Woodcock-Johnson® III Normative Update (WJ III® NU)

Woodcock-Johnson® III Normative Update (WJ III® NU)

Achievement Forms A and B
WJ III NU Organization WJ III NU Cognitive Achievement Forms A and B Standard Battery Extended Battery Standard Battery Extended Battery 10 tests tests 12 clusters clusters 12 tests tests 14 clusters clusters

WJ III NU Standardization
Original standardization based on the same sample for both test batteries Over 8,800 participants Ages years More than 100 geographically and socioeconomically diverse communities 2006 Normative Update (details later in the presentation)

WJ III NU Norming Sites

WJ III NU Tests of Achievement
Standard Battery Test 1: Letter-Word Identification Test 2: Reading Fluency Test 3: Passage Comprehension Test 4: Story Recall Test 5: Understanding Directions Test 6: Calculation Test 7: Math Fluency Test 8: Applied Problems Test 9: Spelling Test 10: Writing Fluency Test 11: Writing Samples Test 12: Story Recall - Delayed Extended Battery Test 13: Word Attack Test 14: Reading Vocabulary Test 15: Picture Vocabulary Test 16: Oral Comprehension Test 17: Quantitative Concepts Test 18: Editing Test 19: Academic Knowledge Test 20: Spelling of Sounds Test 21: Sound Awareness Test 22: Punctuation and Capitalization

Meets All Eight Areas of Learning Disability Eligibility Criteria IDEA Oral Expression Listening Comprehension Written Expression Basic Reading Skills Reading Comprehension Reading Fluency Mathematics Calculation Mathematics Reasoning WJ III Test/Cluster Oral Expression Listening Comprehension Written Expression Basic Reading Skills Reading Comprehension Reading Fluency Math Calculation Skills Math Reasoning

Order of Administration
In most cases, follow the order of tests as they are presented in the easels. If you change the order, do not administer two timed tests, two listening tests, or two tests involving writing in a row.

Basal and Ceiling Rules
Purpose: to limit the span of items administered The basal level is the point below which a person has essentially a 100% chance of responding correctly to all items. The ceiling is the point above which he/she essentially has a 0% chance of responding correctly to any items. Criteria for basal and ceilings are at the beginning of each test.

Basal and Ceiling Rules
If examinee reaches a ceiling in the middle of a test page and there is no stimulus materials on their side of the easel, you may discontinue testing. If no basal gets established, Item 1 serves as the basal. When a ceiling is not reached, the last item serves as a ceiling.

Requests for Information by the Examinee
In general, you will be able to tell whether it is appropriate to supply requested information. When you cannot supply information, you should state “I’m not supposed to help you with that.”

Tests Requiring the Subject Response Booklet (SRB)
Test 2: Reading Fluency Test 5: Calculation Test 6: Math Fluency Test 7: Spelling Test 8: Writing Fluency Test 11: Writing Samples Tests where examinee can use the worksheet on front of SRB: Test 10: Applied Problems Test 18: Quantitative Concept

Timed Tests Test 2: Reading Fluency (3 minutes)
Test 6: Math Fluency (3 minutes) Test 8: Writing Fluency (7 minutes) Depending on performance, testing may be discontinued prior to the time limit: Reading Fluency: 2 or less correct on Samples C-F Math Fluency: 3 or less correct after 1 minute Writing Fluency: 0 on Samples B through D or 3 or fewer correct after 2 minutes

Audio-Recorded Tests Test 3: Story Recall (pause or stop the recording after each story) Test 4: Understanding Directions (pause or stop the recording between each picture administered to allow time for response) Test 15: Oral Comprehension Test 20: Spelling of Sounds Test 21: Sound Awareness Method: examinee should look away from the examinee when a test item is presented. Immediately after the beep, he or she should look at the examinee to encourage a response.

Audio-Recorded Tests You may pause or stop on any recorded test if additional time is needed. Method to use: examinee should look away from the examinee when a test item is presented. Immediately after the beep, he or she should look at the examinee to encourage a response.

Behavioral Observations
Noting the examinee’s reaction to the tests as well as how he/she responds to items as they increase in difficulty, provides valuable insights for interpreting the results and making instructional recommendations. Record errors for further analysis after testing is completed Error analysis often provides important information for instructional planning.

