Tests of Educational Achievement

1
Tests of Educational Achievement

• Erich Merkle, M.Ed., M.A.
• Assessment in Special Education
• Kent State University

2
Introduction

• Professionals working with students requiring
  special services need data on their students
  educational performance
• Norm-referenced achievement measures are most
  numerous useful for this purpose
• Many types of tests administered
• Achievement tests
• Norm-referenced
• Curriculum-based
• Screening tests
• Aptitude tests
• Diagnostic tests
• Adaptive Behavior Scales

3
Types of Tests

• Achievement Tests
• Designed to measure what the student has learned
  may emphasize one specific area
  (narrow/diagnostic) or many areas (broad)
• Examples WIAT-II, WJ-III Ach, WRAT-III
• Screening Tests
• Brief tests used to assess skills or domains
• Provide method to determine weak areas that need
  additional assessment
• Example PIAT-R/NU, WRAT-3

4
Types of Tests (cont)

• Aptitude (Ability/Intelligence) Tests
• Measure what a student has learned but also
  predict how much the student will learn in the
  future.
• Examples WISC-IV, WJ-III Cog, DAS
• Diagnostic Tests
• Narrow-band tests designed to assess one specific
  area with more depth, may be an achievement test
• Examples Keymath, TOMA, TOWL, TORC
• Adaptive Behavior Scales
• Assess ability to meet demands of environment
• Examples Vineland, AAMR Scales

5
Norm-Referenced v. Curriculum-Based

• Standardized Norm-referenced Tests
• Compare a childs achievement/ability to others
  within a normative group (similar
  characteristics)
• Constructed in systematic way (chapter 5) but not
  based on schools curriculum
• Help educators make placement and eligibility
  decisions
• Many achievement, diagnostic, aptitude, adaptive
  behavior measures
• Curriculum-Based Assessment (CBA)
• Tests child on specific curriculum used for
  instruction may be compared with past
  performance or with other peers in
  class/school/district.

6
Commonly Used Achievement Tests

• Broad-Band Achievement Tests (Comprehensive)
• WJ-III Tests of Achievement (WJ-III Ach) 2001
• Kaufman Tests of Educational Achievement
  Comprehensive Form (K-TEA) 1985/6
• Wechsler Individual Achievement Test-II (WIAT-II)
  2001
• Screening Achievement Tests (Fast, Limited)
• Peabody Individual Achievement Tests-R
  (PIAT-R/NU) 1989/1997
• Wide Rage Achievement Test - 3 (WRAT-3) 1993
• Kaufman Tests of Educational Achievement Brief
  Form (K-TEA) 1985/6

7
Peabody Individual Achievement Test Revised
Normative Update (PIAT-R/NU)

• Screening measure of academic achievement

8
PIAT-R/NU (Markwardt, 1989/1997)

• Grades K-12, ages 5-0 to 22-11, 60 minutes to
  administer
• Subtests
• General Information Questions are presented in
  open-ended format, provide responses to content
  ranging from science to sports.
• Reading Recognition Begin with visual
  recognition and discrimination items (match
  picture, letter, word) then move to pronouncing
  list of words that range from single-syllable CVC
  words to multisyllable words with unpredictable
  pronunciations.
• Reading Comprehension Given to those earning
  gt19 on Reading Recognition. Requires child to
  read passage silently and then select 1 of 4
  picture choices that illustrate the passage.
• Mathematics Math questions are presented in
  forced choice format, ranging from numeral
  recognition to trigonometry.
• Spelling Visual discrimination of pictures,
  symbols, letters to spelling words in forced
  choice format.

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PIAT-II (cont)

• Written Expression Organized by student level
  Level I (K to 1st grade), Level II (2nd to 12th
  grade).
• Scoring
• Examiner uses raw score on preceding subtest to
  determine starting point on next subtest (e.g.
  General Information raw score used to determine
  Reading Recognition starting point)
• Basal Ceiling are consistent throughout test
  basal 5 consecutive correct, ceiling 5 of 7
  incorrect (written expression has no
  basal/ceiling rules)
• Yields SS, GE, AE, PR for individual subtests and
  Total Reading, Total Test score.
• Psychometric Notes
• Normative Update (NU) contains SPED populations,
  PIAT and PIAT-R did not emphasize in norm group.
• Reliability/validity appear adequate for this
  type of measure.

