is necessary to re-assess a student
before one year’s time has elapsed. In this situation, Form B or C may
be used as an alternative assessment. (Form B or C is available for loan
from the Special Education Department.)

GENERAL POINTS OF ADMINISTRATION

EXACT ADMINISTRATION:
The single most important principle in administering the Woodcock-
Johnson is that each test must be administered exactly as described
in the Test Book. The goal of standardized testing is to see how well
the examinee can respond under conditions identical to those
presented to examinees in the norming sample. Therefore, any
variation in administration invalidates the test results and valid
comparisons between students cannot be inferred.

For example, the instructions regarding pointing to stimulus items on

the pages are quite specific in respect to when, where, and how to
point. These instructions have been determined to be the most
effective for each item.

The most frequent violation of exactness in test administration is that

of failing to use the exact wording given in the Test Book. The exact
wording of spoken instructions to the examinee is printed in bold blue
type on the examiner pages in the Test Book. Do not change, reword,
or modify the instructions in any way or the results will be
compromised.

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BRISK ADMINISTRATION:
When administering the Woodcock-Johnson IV, strive for a brisk
testing pace. As soon as an examinee has completed responding,
immediately begin the next item. Using a brisk testing pace enhances
examinee rapport and helps an examinee maintain attention. Some
examinees will require more time to respond than others will require.

General Points to Keep in Mind Regarding Administration of

the Woodcock-Johnson IV:

1. Familiarize yourself with the testing materials.

2. Assemble testing materials needed: Standard and Extended
easels, test protocol, examinee response book, CD player, timing
device.
3. Schedule adequate time for testing. Testing times will vary
according to student characteristics, including age, achievement
level, response style, etc.
4. When administering the audio subtest, consider locating the
appropriate starting point on the tape prior to the start of the
test session.
5. Ensure that your test environment is as distraction free as
possible.
6. Establish rapport; do not begin testing unless the examinee seems
at ease. Enhance rapport throughout testing by frequently letting
the examinee know that he or she is doing a good job, using
comments like “fine” and “good”. Be careful that your pattern of
comments does not indicate whether answers are correct or
incorrect.
7. Locate each test by finding its tabbed title page. Always begin a
test by flipping to the page following the tabbed page. This page
reviews administration, scoring, basal/ceiling, and suggested
starting points.
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8. Starting points are determined by an estimate of the examinee’s
achievement level rather than by the examinee’s age or grade
placement. Using suggested starting points helps to reduce
unnecessary testing time.
9. When administering the test items, refer to the purple prompt
boxes for information specific to a test item or a stopping point.
10. The examiner can choose the order in which the subtests are
administered. It is not necessary to administer tests in sequence.

SCORING
Item Scoring:
For individual subtest scoring guidelines, refer to the page
following the tabbed page of each subtest or to the
Examiner’s Manual pages 53-73.
For items not administered, leave the corresponding spaces on the
Test Record blank. Do not enter zeroes. The Test Book often
provides guides for correct and incorrect responses. Occasionally, a
“Query” key is provided that indicates further prompts.

Some responses may not be clearly correct or incorrect. If more

than one of these unclear responses is given, balance the scores by
scoring one correct and the other incorrect within the same test.

Using the following abbreviations on the Test Record margins may be

helpful when recording an examinee’s response:
Q: Query-indicates a question was asked to clarify the response
DK: Don’t Know-indicates the examinee responded, “I don’t know”
NR: No Response-indicates the examinee did not respond to the
item

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 SC: Self Correction-indicates the examinee correctly changed a
response

When possible, incorrect responses should be recorded verbatim on

the Test Record for diagnostic purposes.

If an examinee gives more than one response to an item, the last

response given is scored as correct or incorrect and earlier responses
are not scored.

Raw Scores:
With the exception of the Writing Samples, Oral Reading and Reading
Recall, the procedure for computing raw scores is the same for all
tests.

RAW SCORES=the number of correct responses or the

number of points plus one point for every item in the test
below the basal. Do not include scores for sample items in the
calculation of raw scores. Record the raw score in the
Number Correct or Number of Points box at the end of each
test on the Test Record.

Basal and Ceiling Levels:

The test items are arranged in order of difficulty. Each test contains
items spanning a wide range of difficulty. The basal level is the set of
consecutive items below which the examinee has essentially a 100%
chance of responding correctly to all items. The ceiling level is the set
of consecutive items above which the examinee has a 0% chance of
responding correctly. Be aware, criteria for basal and ceiling levels are
included at the beginning of each test in the Test Book and are stated
briefly at the top of the recording area for each test in the Test
Record
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Basal Rule: For example, a particular subtest indicates six lowest
consecutive items answered correctly is the basal.

If the basal is not obtained when the first six items are administered,
test backward page by page until the examinee has responded
correctly to all of the six lowest numbered items administered, or until
the page with item 1 has been administered.

Ceiling Rule: For example, a particular subtest indicates

the six highest consecutive items answered incorrectly is
the ceiling.
If the ceiling for an examinee appears to be reached in the middle of a
test page, administer all items on that page before deciding to
discontinue testing. If the examinee gets another item correct before
finishing that page, this is considered a false ceiling. Continue testing
page by complete page until the examinee responds incorrectly to six
consecutive items and has completed the page.

Always continue testing until you are confident that a true basal and a
true ceiling have been obtained. If you have any reason to believe that
an examinee may fail an item below an apparent basal or get an item
correct above the criteria for an apparent ceiling, you should continue
the testing.