Test 1: Letter Word Identification Select an appropriate starting point by consulting the Suggested Starting Points table. Requires identifying and reading isolated letters and words, primarily a sight recognition task Know exact pronunciation of words Responses must be pronounced as a complete word to receive credit Do not penalize for articulation errors or regional/dialectical speech differences

Key Administration Points: Letter Word Identification
Materials needed: Standard Battery Test Book Test Record Begin: at Suggested Starting Points Basal and Ceiling: 6 consecutive correct/incorrect Only accept correct responses that are pronounced as a complete word.

Key Administrative Points: Letter-Word Administration
Do not: Tell examinee any words or letters Ask the examinee to repeat a specific word Complete the page, even after ceiling has been reached. If the examinee gives a correct answer after the ceiling but while completing the page, test until you reach a new ceiling AND complete a page Record errors for later analysis.

Scoring Score each correct response with 1 Score each incorrect response with 0

Common Examiner Errors Having the examinee repeat a specific word Failing to complete a page Accepting responses that are sounded out but not blended back together Telling the examinee letters or words on the test

on whole particularly satiate H C A S B W A 3, 4 36 7 16 56 76

Test 2: Reading Fluency Requires reading and comprehending simple sentences rapidly (uses SRB and a pencil) Time limit of 3 minutes Skipped items are not scored Score the number correct minus the number incorrect of those attempted All students begin this test with the sample items. If student has less than three correct answers on Practice Exercises C through F, discontinue testing and record a score of 0.

Key Administration Points: Reading Fluency
Remind examinees to try to read the sentences if it seems as though they are simply circling answers randomly. Do not help student with any words. Remind student to continue working if they stop at the bottom of a page. Remind examinees to quickly cross out (rather than erase) responses they wish to change Score 1 for correct and 0 for incorrect

Common Examiner Errors: Failing to record exact starting or finish times in minutes and seconds when not using a stopwatch Failing to provide appropriate guidance during the test Providing help on words or sentences

Test 3: Story Recall Immediate & Delayed (30 min. to 8 days) Requires listening to story on audio recording and recalling elements Use examinee’s present level of oral comprehension skills as an estimate of where to begin testing. Consult the table in the Test Book to choose appropriate starting point. Scoring guidelines in test book and on test records Do not repeat stories

Materials: Standard Battery Test Book Test Record Student Response Booklet Two pencils Stopwatch or watch with second hand Administer sample items to all examinees. Do not administer test if the examinee has less than three correct on Practice Exercises C through F.

Materials needed: Standard Battery Test Book Test Record Audio Recording and audio equipment Pause or stop recording after each story to allow the examinee to recall elements Do not repeat or replay any stories Do not penalize for mispronunciation, dialect variations or regional speech patterns

After playing each story, pause recording and look at examinee to elicit a response (cue them). If they do not respond, say, “Tell me the story.” In rare cases, you may present the items orally.

The examinee must recall elements in bold type exactly Accept synonyms or paraphrase responses if elements are not in bold In test record: Place a check mark over each element the student correctly recalls Elements may be recalled in any order Follow the continuation rules

Scoring: Slashes (/) separate the story elements. Place a check mark (√) over each element recalled correctly. The elements may be recalled in any order. When words are in bold type, the examinee must recall the specific information exactly. Two exceptions: If the student gives a derivation of the bold word, allow credit for the element (e.g., “blew” for “blowing) If the examinee uses a synonym very close in meaning (e.g., “afraid” for “scared”), allow credit

Scoring: Elements that are not bold indicate that the examinee just needs to recall the general information or concept and may paraphrase the information in any way Continuation rules are presented after each set of two stories

Common Examiner Errors Not using the audio recording Not scoring the elements correctly Not reading the story as it sounds on the tape (if administering orally) Not following the continuation rules

Story 1 Julie / likes to catch butterflies./ Then she lets them go./ Sample Responses She catches butterflies. (1) Julie catches butterflies (2) Julie likes catching butterflies. She lets them go. (3) Elements that are bold must be recalled exactly. Other elements can be synonyms or paraphrased

Mary / has a dog./ He loves to ride / in the car,/ but he hates to take a bath./ Story 2 Score these responses: (5 points possible) He doesn’t like taking baths. Mary’s dog loves to ride in the car. Her dog hates baths but he loves riding in the car.

Test 4: Understanding Directions Requires listening to instructions and then pointing to objects in pictures Consult Starting Points table for the three suggested points: Picture 1 (preschool) Pictures 2 and 3 (K – grade 4) Pictures 4 – 5 (grade 5 through adult) Administer all items for each picture. Let subject review picture for 10 seconds prior to administering items Do not repeat or replay an item unless examinee did not hear it because of some type of noise. In this case, finish the picture and re-administer the specific item. In rare cases you may present the items orally.