10
Wide Range Achievement Test -3

• Screening measure of academic achievement

11
WRAT-3 (Wilkinson, 1993)

• Description
• Screening achievement test used for ages 5-75 (no
  grade level norming), provides alternative forms
  (blue/tan tests), requires 15 to 30 minutes
  administration time
• Computer scoring program available

12
WRAT-3 Continued

• Subtests
• READING - recognizing and naming letters,
  pronouncing printed words
• SPELLING - writing name writing letters and
  words from dictation
• ARITHMETIC - counting, reading number symbols,
  oral and written computation
• Scoring
• Raw scores are transformed to SS, GE, and
  Absolute Scores (x500, permit comparison along
  entire continuum of domain/areas without age or
  grade comparisons)
• Psychometric Notes
• Reliability/validity adequate
• Norm group stratified by census demographics,
  includes students with disabilities (except those
  unable to respond)

13
Woodcock-Johnson Tests of Achievement III

• Broad-range measure of academic achievement

14
Introduction to WJ-III Ach

• The 2001 Woodcock-Johnson III consists of 2
  instruments Tests of Cognitive Abilities Tests
  of Achievement
• Composed of 22 tests organized into a standard
  and an extended battery for ages 2 to 90
• Provides the following curricular areas
• Reading (Grw)
• Oral Language (Gc)
• Mathematics (Gq)
• Written Language (Grw)
• Knowledge (Gc)
• Supplemental (Glr, Grw, Ga)

15
Organization of 22 Achievement Tests

• Standard Battery
• Letter-Word Identification
• Reading Fluency
• Passage Comprehension
• Story Recall
• Understanding Directions
• Calculation
• Math Fluency
• Applied Problems
• Spelling
• Writing Fluency
• Writing Samples
• Story Recall - Delayed
• Handwriting Legibility Scale

Extended Battery Word Attack Reading
Vocabulary Picture Vocabulary Oral
Comprehension Quantitative Concepts Editing Academ
ic Knowledge Spelling of Sounds Sound
Awareness Punctuation and Capitalization BOLD
items represent necessary subtests for each LD
domain
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Essential Subtests for IDEA LD Eligibility

• 7 IDEA Areas
• Written Expression
• Basic Reading Skills
• Reading Comprehension
• Mathematics Calculation
• Mathematics Reasoning
• Oral Expression
• Listening Comprehension

• WJ-III Subtests
• Writing Fluency, Writing Samples
• Letter-Word ID, Word Attack
• Passage Comp, Reading Vocab
• Calculation, Math Fluency
• Applied Problems, Quant Concepts
• Story Recall, Picture Vocab
• Understanding Dir, Oral Comp

Note Oral language tests are usually assessed
by SLP
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Compuscore Profiles Program

• Generates all scores and profiles, simply enter
  raw scores from each subtest
• Creates a Score Report
• Age/Grade, SS/PR profiles
• Summary Report (w/Spanish option)
• CD-ROM disks included with each test kit
• No manual/hand scoring possible