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Evaluating Test Behavior

The “Test Session Observations Checklist” is a brief, seven-category

behavior rating scale intended to systematize and document a number
of salient examiner observations. These categories are:
1. Level of conversational proficiency
2. Level of cooperation
3. Level of activity
4. Attention and concentration
5. Self-confidence
6. Care in responding
7. Response to difficult tasks

Complete this checklist (found on the cover of the Test Record)

immediately after testing. Observed behavior can provide valuable
information, especially when the behavior in the test session can be
compared with his/her behavior in the classroom and other settings.

The 11 tests in the Standard Batteries (Forms A, B, C) each have a

“Qualitative Observation” checklist on the Test Record. The purpose
of these checklists is to document examinee performance on the test
through qualitative observations. Although these checklists are
optional, important insights can be gained about the individual’s
performance from documented observations about how the individual
completed the task.

The examiner may also want to note on the test protocol pages the
examinee’s behavior as they are observed during administration of the
individual subtests:

1. Rapport, comfort
2. Attention, distractibility
3. Activity level
4. Motivation, effort
5. Anxiety
6. Impulsivity
7. Processing and response
8. Following, understanding directions
9. Feelings, thoughts, concerns
10. Work habits

Selective Testing Table

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ACCOMMODATIONS / GUIDELINES

Accommodation Guidelines can be found on pages 38-52 in the

Examiner’s Manual. Please reference these guidelines for a more
detailed explanation.

GUIDELINES:
 Accommodations should be made only to “minimize the impact of
test-taker attributes that are not relevant to the construct that is
the primary focus of the assessment”. (i.e., reading tests cannot be
read)
 Modifications (content of the test has been altered) may have a
compromising effect on the validity of the test.
 Generally, examiners should select and administer tests that do not
require modifications.
 The purpose of the assessment is to determine strengths and
weaknesses, and then use this information to recommend
appropriate classroom accommodations.
 Reflect any deviation from standardized administration procedures
in the Relevant Test Behavior Educational Assessment Report.

GENERAL ACCOMMODATIONS

 Setting
- Noise buffers
- Special lighting
- Special acoustics
- Adaptive furniture
 Presentation
- Instructions may be repeated or signed as necessary.
- Visual magnification devices and templates to reduce glare
may be used

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 - Large print
- Fewer items per page
- Increased space between items
 Scheduling
- Test session can be scheduled at specific time of day
- Tests can be presented in any order
- Tests may be administered over several days

YOUNG CHILDREN

 In extreme cases the caregiver may accompany the child to the

testing situation. The caregiver should:
- Sit to the side
- Not offer assistance to the child
 Be given instructions regarding the standardized conditions of the
test
 Short breaks may be necessary
 Visual perspective should be considered (table height should be
considered)
 Minimize visual distractions
 Make the testing situation interesting, engaging, and fun
 If intelligibility is an issue, spend time conversing with child prior to
testing

ENGLISH LANGUAGE LEARNERS

 Examiner must be knowledgeable about issues regarding bilingualism

 Cultural factors (i.e., values, beliefs, aspirations, etc.) can vary
greatly
 Explore language use at home, at school, and in community
 Know the number of years of exposure to English language
 Be certain the examinee understands the task

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 - Further explanation of the task using English words that
are more familiar may be possible. Document in
Education Assessment Report.
- Additional opportunities for supplementary practice may
be necessary. Document in Educational Assessment
Report.
 If the intent of a specific test is to measure an aspect of the
English language ability (i.e., listening, reading, writing), then
modifying the standardized procedures or the item content is
inappropriate.
 If the examinee gives an answer in his or her first language, ask the
individual to respond in English. Document in Educational
Assessment Report.

INDIVIDUALS WITH LEARNING AND/OR READING

DIFFICULTIES

 Most tests do not have a time limit; the provision of extra time on
timed tests is not appropriate.
 For examinees with severe perceptual impairments, the use of a
card or piece of paper to draw attention to specific items is
appropriate.
 Examinees with illegible handwriting may type responses.

INDIVIDUALS WITH ATTENTIONAL AND BEHAVIORAL

DIFFICULTIES

 It is desirable for the examiner to become familiar with the

examinee’s typical classroom behavior prior to testing.
 Prior to testing, establish expectations for testing behavior.
 Use a brisk pace.

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 Determine validity of testing based on the effects of the problem
behaviors and how it affected the assessment process.

INDIVIDUALS WITH HEARING IMPAIRMENTS

 The primary mode of communication American Sign Language (ASL),

Sign-Supported Speech, Aural/Oral English, Manually Coded English
(MCE); see p. 44 in Examiner’s Manual) is more important than the
degree or type of hearing loss.
 Consult a teacher of the deaf and hard of hearing when determining
the examinee’s primary communication mode. If the student’s
communication mode is ASL or sign-supported speech, a teacher of
the deaf and hard of hearing should administer the test. Students
using the oral/aural method or MCE may also need to be tested by a
teacher of the deaf and hard of hearing.
 If an interpreter is needed, consult with him/her prior to testing to
familiarize the interpreter with terminology, test procedure, and
type of skill being assessed.
 Consult a teacher of the deaf or hard of hearing to examine
assistive devices (i.e. FM systems, hearing aids) prior to testing to
ensure that they’re working properly. Seat the student with the
better ear next to the speaker.
 When scoring a verbal response, determine the intelligibility of the
examinee’s speech. If the response is unintelligible, prompt the
examinee to further explain the response further to determine
whether or not the intended response is correct. Document in
Educational Assessment Report.
 Use a room with no background noise and few visual distractions.
 Position the student so he or she can easily see the examiner’s face.
 Speak slightly louder than normal and articulate clearly.
 Repeat and rephrase directions as needed.