Key Administration Points: Understanding Directions
Materials needed: Standard Battery Test Book Test record Audio recording and requipment Do not allow examinee to begin pointing until the word “go” is stated for each item Complete all questions for each picture administered The examinee must complete all steps to receive credit on an item You must know the pictures and items in order to facilitate scoring

Scoring: Each correct response gets 1 and incorrect response is 0. For an item to be correct, all of the steps of the directions must be completed. Many items require student to point in a certain order.

Common Examiner Errors: Not using the audio recording Not scoring the items correctly Not allowing the examinee to review the picture for 10 seconds before administering the items Not reading the directions as presented on tape if administering the test orally

1. Point to the frog and then the bear. Go. 7. First point to the log, then the deer, and then the campfire. Go. 9. Point to the cloud farthest to the left, and then the cloud farthest to the right. Go.

Test 5: Calculation Requires calculation of problems ranging from simple addition facts to calculus (uses SRB) Use Suggested Starting Points table If examinee misses both sample items, you may discontinue testing and score the test a 0. Administer the test following the basal and ceiling rules (6 consecutive) Skipped items are scored as a “0” Do not point out signs Accept reversals but not transposed numbers

Key Administration Points: Calculation
Materials needed: Standard Battery Test Book Test Record SRB Two pencils Complete all appropriate queries Do not provide additional guidance, such as pointing out the signs Score skipped items 0 Score transposed numbers as 0

Item Scoring Each correct answer is scored 1 and incorrect 0 Any items skipped before the last completed items is scored 0 Do not penalize for poorly formed or reversed numbers Score transposition of numbers (e.g., 13 for 31) as incorrect

Common Examiner Errors: Failing to complete queries Failing to establish a basal or ceiling Providing inappropriate guidance

Sample A: Make the number “one” in this box. = = = = x x 7

Test 6: Math Fluency Requires rapid calculation of single-digit addition, subtraction, and multiplication facts (uses SRB) All examinees begin this test with Item 1 If examinee has three or less correct after 1 minute, discontinue testing and record a time of 1 minute in the Test Record. Time limit of 3 minutes Skipped items are not counted Once testing has started, do not point to the signs Scoring overlay is provided If examinee finishes in less than 3 minutes or you inadvertently exceed the 3 minutes, record the exact finishing time in minutes and seconds

Key Administration: Math Fluency
Materials needed: Standard Battery Test Book Test Record SRB Two pencils Stopwatch or watch with second hand

Item Scoring: Score each correct response 1 and incorrect 0 Score any items skipped prior to the last item as incorrect A scoring guide overlay is provided to facilitate scoring

Common Examiner Errors Providing inappropriate guidance during the test, such as pointing out the signs

Test 8: Writing Fluency Requires formulating and writing simple sentences rapidly (uses SRB) Begin with Item 1/End with 7-minute time limit If examinee scores 0 on Samples B through D, discontinue testing and record a score of 0 for the test If examinee has three or fewer correct within the first two minutes, testing may be discontinued and record a time of 2 minutes and enter number correct (0-3). If the examinee finishes before the 7 minute time limit or you inadvertently exceed 7 minutes, record the actual finishing time in minutes and seconds in Test Record Any stimulus words may be read upon request 3 stimulus words may not be changed in any way

Key Administration Points: Writing Fluency
Materials Needed: Standard Battery Test Book Test Record SRB Two pencils Stopwatch or watch with second hand Complete sample items with all examinees Discontinue testing if examinee has a 0 on Samples B through D To receive credit the examinee must use three stimulus words and may not change them

Item Scoring Score each correct response 1 and incorrect response 0 Score any items skipped prior to the last item as incorrect Do not penalize for errors in spelling, punctuation, or capitalization or for poor handwriting, unless the writing is illegible

Sometimes it may not be clear as to whether an item is correct or not. To receive credit he write must: Use the three stimulus words in a complete sentence Not change the stimulus words in any way Provide a response that is a reasonable sentence Awkward sentences (if the meaning is clear) and sentences with the understood subject “you” are scored as correct Sentences that use alternate characters such as an ampersand (&) or plus sign (+) for the word “and” or an abbreviation like “w/” are scored as correct

If the examinee omits a word that is critical to the sentence meaning, score the response as incorrect Do not penalize for an accidental omission of a less meaningful word (“a,” “the,” “an”) in a sentence If it is still unclear how to score one or more items, balance the scores given to these responses

Common Examiner Errors Being too lenient or too stringent on scoring the sentences and failing to note that the examiner has changed or not included a stimulus word

A. Look at this picture and the words “good,” “cake,” and “is.” A short sentence that tells about the picture and uses these words is “The cake is good.” B. Now look at this picture and the words “pig,” “fat,” and “is.” Use these three words and any other words you need to write a short sentence about the picture. You may put the words in any order. A. good cake is B. pig fat is

He is dropping a dime in the bank. The light is shining from the window. They are running the race again. I want to use the toy truck.