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ACH 1 Letter-Word Identification
Requires identifying and reading isolated letters
and words, primarily a sight recognition
task Basal/Ceiling Rules 6 lowest correct/6
highest incorrect Know exact pronunciation of
words Responses must be pronounced as a complete
word to receive credit
19
ACH 2 Reading Fluency
NEW
Requires reading and comprehending simple
sentences rapidly (uses SRB) Start with Item 1 /
End with Item 3-minute time limit Skipped items
are scored as 0 If fewer than 3 correct on
Practice Exercises C-F, discontinue testing and
score test a 0
20
ACH 2 Reading Fluency Scoring
1. Use the scoring overlay for easy
scoring 2. Total the Number Correct 3. Total the
Number Incorrect 4. Enter both numbers in the
software program 5. Subtract Number Incorrect
from Number Correct if estimated AE/GE scores are
needed. If a negative number is obtained, use 0.
Number Correct (0-98) Number Incorrect (0-98)
82
16
To use the hand-scoring table, compute the Total
Number correct below. 82 - 16
66 (0-98) Number Number
Total Correct Incorrect
21
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
22
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
23
ACH 7 Spelling
NEW
Requires writing letters and words presented
orally (uses SRB) Basal/Ceiling Rules 6 lowest
correct / 6 highest incorrect Use Suggested
Starting Points based on present level of
spelling skill Modified from Dictation in WJ-R -
no punctuation, capitalization, or usage items
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Spelling
Items 1-4 Prewriting with demonstration Items
5-6 Tracing with demonstration Item 7 Copying a
letter Items 8-14 Printing letters Items
15-59 Spelling words
Examiner Tips Do not penalize poor handwriting or
reversed letters as long as the letter does not
become a new letter. (b d) Accept uppercase or
lowercase responses unless case is
specified. Know the exact pronunciation of the
word for each item. Request responses be printed
but accept cursive.
25
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 or 3 or fewer correct in first
2 minutes Any stimulus words may be read upon
request 3 stimulus words may not be changed in
any way
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ACH 9 Passage Comprehension
Requires reading a short passage and supplying a
key missing word Basal/Ceiling Rules 6 lowest
correct / 6 highest incorrect Use Suggested
Starting Points Accept responses that differ in
tense or number Score responses that are
different parts of speech as 0
27
ACH 10 Applied Problems
Requires comprehending the nature of a problem,
identifying relevant information, performing
calculations, and stating solution Basal/Ceiling
Rules 6 lowest correct / 6 highest incorrect No
reading is required
28
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 clock of items if score falls in
shaded area of scoring table
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Writing Samples
Block of Items 1 to 6 1 to 12 7 to 18 13 to 24 19
to 30
Scoring Responses 2 superior response 1.5 not
clearly a 2, but better than a 1 1 standard
response .5 not clearly a 1, but better than a
0 0 inadequate or illegible
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 the
Scoring Guide. Score is based on one block even
if additional blocks were administered.
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ACH 13 Word Attack
Requires pronouncing phonically regular
pseudowords Use Suggested Starting
Points Basal/Ceiling Rules 6 lowest correct / 6
highest incorrect Know pronunciation prior to
administering test Responses must be pronounced
as a complete word to receive credit
31
ACH 17 Reading Vocabulary
Requires reading words and providing synonyms,
antonyms, or completing analogies 3 subtests 17A
Synonyms, 17B Antonyms, 17C Analogies Administer
samples for each subtest to all subjects Use
Suggested Starting Points for each
student Basal/Ceiling Rules 4 lowest correct / 4
highest incorrect
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ACH 18 Quantitative Concepts

• Requires applying mathematical concepts and
  analyzing numerical relationships (uses SRB)
• 2 subtests 18A Concepts, 18B Number Series
• Use Suggested Starting points for each subtest
• Basal/Ceiling Rules 18A 4/4 18B 3/3
• Each item in 18B has a 1-minute time limit

33
Wechsler Individual Achievement Tests - II

• Broad-range measure of academic achievement

34
Wechsler Individual Achievement Test Second
Edition (WIAT-II)

• Age range 4-Adult
• K 45 minutes, Grades 1-690 minutes, Grades 7-16
  11/2 to 2 hours.
• Materials blank paper, pencil without an eraser,
  8 pennies (K-1), stopwatch, tape recorder.
• Give assessment in the sequence presented in
  manual.

35
Reverse Rules, Discontinue, Stop Points, Start
Points

• See table 3-1
• Note new insert for testing on reading
  comprehension subtest.
• Reverse Rules 2 types
• If examinee scores 0 on any of first three items
  administered, you proceed backward from start
  point until you establish the basal level (3
  consecutive items answered correctly)
• For reading comprehension uses grade-specific
  reversal items. To establish basal child must
  score at least one point on any of the grade
  specific reversal items. If the examinee scores
  0 points on all of the grade specific reversal
  items the reverse rule is applied. Do not
  administer items in reverse order, instead,
  reverse to specified item an administer in
  forward sequence. In Grades 4-8 go back to item
  that is three start points lower and follow the
  administration rules for that level.