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 Document in the Educational Assessment Report how the examinee’s
hearing impairment may have affected the validity of the test
results.

INDIVIDUALS WITH VISUAL IMPAIRMENTS

 Consult a vision specialist prior to testing for advice in anticipating
necessary testing accommodations.
 Consult a vision specialist prior to testing to determine the degree
to which print needs to be enlarged (i.e., print too large or too small
can be detrimental for the examinee.)
 Consult a vision specialist to determine appropriate setting and
material accommodations:
- Lighting
- Color of materials
- Print/Picture-to-background contrast
- Distance between examinee and materials
- Rate of physical fatigue
- Optical devices needed (i.e., enlarged print, Braille
materials, if appropriate)
 Parts of the test can be masked to reduce visual clutter.
 Look for the possible relationship between the examinee’s specific
visual impairment and the type of academic errors he/she makes.

INDIVIDUALS WITH PHYSICAL IMPAIRMENTS

 Consult a specialist who is familiar with the needs of the examinee
and is an expert in the use of any special equipment or assistive
technology the examinee requires.
 Be sensitive to fatigue level of examinee.
 Allow modified response modes (i.e., instead of pointing, allow
dictating. If unable to speak, examinee may write, type, or sign
responses to appropriate tests, taping response book to the
table/desk)

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 STANDARD BATTERY TESTS
Since the Standard Battery Forms A, B, and C are parallel in content
and administration, once an examiner has mastered the 11 Standard
Battery tests in any form, the other alternate forms will be easy to
administer.

READING
ACADEMIC STANDARD BATTERY EXTENDED BATTERY
AREA (FORMS A, B and C)
Reading Test 1: Letter-Word Identification Test 12: Reading Recall
Test 4: Passage Comprehension Test 15: Word Reading Fluency
Test 7: Word Attack Test 17: Reading Vocabulary
Test 8: Oral Reading
Test 9: Sentence Reading Fluency

Test 1 Letter-Word Identification

 Measures examinee’s skills in identifying isolated letters and words
 Not necessary for the examinee to know the meaning of words
 Items become more difficult as they become less “high frequency”

Administration:
1. Know exact pronunciation of each word.
2. Use Suggested Starting Points based on an estimate of the
examinee’s present level of reading achievement.
3. Basal: 6 lowest-numbered items correct, or Item 1.
4. Ceiling: 6 highest-numbered items incorrect or last test item, #78.
5. Score each correct response 1 and each incorrect response 0.
6. Score words that were not read fluently on the last attempt 0.
7. Do not penalize a examinee for mispronunciations due to
articulation errors, dialect variations, or regional speech patterns

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8. If you do not hear a response, have the examinee reread all the
items on the page - not just the one in question. Score only the
item in question. Do not rescore the other items.
9. Do not tell the examinee any letters or words during the test.
10. If the examinee pronounces the word phoneme by phoneme or
syllable by syllable, say “First read the word silently and then say
the word smoothly.” This reminder may only be given once during
the test.
11. Test by complete pages.
12. Count items below the basal as correct.

Test 4 Passage Comprehension

 Measures the ability to use a variety of comprehension and
vocabulary skills
 Task requires the examinee to state a word that would be
appropriate in the context of the passage
 Modified cloze procedure
 The items become increasingly difficult by removing pictorial stimuli
and by increasing passage length, level of vocabulary, and complexity
of syntax.

Administration:
1. Begin with Introduction for examinees at a preschool or
kindergarten level.
2. Begin with Item 5 for all examinees at a Grade 1 level.
3. Begin with Sample Item B for all other examinees. Then select
appropriate starting point.
4. Basal: 6 lowest-numbered items correct, or Item 1.
5. Ceiling: 6 highest-numbered items incorrect or last test item, #52.
6. Do not penalize for mispronunciations due to articulation errors,
dialect variations, or regional speech patterns.

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7. The examinee should read the passages silently. If the examinee
persists in reading aloud even after you have asked him/her to
read silently, do not insist on silent reading.
8. Do not tell the examinee any words.
9. Unless noted, only one-word responses are acceptable.
10. Examinee must provide only the one word that goes in the blank. It
is not correct if the word is supplied in context when reading
aloud. In these cases say, “Tell me the one word that should go in
the blank.” Score as incorrect if the word is not provided.
11. Responses that differ in verb tense or number are accepted as
correct unless otherwise specified.
12. Responses that substitute different parts of speech are incorrect.
13. Test by complete pages.
14. Count items below the basal as correct.

Test 7 Word Attack

 Measures skill in applying phonic and structural analysis skills to the
pronunciation of unfamiliar printed words
 The examinee reads aloud letter combinations that are linguistically
logical in English but that do not form actual words

Administration:
1. Use Suggested Starting Points based on an estimate of the
examinee’s present level of reading skill.
2. Basal: 6 lowest numbered items correct, or item 1.
3. Cei1ing: 6 highest numbered items incorrect or last item, #32.
4. Score each correct response 1 and each incorrect response 0.
5. Score words that are not read fluently on the last attempt 0.
6. Know correct pronunciation of each item.
7. Do not penalize for mispronunciations due to articulation errors,
dialect variations, or regional speech patterns.
8. Last response must be pronounced fluently to receive credit.