Test 9: Passage Comprehension Requires reading a short passage and supplying a key missing word Accept responses that differ in tense or number Score responses that are different parts of speech as “0” Begin with the Introduction for examinees believed to be functioning at preschool or kindergarten level Use Suggested Starting Points

Test by complete pages until examinee correctly answers the six lowest-numbered items administered or until you have administered the page with Item 1. Continue testing by complete pages until the examinee misses the six highest-numbered items administered or until you have administered the page with the last item.

Key Administration Points: Passage Comprehension
Materials needed: Standard Battery Test Book and Test Record The passages should be read silently When necessary, remind examinee to read silently If they continue to read aloud, do not insist on silent reading If they read a passage aloud, the word that belongs in the blank must be identified separately

Do not help examinee with any words on this test The student needs only to identify the specific word that goes in the blank If the student reads the sentence aloud with the correct answer say, “Tell me the one word that should go in the blank.” If they cannot provide the word, score the response as incorrect.

Item Scoring Score each correct response 1 and each incorrect response 0 Unless noted, only one-word responses are acceptable If a person gives a two-word or longer response, ask for a one-word answer Responses can differ only in verb tense or number and be correct Do not penalize for mispronunciation resulting from articulation errors, dialects or regional speech patterns

Common Examiner Errors Providing help with words Not completing queries Penalizing for responses that differ only in verb tense or number Accepting responses that substitute a different part of speech

Something is on the chair It is a 12 The drums were pounding in the distance We could them. 22 It is one thing to demonstrate that modern war is harmful to the species. It is another thing to do something about it. 40

Test 10: Applied Problems Requires comprehending the nature of a problem, identifying relevant information, performing calculations, and stating solution Use table in Test Book to select a starting point No reading is required

Test 10: Applied Problems Test by complete pages until the student correctly answers the six lowest-numbered items administered, or until you have administered the page with Item 1. Continue testing by complete pages until examinee misses the six highest-numbered items administered or the last item. Upon request by student, any item may be repeated

Key Administration Points: Applied Problems
Materials needed: Standard Battery Test Book Test Record SRB and two pencils Follow basal/ceiling rules (6 consecutive) Test by complete pages Provide SRB and pencil when prompted, or earlier if needed

Key Administration Points: Applied Problems
Item Scoring Score each correct response 1 and incorrect response 0 Common Examiner Errors Forgetting to test by complete pages or not repeating items upon request

15. If Maria ate one of these suckers, how many suckers would be left? _______________________________ 30. Jay’s car holds fifteen gallons of gas. Yoshi’s car holds ten gallons of gas and Ellen’s car holds twenty gallons of gas. How many more gallons does Jay’s car hold than Yoshi’s car? Jay: gallons Yoshi: 10 gallons Ellen: 20 gallons

Test 11: Writing Samples Requires writing sentences in response to a series of demands that increase in difficulty (uses SRB) Select a starting point based on an estimate of examinee’s present level of writing ability. Administer the appropriate Block of Items indicated on table in Test Book. Administer additional block of items if score falls in shaded area of scoring table You may read any words during this test or repeat instructions if requested. If a student asks if spelling is important or how to spell a word, encourage them just to do their best.

Key Administration Points: Writing Samples
Materials needed: Standard Battery Test Book Test Record SRB and two pencils Score the items after testing is complete Administer additional items if the examinee’s score falls within a shaded area on the table in the Test Record. Encourage the student to attempt a response to each item in the block. d

Item Scoring: Score after testing is completed. Items may be scored 0, .5, 1, 1.5, or 2 points using a modified holistic procedures that requires judgment Use Appendix B in Examiner’s Manual If the student’s raw score falls within one of the shaded areas in the scoring table, administer the additional items indicated. d

Item Scoring: 2 points: superior response. Excluding beginning items it is a complete sentence that satisfies task demands and includes additional descriptive words and embellishments 1.5: borderline response that does not fit the exact pattern of the Scoring Guide. If it is not clear whether a response is superior (2 points) or standard (1 point), credit the response with a score of 1.5 points. d