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Administration Information

• Prompting
• You may repeat or paraphrase instructions except
  where you are told not to on the protocol.
• Some teaching or modeling items are indicated.
  Do not teach or model beyond the items given.
• Some responses indicated in the manual require
  querying. If you have queried a 1 point response
  and the examinee clarifies to a 2 point response
  award the higher score. Record Q by response to
  note that it was not a spontaneous correction.
• Other abbreviations
• DK (Dont know) NR (No response)
• PC (Pointed correctly) PX (Pointed incorrectly)

37
Recording and Scoring

• Some subtests require verbatim scoring. This can
  be accomplished by 37writing the responses down
  or by recording the responses. (Expressive
  vocabulary, sentence repetition, oral expression,
  word fluency, visual passage retelling, giving
  directions, and some reading comprehension items)
• Be sure to note qualitative observations as
  indicated on subtests.
• Some raw scores must be converted to quartile
  scores before calculating the subtest standard
  scores. Written expression word fluency,
  paragraph spelling errors, paragraph punctuation
  errors, essay spelling errors, essay punctuation
  errors, Oral Expression word fluency.
  Conversion tables are found in Appendix B or E.
  Optional items are Reading comp target words,
  reading speed, Written expression word count.

38
Word Reading

• Assesses early reading and word recognition and
  decoding skills.
• If you believe that examinees skills are below
  grade level, you may begin at one grade level
  lower.
• Examinee should hold the word card.
• If the examinee responds correctly to 3
  consecutive items award 1 point for all of the
  preceding unadministered items.
• The raw score is the total number of one point
  responses
• Record number of SC (self-corrections) and
  delays of more than 3 seconds.

39
Numerical Operations

• Assess the ability to identify and write numbers,
  count using 11correspondence, solve written
  calculation problems, and simple equations using
  addition, subtraction, multiplication and
  division.
• If you suspect child is below grade level, start
  one level lower.
• Provide scratch paper for child and pencil
  without an eraser.
• If child is struggling on one problem, encourage
  him to move on.
• You must monitor the childs work as he is
  completing the problems to be able to establish
  basal and ceiling levels.
• Directions tell child to put fractions in lowest
  terms, put do not penalize them is they fail to
  do so.
• If examinee responds correctly to 3 consecutive
  items, award 1 point for preceding unadministered
  items.

40
Reading Comprehension

• Assess the type of reading comprehension skills
  taught in classrooms. On initial items examinee
  matches a written word with its picture. On
  later items, examinee reads passages and answers
  questions. The examinee also reads short
  sentences aloud and responds to comprehension
  questions.
• Optional score for reading speed may be computed.
  This information can then be compared to reading
  comprehension to determine reading rate.
• Examinee is allowed to look at passage when
  answering questions.
• Do not discontinue prior to end of the grade
  level stop point.
• Items 20 and higher are timed with a stopwatch.

41
Reading Comprehension Scoring

• For sentences 1 point is scored for each target
  word read correctly.
• As well, cross out words examinee produces
  incorrectly or omits. If examinee inserts or
  transposes a word make a note above the sentence.
• For passages, record all responses verbatim.
  Possible one and two point responses are listed.
  Additional answers are listed in Appendix A.1.
• To calculate raw score, add the scores of all
  the comprehension items. For grades 2-16 give
  credit for all preceding unadministered items.
• To calculate Target Words raw score, add the
  scores from all the target word read correctly.
  For grades 2-16 give credit for preceding
  unadministered items.
• To calculate reading speed raw score, add the
  elapsed reading time from all passages in
  seconds.

42
Spelling

• Assesses the ability to spell dictated letters,
  blends and words.
• You must observe examinees performance
  throughout the test to determine when basal and
  ceiling have been reached.
• One point is given for each correct response.
• If examinee responds correctly to 3 consecutive
  items, award 1 point for each preceding item.

43
Pseudoword Decoding

• Assesses the ability to apply phonetic decoding
  skills.
• Before administered subtest review correct
  pronunciation of pseudowords by listening to
  audiotape.
• Do not count errors on sample items.
• Record any incorrect response verbatim on the
  protocol. Self corrections count as correct
  responses. 1 point for each correct response.