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9. If the examinee pronounces the pseudo-word phoneme by phoneme
or syllable by syllable say, “First read the word silently and then
say the word smoothly.” This reminder may be given only once
during the test.

Test 8 Oral Reading

 Examinee orally reads aloud sentences that gradually increase in
difficulty.
 Performance is scored for both accuracy and fluency of expression.

Administration:
1. Select a starting point based on an estimate of the examinee’s
present level of reading skill.
2. This test uses continuation instructions instead of basal and ceiling
rules. Follow the continuation instructions to determine which
additional sentences should be administered and when to
discontinue testing.
3. The continuation instructions are located at the bottom of the
examiner pages in the Test Book and on the Test Record.
4. Know the exact pronunciation of each test item.
5. Become familiar with the types of reading mistakes that count as
errors on this test. Refer to page 63 in the Examiner’s manual.
6. Scoring: no errors, score the item 2. One error, score the item 1.
Two or more errors, score the item 0.
7. Types of reading errors include: mispronunciations, omissions,
insertions, substitutions, hesitations of more than 3 seconds,
repetitions, transpositions, or ignores punctuation.
8. If the examinee self-corrects within 3 seconds, do not count the
word as an error.
9. Follow along on the Test Record as the examinee reads each
sentence and mark each error with a slash (/) at the point in the
sentence where the error occurs.

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10. Record the error on the line provided.
11. Do not penalize the examinee for mispronunciations resulting from
articulation errors, dialect variations, or regional speech patterns.
12. Record the number of points earned in the Number of Points box
after the last Oral Reading item on the Test Record.

Test 9 Sentence Reading Fluency

 Requires reading and comprehending simple sentences rapidly
 Examinee decides if statement is true by circling “yes” or “no”.
 Examinee has 3 minutes to complete as many items as possible.

Administration:
1. Timed test: 3-minute time limit.
2. A stopwatch is preferred. If not using a stopwatch, record exact
starting and stopping time.
3. Use the Examinee Response Booklet.
4. All examinees begin with Sample Items, Practice Items and then
Item 1.

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5. If examinee has fewer than 2 correct on Practice exercises C-F,
discontinue testing and record a score of 0 in the Number Correct
box on the Test Record.
6. If examinee appears to be answering items without reading,
remind him or her to read each sentence.
7. Do not tell the examinee any letters or words.
8. If examinee stops at the bottom of a page or column, remind him
or her to continue at the top of the next column or page.
9. If the examinee starts to erase a response, provide a reminder to
cross out the answer he or she does not want.
10. If finishing time is not exactly 3 minutes, record exact finishing
time in minutes and seconds on the Test Record.
11. A scoring overlay is provided for easy scoring.
12. Score each correct response 1 and each incorrect response 0.
IGNORE skipped items. Enter both the Number Correct and the
Number Incorrect on the Test Record.
13. Do not include points for sample items or practice exercises.
14. This test may be administered to a small group of 2-3 examinees.
15. Do not administer this test to individuals who cannot read.

Extended Battery
Test 12 Reading Recall
 Measures reading comprehension and meaningful memory
 Examinee must read a short story and then retell as much of the
story as he/she can recall.

Administration:
1. Select a starting point based on an estimate of the examinee’s
present level of reading skill.
2. This test uses continuation instructions instead of basal and ceiling
rules. Follow the continuation instructions to determine which

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 additional sentences should be administered and when to discontinue
testing.
3. Examinee reads the story once silently.
4. Turn the page after the examinee has finished reading the story
once.
5. Prompt the examinee as directed to retell the story.
6. Do not tell the examinee any words on this test.
7. On the Test Record, the elements to be scored are separated by
slash marks (/). Place a check mark above each element that the
examinee recalls correctly during the retelling.
8. Score each correctly recalled element 1 and each incorrectly
recalled element 0.
9. Score elements not recalled at all 0.
10. Scoring is based on a key word (shown in bold type) in each element.
11. The examinee must recall the specific element, a synonym, or a word
that preserves the meaning to receive credit.
12. The examinee may recall the elements in any order.
13. Record the number of elements the examinee recalls correctly for
each set of two stories and enter the total in the Number of Points
box for each set on the Test Record.
14. Enter these numbers in the online scoring program and enter an X if
a set of stories was not administered.

Test 15 Word Reading Fluency

 Measures vocabulary knowledge and semantic fluency.
 Examinee must mark the two words that go together in each row.
 Examinee has 3 minutes to complete as many rows as possible.

Administration:
1. All examinees complete the sample items and practice exercise and
then begin with Item 1.

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2. Examinee has exactly 3 minutes to complete this subtest. If the
examinee completes in less than 3 minutes record the exact time in
minutes and seconds. Record this time in the Test Record.
3. Score each correct response 1 and each incorrect response 0.
4. Use the scoring guide overlay to score this test.
5. If the examinee has a 1 or 0 correct on the practice exercise,
discontinue testing and record a score of 0 without administering
any test items.
6. Do not administer this test to examinees who cannot read.
7. Do not tell the examinee any words during this test. Remind
examinee to continue to the top of the next column if he/she stops
at the bottom of a page.
8. If the examinee has trouble reading the words or finding the two
words that go together, tell him/her to skip that item and move on
to the next one.