Item Scoring: 1 point: standard response. Excluding beginning items, it is a complete sentence with adequate content 0.5 points: borderline response that does not fit the exact pattern of the Scoring Guide. If it is not clear whether a response is standard (1 point) or inadequate (0 points), ask demandscredit the response with a score of 0.5 points 0 points: a no-credit response is an inadequate response. It may be an incomplete sentence, a sentence with minimal content, an illegible response, or a sentence that does not follow NOTE: for scores ending in .5 round to nearest even number when calculating raw scores d

Common Examiner Errors: Failing to administer the appropriate block of items Scoring the items incorrectly Being too lenient or harsh when evaluating responses Failing to administer additional items when necessary Calculating the raw score incorrectly Asking the examinee to read his/her response for scoring purposes d

1. This says, “My name is ” Write your name here. 7. This woman is a queen. Write a sentence that tells what this man is. 13. Write one good sentence that tells what is happening in this picture and what could happen next. 19. Write one sentence about a boy finding a lost dog. Include the words “who found the” in the middle of your sentence. 30. Write a good sentence using the words “despite her anger.”

WJ III NU Tests of Achievement EXTENDED BATTERY
Test 13: Word Attack Requires pronouncing phonically regular pseudowords Know pronunciation prior to administering test Responses must be pronounced as a complete word to receive credit Use the table in Test Book to select a starting point based on the student’s present level of reading skill. Test by complete pages until the examine has missed 6 consecutive items or you have administered the last item.

Key Administration Points: Word Attack
Materials needed: Extended Battery Test Book Test Record Follow basal/ceiling rules (6 consecutive correct/incorrect) Test by complete pages Do not tell the examinee any letters or words Only accept correct responses that are pronounced as a complete word

Do not ask the examinee to repeat a specific word. Instead, have them repeat entire page and re-score only the item in question Record errors for analysis after testing is completed Score the last response given on each item If the student pronounces the word phoneme by phoneme or syllable by syllable instead o reading it in a natural and fluent way, score the item 0 and suggest they “first read the word silently and then say the word smoothly.” Give this reminder only once.

However, if the examinee first sounds out the stimulus word and then pronounces it correctly, score the item 1. Score the last response given. Record incorrect responses for error analysis. Item Scoring: Score each correct response 1 Score each incorrect response 0 Do not penalize for mispronunciations resulting from articulation errors, dialects, or regional speech patterns

Common Examiner Errors Failing to know the correct pronunciation of the items Accepting responses that are sounded out and not blended back together Failing to have examinee repeat an entire page when one response was not heard

16. 26. 30. 31. 32. tayed saist doitibility paraphonity apertuate tiff zoop nan rox lish ep 4-9: Read each of these words to me. Don’t go too fast.

Test 14: Picture Vocabulary Requires naming pictures (familiar to less familiar) Point to picture or part of picture as directed Test by complete pages Use Suggested Starting Points Select a starting point based on an estimate of the individual’s present level of oral language skill

Key Administration Points: Picture Vocabulary
Materials Needed: Extended Battery Test book Test Record Know the pronunciation of all items Follow basal/ceiling rules (6 consecutive correct/incorrect) Test by complete pages Complete all queries as indicated in Test Book Be sure to point to the picture or picture part as directed Record errors for further analysis

Key Administration Points: Picture Vocabulary
Item Scoring Score each correct response 1 Score each incorrect response 0 Do not penalize for mispronunciations resulting from articulation errors, dialects, or regional speech patterns Common Examiner Errors Failing to know the correct pronunciation of the items Accepting responses that are sounded out and not blended back together Failing to have examinee repeat an entire page when one response was not heard

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

Test 15: Oral Comprehension Requires listening to a short passage and providing the missing final word Administer Sample Item A and B to all examinees and then select a starting point based on an estimate of the examinee’s present oral language skill. Present Sample Items A and B orally. Present Sample Items C and B and all test items using audio recording. In rare cases you may present the items orally.