44
Math Reasoning

• Examinee identifies through verbal and visual
  problems their knowledge of geometric shapes,
  single and multiple step word problems,
  interprets graphs, identifies patterns, and
  solves problems related to statistics and
  probability.
• Child should be provided with scratch paper and
  a pencil without an eraser.
• For items where child points to a response, sit
  so that you can see the response they selected.
  Allow the examinee one minute to respond to most
  items, unless he is actively working on the item.
• One point for each correct response. If 3
  consecutive items correct award credit for all
  preceding unadministered items.

45
Written Expression

• 5 Sections
• Alphabet Writing (PreK, K, 1,2)
• automaticity in writing lower case letters
  (timed)
• Word Fluency ( 1-16)
• ability to write a list of words to match a
  category
• Sentences (1-16)
• ability to combine multiple sentences into one,
  generate a sentence
• Paragraph (3-6)
• mechanics, organization, vocabulary
• Essay (7-16)
• mechanics, organization, theme development,
  vocabulary

46
Written Expression (continued)

• In alphabet writing decide if you will test the
  limits beyond the fifteen second time limit to
  gather information for intervention planning.
• In Sentences you may read unknown words in the
  stimulus booklet. Examinees may not use a
  dictionary.
• Use only one paragraph or essay.

47
Written Expression Scoring

• Alphabet Writing
• See appendix A.2
• Note that for grades PreK-K only the Alphabet
  Writing raw score is converted into a
  supplemental score via the conversion worksheet
  to turn it into a decile. The decile is then
  reported on the Summary Report.
• Word Fluency
• See appendix A.2
• Convert the Word Fluency score to a quartile
  using Table B.5 grade based or E.5 age based.
  Add converted score to the other item scores in
  the subtest to calculate Written Expression raw
  score.

48
Written Expression Scoring

• Score each item 2,1,or 0 points depending on the
  quality of responses.
• A 2 point response is well-written, maintains
  the meaning of the original sentences, follows
  directions and contains NONE of the following
• missing capitalization or a proper noun or first
  word of sentence
• missing punctuation at end of sentence
• incorrect spelling or any word.
• A 1 point response can include no more than one
  of each type of error listed above. It may make
  minor alterations to the meaning of the sentences.

49
Written Expression Scoring

• Paragraph
• (See appendix A)
• Mechanics must have at least 7 words to
  evaluate. If less than 7 do not count
  spelling/punct. errors, score 0 in quartiles.
• If the same type of punctuation error occurs
  more than once, count error only once. The
  exception is for commas. Count each omitted
  comma as an error.
• Convert errors to a quartile Table B.8 or E.8
• Multiple spellings 1/0
• Are there multiple spellings for same word?

• Essay
• (See appendix A)
• Mechanics must have at least 24 word. If not do
  not count spelling and punctuation errors and
  record 0 for quartiles.
• Word Count

50
Listening Comprehension

• Assesses ability to listen for detail by
  selecting picture that matches a word or sentence
  by generating a word that matches a picture or
• oral descriptions.
• 3 Sections
• Receptive Vocabulary
• Sentence Comprehension
• Expressive Vocabulary
• Position yourself to see where examinee points.
  If examinee responds correctly to three
  consecutive items award 1 point for each of
  preceding unadministered items.

51
Oral Expression

• See appendix A
• Since many items must be recorded verbatim a
  tape recorder may be necessary. A stop watch is
  also needed.
• 4 Sections
• Sentence Repetition (PreK-3), Say each sentence
  only once
• Word Fluency Begin with WFA then administer
  VPRT then WFB, record all items as quickly as
  possible without interrupting examinee
• Visual Passage Retell
• Giving Directions Allow 10 seconds to respond.
  It examinee cant go to a conclusion prompt
  once by saying tell me more.

52
Reverse rules etc

• Discontinue Criterion
• Discontinue rules apply to items administered in
  forward or reverse order. The discontinue rule
  applies when examinee scores 0 points on a
  specified number of consecutive items.
• Stop Points
• Reading comprehension and Written expression
  subtests should stop when all of the items for a
  grade level have been administered.

53
Selecting Achievement Tests

• To select an achievement test, consider the
  following
• For what purpose am I assessing the child?
• Do I need broad or narrow-band data?
• What are strengths and limitations of various
  instruments?
• Consult page 240 in Overton textbook