Test 17 Reading Vocabulary

 Measures skill in reading words and supplying appropriate meanings
 Part A: Synonyms — the examinee must state a word that is similar
in meaning to the word presented
 Part B: Antonyms — the examinee must state a word that is opposite
in meaning to the word presented
 Only one-word responses are accepted

Administration:
1. Administer 17A Synonyms and 17B Antonyms, to obtain a score.
2. Start with Sample Items for all examinees on each subtest.
3. After samples, use Suggested Starting Points for each subtest.
4. Basal for each subtest: 5 lowest-numbered items correct, or Item
1.
5. Ceiling for each subtest: 5 highest-numbered items incorrect or
last item has been administered for each subtest.

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6. Know correct pronunciation of all items.
7. After the samples, do not read any words or items to the
examinee.
8. Only one-word responses are acceptable, unless noted. If examinee
gives a two-word or longer response, ask for a one-word answer.
9. Responses that differ in verb tense or number are correct.
10. Responses that substitute a different part of speech are
incorrect.
11. Test by complete pages.
12. Count all items below the basal on each subtest as correct.
13. Record errors for further analysis.
14. Record the number correct for each subtest in the Number
Correct box in the Test Record. Do not include points for sample
items.

MATHEMATICS
ACADEMIC STANDARD BATTERY EXTENDED BATTERY
AREA (FORMS A, B and C)
Mathematics Test 2: Applied Problems Test 13: Number Matrices
Test 5: Calculation
Test 10: Math Facts Fluency

Standard Battery

Test 2 Applied Problems

 Measures the examinee’s skill in analyzing and solving practical
problems presented orally in math
 In order to solve the problems, the examinee must recognize the
procedure to be followed and then perform relatively simple
calculations

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 Because many of the problems include extraneous information, the
examinee must decide not only the appropriate mathematical
operations to use, but also which data to include in the calculation

Administration:
1. Use Examinee Response Booklet.
2. Use Suggested Starting Points based on an estimate of the
examinee’s present level of math.
3. Basal: 5 lowest-numbered items correct, or Item 1.
4. Ceiling: 5 highest-numbered items incorrect, or last test item,
#56.
5. Score each correct response 1 and each incorrect response 0.
6. Unit labels misidentified, required or not, receive a score of 0.
7. Record the total number of all items answered correctly and all
items below the basal in the Number correct box in the Test
Record.
8. Read all items to the examinee.
9. Provide Response Booklet and pencil at any time if the examinee
requests it or appears to need it (e.g., uses finger to write on table
or in air).
10. Give the examinee a pencil and the Response Booklet at Item 25.
11. Repeat any questions if requested by examinee.
12. Test by complete pages.

Test 5 Calculations
 Measures the examinee’s skill in performing mathematical
calculations
 Includes the basic operations (+, −, x, and ÷), geometry,
trigonometry, calculus
 Involves decimals, fractions, and whole numbers
 Examinee is not required to make any decisions about what
operations to use or what data to include

27
 Requires Response Booklet

Administration:
1. Use the Response Booklet.
2. Use Suggested Starting Points based on an estimate of the
examinee’s present level of computational skill.
3. Basal: 6 lowest-numbered items correct, or Item 1.
4. Ceiling: 6 highest-numbered items incorrect, or last test item,
#57.
5. If testing begins with Sample Item A and the examinee responds
incorrectly to one or both Sample Items, testing may be
discontinued and a score of 0 recorded.
6. Accept poorly formed or reversed numbers.
7. Score transposed numbers. (e.g., 14 for 41) as 0.
8. Score items skipped by the examinee as 0.
9. Complete any queries as listed in the Test Booklet.
10. Do not point out the “signs” or remind the examinee to pay
attention to the signs during this test.
11. Count items below the basal as correct.

Test 10 Math Facts Fluency

 measures ability to rapidly apply calculation skills of single-digit
numbers
 includes addition, subtraction and multiplication basic operations

Administration:
1. Timed test: 3-minute time limit.
2. A stopwatch is preferred. If not using a stopwatch, record exact
starting and stopping times.
3. Use the Response Booklet.
4. All examinees begin with Item 1.

28
5. If examinee has 3 or fewer correct after 1 minute, discontinue
testing. Record a time of one minute in the Test Record, as well as
the number correct (0 to 3).
6. Score each correct response 1 and each incorrect response 0.
7. Record only the number of calculations answered correctly within
the 3-minute time limit in the Number correct in the Test Record.
8. Do not point out signs or remind the examinee to pay attention to
signs, once testing begins.
9. Do not penalize for poorly formed or reversed numbers.
10. Remind examinee to proceed across the page from left to right,
row by row, if he or she starts skipping around.
11. If finishing time is not exactly 3 minutes, record exact finishing
time in minutes and seconds on the Test Record.
12. A scoring overlay is provided for easy scoring.
13. This test may be administered to a small group of 2-3 examinees.

Extended Battery

Test 13 Number Matrices

 Measures quantitative reasoning
 Examinee must use a matrix to identify a missing number

Administration:
1. Use the Response Booklet.
2. When prompted, give the examinee the Response Booklet and a
pencil with an eraser.
3. Although not a timed test, be aware that each item has either a
30-second or 1-minutes guideline.
4. Select an appropriate sample item based on an estimate of the
examinee’s present achievement level.
5. Basal: 6 lowest-numbered items correct, or Item 1.