Key Administration Points: Oral Comprehension
Materials needed: Extended Battery Test Book Test Record Audio Recording and equipment Follow basal/ceiling rules: six consecutive correct/incorrect Test by complete pages

Accept only one-word responses if examinee gives longer responses Do not penalize for articulation errors or regional/dialectical speech differences Do not penalize for responses that differ in tense or number Do not accept responses that are a different part of speech

Item Scoring: Score each correct response 1 Score each incorrect responses 0 Unless noted, only one-word responses are acceptable If a person gives a two-word or longer response, ask for a one-word response Responses are correct when they differ from the correct response only in verb tense or number (singular/plural) A response is incorrect if the answer is a different part of speech, such as a noun for a verb

Common Examiner Errors: Failing to use the test audio recording Failing to ask for one-word responses when a longer response is given Failing to imitate the tape when (in rare cases) administering the test orally

Now you are going to listen to this audio recording. After you hear the two beeps, tell me one word that finishes the sentence. 1. Water looks blue and grass looks____________. 17. Carrots can be eaten cooked. They also can be eaten___________. 34. Observation of behavior when errors are made can lead to hypotheses regarding learning characteristics. Some people become so frustrated that their emotions cause them to quit. The rigid persist with a strategy that has ____________.

Test 17: Reading Vocabulary Requires reading words and providing synonyms, antonyms, or completing analogies Review the correct pronunciation of all items while learning to administer the test. Broken into three subtests Administer samples for each subtest to all subjects After administering sample items, do not read any other items or tell the examinee any other word Select an appropriate starting point for each subtest based on the examinee’s current reading ability

Key Administration Points: Reading Vocabulary
Materials needed: Extended Battery Test Book Test Record Administer all three subtests Make note of oral reading errors for error analysis Follow the basal/ceiling rules for each subtest (4 consecutive correct/incorrect) Test by complete pages Do not tell the examinee any words in the test items Unless noted, only one-word responses are acceptable

Item Scoring: Score each correct response 1 Score each incorrect 0 If a person gives a two-word or longer response, ask for a one-word answer Responses are correct when they differ from the correct response only in verb tense or number (singular/plural) A response is incorrect if the student substitutes a different part of speech, such as a noun for a verb If the student responds to an antonym item by giving the stimulus word preceded by “non” or “un,” ask for another answer unless otherwise indicated by the scoring key Do not penalize for mispronunciations resulting from articulation errors, dialects, or regional speech patterns

Common Examiner Errors: Reading items to examinees Failing to administer all three subtests Failing to apply the basal/ceiling rules to each subtest Miscalculating the total score

17A: Synonyms 17B: Antonyms Read each of these words out loud and tell me another word that means the same. 1. puppy entire fallow Read each of these words out loud and tell me another word that means the opposite. 1. on 12. distant 25. enervate

17C: Analogies Finish what I say-- a dog walks; a bird... A. 1. 10. 20. dog…walks bird... climb…up fall… plant…seed bird… discophile…philatelist records...

Test 18: Quantitative Concepts Requires applying mathematical concepts and analyzing numerical relationships (use Subject Response Booklet) Broken into two subtests; both subtests must be administered to obtain a raw score for this test For each subtest, select a starting point based on an estimate of the student’s present level of math skill Each item in 18B: Number Series has a 1-minute time limit

Key Administration: Quantitative Concepts
Materials needed: Extended Battery Test Book Test Record SRB and two pencils Follow the basal/ceiling rules for each subtest: 18A – four consecutive correct/incorrect 18B – three consecutive correct/incorrect Test by complete pages Repeat any item upon request On items with multiple-part answers, be sure all parts of the answer are given to score item 1

Key Administration: Quantitative Concepts
Item Scoring: Score each correct response 1 Score each incorrect response 0 Do not penalize for mispronunciation resulting from articulation errors, dialects, or regional speech patterns Common Examiner Errors Mispronouncing items Failing to administer all three parts Failing to apply basal/ceiling rules to each part of the test

18A: Concepts 3 3. What number is this? 6. Point to the largest star. Now point to the smallest star.

18B: Number Series 1 2 3 ___ 8 6 4 ___ ___ 1. 10. 20.

Test 22: Punctuation and Capitalization Requires using correct punctuation and capitalization in orally dictated words and phrases (use SRB) Know pronunciation of all test items Do not penalize for spelling errors as long as response is legible

Notations for Recording Responses
1: correct response 0: incorrect or no response Q: indicates a query DK: indicates the response of “Don’t Know” NR: indicates “No Response” SC: indicates a self-correction

10. (P) Make an exclamation point. Correct: ! 14. (P,C) Write the following city and state: Dayton, Ohio. Correct: Dayton, Ohio (must have comma between city and state; both “D” and “0” must be capitalized) (misspellings acceptable)

Woodcock-Johnson® III Normative Update (WJ III® NU)

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Woodcock-Johnson® III Normative Update (WJ III® NU)

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