29
6. Ceiling: 6 highest-numbered items incorrect, or until the page with
Item #30 has been administered.
7. Score each correct response 1 and each incorrect response 0.
8. To be correct, an answer must solve the problem both horizontally
and vertically.
9. Record the number of all correct items correctly answered and all
items below the basal.
10. Follow all verbal and pointing directions carefully when
administering the sample items, including the error or no response
corrections.
11. Follow the time guidelines. However, if the examinee is actively
engaged in solving the problem, more time may be allowed. If the
examinee is not engaged, encourage a response. If no response is
given in the time guidelines, score a 0 and move on to the next
item.
12. If a response is not given in whole numbers, ask the examinee to
solve the problem using whole numbers only.
13. It is permissible to use a piece of paper to present one matrix at a
time.

Written Language
ACADEMIC STANDARD BATTERY EXTENDED BATTERY
AREA (FORMS A, B and C)
Writing Test 3: Spelling Test 14: Editing
Test 6: Writing Samples Test 16: Spelling of Sounds
Test 11: Sentence Writing Fluency

Standard Battery

Test 3: Spelling
 Requires writing letters and words presented orally

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 Requires production of upper and lower case letters
 Measures ability to spell words correctly

Administration:
1. Use Response Booklet.
2. Use Suggested Starting Points based on examinee’s present level
of spelling skill.
3. Basal: 6 lowest-numbered items correct, or Item 1.
4. Ceiling: 6 highest-numbered items incorrect, or Item 60 has been
administered.
5. Score each correct response 1 and each incorrect response 0.
6. Record the total number of all items answered correctly and all
items below the basal in the Number Correct box in the Test
Record.
7. Know the correct pronunciation of each item.
8. Do not penalize for poor handwriting or reversed letters as long as
the letter does not become a new letter. (e.g., a reversed “b”
becomes a “d” so it would be an error)
9. Printed (manuscript) responses are requested, but cursive
responses are acceptable.
10. Accept upper- or lower-case responses unless case is specified.

Test 6: Writing Samples

Writing Samples
 Measures the examinee’s skill in writing responses to a variety of
task demands.
 Sentences are evaluated for their quality of expression
 Not penalized for errors in the basic mechanics of writing

Administration:
1. Use Examinee Response Booklet

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2. Use Suggested Starting Points based on examinee’s current level
of writing ability.
3. Administer the prescribed block of items.
4. Read any words upon request from the examinee
5. Do not penalize for spelling, punctuation, capitalization, or usage
errors unless otherwise noted in guide.
6. Ask examinee to write as neatly as possible if it appears responses
are illegible or difficult to read.
7. If items appear too easy or too difficult for examinee, administer
additional items as directed in test record.
8. Use the Scoring Guide in Appendix B (p. 129) of the Examiner’s
Manual to score items after testing.
9. Items may be scored 2, 1.5, 1, .5, or 0 points.
10. Score illegible items as 0.
11. Do not ask examinee to read his or her response for the purpose
of scoring the item.
12. If the examinee misinterprets the picture, but provides a correct
sentence based on that perception, score it as correct.
13. If examinee writes more than one sentence for an item, select and
score the one sentence that best satisfies the task demands.
14. Severe grammatical or usage errors reduce the score of an item by
1 point
15. Minor grammatical or usage errors are not penalized.
16. Use only one of the specified blocks of items when calculating the
number correct
17. If examinee’s score falls in a shaded area of the Scoring Table,
administer the additional items noted in the Adjusted Item Block
chart in the Test Record. Use the most appropriate block for
scoring.
18. Scores that end in .50 exactly should be rounded to the nearest
even number.
19. This test may be administered to a small group of 2-3 examinees.

32
20. On the Test Record, check the box for the block of items
administered. Online scoring requires this information.

Scoring Writing Samples

 Refer to Appendix B, page 129, in Examiner’s Manual for Writing
Samples Scoring Guide. Carefully compare student’s responses to
those listed to maintain standardization.

 Items 1 through 6 are scored 1 or 0. Items 7 through 28 may be

score 2, (1.5), 1, (.5) or 0.

 Modified holistic procedure

2= Superior Response
1= Standard Response
0= Inadequate response

 Borderline Responses
If response is between a 2 and a 1, can use 1.5
If response is between a 1 and a 0, can use .5

 Punctuation, spelling, minor grammatical errors are not penalized

except in a few specific items identified in the scoring criteria

 Most items require only one sentence

If response is more than one sentence, select and score the one
that most closely satisfies the task demands

 If the sentence is irrelevant, even if it is of superior quality,

score a 0

Raw Score
Based only on the administered items
Fraction scores containing .5 are rounded to the nearest even number
33
 Ex: Raw Score 22.5 rounds to 22
Raw Score 21.5 rounds to 22

Test 11: Sentence Writing Fluency

 Measures formulating and writing simple sentences rapidly
 Written sentence must relate to a given stimulus picture and use a
set of three words

Administration:
1. Timed test: 5-minute time limit
2. A stopwatch is preferred. If not using a stopwatch, record exact
starting and stopping times.
3. Use Response Booklet.
4. Start with Sample Items for all examinees.
5. If the examinee gets a 0 on Samples B-D, discontinue testing.
Record a score of 0 in the Number Correct box.
6. If the examinee has three or less correct after two minutes have
elapsed, discontinue testing. Record a time of two minutes and the
number correct (0-3) in the Test Record.
7. If finishing time is not exactly 5 minutes, record the exact
finishing time in minutes and seconds in the Test Record.
8. Any stimulus words may be read to the examinee upon request.
9. Responses must be complete, reasonable sentences using all target
words to receive credit. Target words may not be changed in any
way. (e.g., verb tense or nouns changed from singular to plural)
10. Do not penalize for spelling, punctuation, or capitalization errors.
11. Do not penalize for poor handwriting unless the response is
illegible.
12. Score each correct response 1 and each incorrect response 0.
13. Score any skipped items incorrect.
14. Score responses that omit critical words as 0.

34
15. Score responses that omit less meaningful words (e.g., the, a) as
correct if all other criteria are met.
16. Accept abbreviations (e.g., w/ for with) or symbols (e.g., & for
“and”) if all other criteria are met.
17. This test may be administered to a small group of 2-3 examinees.

Extended Battery

Test 14: Editing

 Measures the examinee’s skill in identifying and correcting errors in
a written passage
 Errors may be incorrect punctuation, capitalization, inappropriate
word usage, or spelling

Administration:
1. Begin with Samples A-D for all examinees.
2. Discontinue testing if examinee has a score of 0 on four sample
items, or Items 1-4. Record a score of 0.
3. After samples, use Suggested Starting Points.
4. Basal: 6 lowest-numbered items correct, or Item I.
5. Ceiling: 6 highest-numbered items incorrect, or last item.
6. Score each correct response 1 and each incorrect response 0.
7. Examinee must clearly indicate where the error is and how to
correct it to receive credit.
8. Record the total number of all items answered correctly and all
items below the basal in the Number Correct box in the Test
Record.
9. Do not tell the examinee any words during this test.
10. If the examinee reads an item aloud and inadvertently corrects
the error in context say, “Tell me how to correct the error.”
11. If the examinee indicates the error without explaining how to
correct it say, “How would you correct that mistake?”

35
12. Test by complete pages.
13. Do not administer this test to examinees with very limited reading
skills.

Test 16: Spelling of Sounds

 Measure of spelling ability, phonological and orthographical coding
skills
 Requires writing skill
 Requires listening to audio recording
 Requires manual spelling of regular English spelling patterns (non-
words or low-frequency words)
 Requires use of non-words in more complex spelling

Administration:
1. Before testing, locate the track for Item 6 on the audio recording.
2. Use the Response Booklet.
3. Use the Suggested Starting Points based on an estimate of the
examinee’s present achievement level.
4. Present Samples A-D and Items 1-5 orally. Use audio recording
for all other items.
5. When letters are printed within slashes, such as /m/, say the most
common sound (phoneme) of the letter, not the letter name.
6. Basal: 6 lowest-numbered items correct, or Item 1.
7. Ceiling: 6 highest-numbered items incorrect, or last item.
8. Discontinue testing if examinee has a score of 0 on Items 1-5.
Record a 0 for the test.
9. Responses listed in the Test Book are the only correct answers.
10. Score each correct written response 1 and each incorrect written
response 0.
11. Record the total number of all items answered correctly and all
items below the basal in the Number Correct box in the Test
Record.

36
12. Do not penalize for reversed letters as long as the letter does not
become a new letter.
13. Pause or stop audio recording if examinee requires additional
response time.
14. Replay items upon request.
15. If necessary, present items orally.

Academic Knowledge
ACADEMIC STANDARD BATTERY EXTENDED BATTERY
AREA (FORMS A, B and C)
Academic Test 18: Science
Knowledge Test 19: Social Studies
Test 20: Humanities

Science
 Measures the examinee’s knowledge in the various areas of biological
and physical sciences
 Responds orally to questions read by the examiner
 Items range in difficulty level from early preschool (age 2) through
college and adult
 No reading or writing

Social Studies
 Measures the knowledge of history, geography, government,
economics and psychology
 Responds orally to questions read by the examiner

Humanities
 Measures knowledge in various areas of art, music and literature
 Responds orally to questions read by the examiner

37
Administration:
1. Use Suggested Starting Points for each subtest.
2. Basal for each subtest: 6 lowest-numbered items correct, or Item
1.
3. Ceiling for each subtest: 6 highest numbered items incorrect, or
last item.
4. Record the total number of all items answered correctly and all
items below the basal in the Number Correct box in each subtest.
5. Know the correct pronunciation of all words.
6. Repeat any item upon request.
7. Do not penalize for mispronunciation due to articulation errors,
dialect variations, or regional speech patterns.
8. Test by complete pages.

38
 Interpreting the Reading Tests
When interpreting the reading tests, consider the relative complexity
of task demands in each. The skills measured in these eight tests
range from the lower-level ability to recognize isolated letters to the
higher-level ability to comprehend vocabulary and connect text.

39
 Interpreting the Reading Tests
(Examiner’s Manual pp. 84-91)
Letter-Word Identification
 Low scores may mean student has not developed automatic word
identification skills.
 Student may require increased time and greater attention to
phonological analysis to identify words.
 Responses identify phonetic analysis skills (initial, medial, final
sounds; vowel/consonant patterns
 Responses identify structural analysis skills (syllables, prefixes,
suffixes

Passage Comprehension
 Low performance may be a function of limited basic reading skills
and/or comprehension difficulties.
 Student may not have prior familiarity with vocabulary or knowledge
of concepts that are prerequisite for understanding the passage.
 Measure of literal and inferential comprehension.
 Student may or may not use context and/or picture clues
effectively to determine meaning.
 Student may use strategies (e.g. subvocalizing, skipping a word) to
identify words.

Word Attack
 Measures ability to apply phonic and structural analysis skills in
pronouncing phonetically and orthographically regular nonsense or
non-words.
 Student must recall the phoneme associated with each grapheme
and blend phonemes into a word.
 Knowledge of word structure is required for the multisyllabic
nonsense words.

40
 Poor performance usually indicates that the student has not
developed or mastered phonetic decoding skills.

Oral Reading
 Measures ability to apply important aspects of reading fluency, such
as accuracy and prosody, when reading sentences aloud.
 Low performance may be a result of limited decoding skills,
comprehension difficulties, or both, resulting in a lack of reading
fluency

Sentence Reading Fluency

 Measures reading speed and rate
 Low scores indicate difficulty reading and comprehending simple
sentences quickly.
 Low performance may be a function of:
- limited basic reading skills
- comprehension difficulties
- slow processing speed
- inability to sustain concentration

Reading Recall
 Measures reading comprehension and meaningful memory
 Low performance may be related to:
- Limited basic reading skills
- Comprehension difficulties
- Attention and/or memory issues

Word Reading Fluency

 Measures vocabulary knowledge and semantic fluency
 Low performance may be the result of:
- Limited word knowledge
- Decoding difficulties

41
 - Limited speed
- Attentional difficulties
- A combination of factors
 Examining the examinee’s performance on untimed measures of
reading may provide insights into the reasons for low performance
on this subtest.

Reading Vocabulary
 Measures an aspect of reading comprehension at the isolated word
level.
 Allows an evaluation of word comprehension apart from passage
comprehension.
 Requires the ability to read words and supply words similar in
meaning in Part A: Synonyms and to supply words opposite in meaning
in Part B: Antonyms.
 Low performance may be a function of limited basic reading skills,
limited word comprehension or both.

42
 Interpreting the Math Tests
When interpreting the math tests, consider the relative complexity of
task demands in each. The skills measured in the four math tests
range from the lower-level ability of recognizing math symbols and
vocabulary to the higher-level ability of mathematical reasoning and
problem solving.

43
 Interpreting the Math Tests:
(Examiner’s Manual pp. 91-94)

Applied Problems
 Measures quantitative reasoning, math achievement and math
knowledge
 Requires the ability to analyze and solve math problems
 Low performance may be a function of limited math skills
 Low performance may be a function of poor math reasoning ability
 Low performance may be a function of comprehension difficulties

Calculation
 Measures the ability to perform mathematical computations
 Student may have difficulty performing a variety of calculations;
analyze patterns of successes and errors.
 Low performance may be a function of limited or inaccurate
computation skills using the four basic operations with whole and
rational numbers.
 Low performance may be a function of lack of automaticity for basic
facts.
 Student may not attend to signs and perform the wrong operation.

Math Facts Fluency

 A measures math achievement and number facility requiring rapid
responses to solving simple addition, subtraction and multiplication
problems.
 Low performance may be a function of lack of automaticity
 Low scores may indicate limited basic math skills, limited instruction
or lack of attention

44
Number Matrices
 Measures quantitative reasoning
 Performance is affected by ability to inductively and deductively
reason with numbers
 Low performance may be a function of limited quantitative reasoning

45
 Interpreting the Written Language Tests
When interpreting the written language tests, consider the relative
complexity of written language skills in each. The skills measured in
these tests range from the production of legible handwritten output to
the generative writing for quality expression requiring ideas,
organization, task adherence, and reasoning.

46
 Interpreting the Written Language Tests
(Examiner’s Manual pp. 94-99)
Spelling
 Measures knowledge of prewriting skills and spelling
 Performance may be related to beginning handwriting if student is
unable to complete items 1-3
 Analyze student responses for patterns of grapheme-phoneme
correspondence or memorized visual features
 Error patterns may be:
- addition of unnecessary letters
- omissions of needed letters
- mispronunciations or dialectal speech patterns
- reversals of whole words, vowels, consonant order, or
syllables
- consonant or vowel directionality (e.g., brithday)
- phonetic spellings of non-phonetic words
- wrong associations of sounds with letters

Writing Samples
 Measures the ability to convey ideas in writing through the
production of meaningful written sentences in response to a variety
of task criteria.
 Performance may be affected by attitude toward writing, resulting
is short, choppy sentences or even refusal to write
 Performance may be affected by oral language development
including dialects and cultural influences.
 Performance may be affected by low oral vocabulary abilities
resulting in low written vocabulary
 Performance may be affected by organizational ability resulting in
sentences that are poorly arranged

47
Sentence Writing Fluency
 Measures the examinee’s ability to write rapidly with
ease/automaticity.
 Performance may be related to motor control, response style,
concentration, or reading/spelling issues
 Student may focus more on mechanics of writing than on the
formulation or expression of ideas
 Student’s response to timed tasks may affect performance
 Determine if student worked:
- slowly but inaccurately
- slowly and accurately
- rapidly but inaccurately
- rapidly and accurately
 Student may need to glance at stimulus word several times to copy it
accurately

Editing
 Measures the ability to detect and correct errors in written work
 Low performance may indicate lack of knowledge or lack of error-
monitoring skill
 Reading performance may also affect score
 Student may know about conventions of writing but overlook them in
proofreading

Spelling of Sounds
 Measures phonological and orthographic coding
 Low performance may be due to poor phonological processing, poor
phoneme/grapheme knowledge, poor orthographic awareness, poor
phonological processing, or lack of attention

48