WIAT III Administration and partial Scoring PPT presentation to Individual Assessment Class of 1st Term AY 2012-2013 for MS Psychology degree program

1. DIMAPILIS RAMOS
FENIX POLICARPIO

2. • Background
• Purpose
• Qualifications of Administration and Scoring
• Materials
• Administration Guidelines
• Description of Subtests
• Scoring Procedure
• Interpretation of Scores
• Issues in the use of the test

3. • Is a comprehensive individual test that is nationally
standardized; for prekindergarten to grade 12
(4 years and 0 months to 19 years and 11 months)
• 16 subtests to evaluate listening, speaking, reading,
writing, and mathematical skills.
• 8 Composite scores: Oral language, Total Reading,
Basic Reading, Reading Comprehension, and
Fluency, Written Expression, Mathematics, Math
Fluency, and total achievement.
• DURATION OF ADMINISTRATION varies
depending on the grade level of the student and the
number of students administered

4. • Difference from WIAT-II:
• Updated norms through high school, new subtests,
revised subtests with new items, and improved content
coverage, updated artwork, and modifications to
administration and scoring procedures; more user
friendly

5. • Identify academic strengths and
weaknesses of a student
• Inform decisions regarding eligibility for
educational services, educational
placement, or a diagnosis of a specific
learning disability, and
• Design instructional objectives and plan
interventions

6. • Trained professionals who are
involved in psychological or
educational testing
• Untrained examiners under the
supervision of an experienced
professional.
• Only those who are trained in
educational or psychological
assessment should interpret the

8. • Examiner‟s Manual
• How to administer, score and interpret, scoring rules and
samples.
• Technical Manual
• Describes the development, standardization, reliability,
and
• validity and normative and interpretative tables.
• Record Form
• All administration and item directions are in the Record
Form; no need to refer to the manual during testing

9. • Audio recorder
• Scratch paper
• Pencil without an eraser
• Stop watch

12. • Administration time
• Item sets
• Start points
• Reverse Rules
• Discontinue Rules
• Stop points

13. • Use of stopwatch for accuracy
• Begin timing after the last word of instruction
• Stop when limit is reached or if the student indicates that
he/she is finished before reaching time limit.
• For untimed subtests, approx. 30 seconds is sufficient
enough for the student to respond.
• If no answer yet after 30 seconds, say
“Do you have an answer?”
• If the student did not answer, say
“Let‟s try another one.”
• The administrator may grant additional time for untimed
subsets

14. • Allow administration of items that are moderately difficult
for the student. This provides the most information about
his or her achievement level.
• For Reading Comprehension and Oral Fluency Subtests
• Item sets span a range of difficulty levels. They are
delineated by grade-based start and end points.

15. • When reluctant to respond, say
“Just try your best.”
• When eliciting additional responses, say
“What do you mean?” or “Tell me more.”
• Write a “Q” for every instance used by recording beside
the response.
• A query should not be used to improve a clearly incorrect
response.
• When clarifying, say
“I did not hear you clearly.”
• When written response is ineligible, say
“I cannot read what this says.”

16. • Q – queries
• R – repetition of instructions
• DK – for don‟t know response
• NR – for no response

17. Determined by the student‟s current grade
level.
If not currently enrolled or in between
levels, the last grade completed should be
used
It is generally acceptable to begin
administering a subtest at an earlier or later
start point if the grade-appropriate start point

18. • Standard:
• Oral Discourse Comprehension
• Math Problem Solving
• Numerical Operations
• Spelling Item
• Item Set:
• Reading Comprehension
• Oral Reading Fluency
• Discontinue after 4 consecutive “0” scores
• Do not give credit for items past the discontinue
point

19. • General Administration Directions:
• Say,
I‟ll be asking you to do a number of
things today.
Some of the things may be easy for you,
but some things may seem hard. Most people
do not know every answer or finish
everything, but please try to do your best.
Do you have any questions?

20. Materials Repetitions Recording
and Scoring
Stimulus
book
Grades PK –
12+ Item 1
Discontinue
after 4
consecutive
scores of 0
Item prompts
may be
repeated as
needed
DK, 1 & 0
Grade Level Description Task
Grades PK –
12+
Measures listening
vocabulary
The student points to the picture that
best illustrates the meaning of each
word he or she hears

21. Material
s
Repetitio
ns
Recordin
g and
Scoring
Stimulus
book,
audio
CD
player
with
speaker
s
Grades PK –
3:
Item 1 (Track
2)
Grades 4 –
12+:
Item 6 (Track
7)
If score of 0 on
any of the first 3
items given,
administer
preceding items
in reverse order
until 3
consecutive
Discontin
ue after 4
consecuti
ve scores
of 0
Do not
repeat
CD tracks
DK, 1 & 0
Grade
Level
Description Task
Grades PK
– 12+
Measures ability to
make inferences
about, and
remember details
from an oral
discourse.
Measures the ability to make inferences
about, and remember details from, oral
sentences and discourse. The student
listens to sentences and passages and
orally responds to comprehension
questions.

22. • RECORDING AND SCORING
• Raw Score of Receptive Vocabulary + Raw Score of Oral
Discourse Comprehension = score to get
Listening Comprehension Standard Score
• Use the Technical Manual for score conversion
• Identify the Norms used to determine the table to be used

23. STANDARD SCORE
• RECEPTIVE VOCABULARY Raw Score Sample = 11
• ORAL DISCOURSE COMPREHENSION Raw Score
Sample = 18
• Look for the standard score at the Technical Manual
• p. 92, Appendix B, Table B.1
• Grade-Based Standard Scores for Subtests: Fall – Grade
3
• Raw 11 = _____ Standard; Raw 18 = _____ Standard
• Add Standard Score 107 and 120 = _____
• Using the same table, Look for the standard score under
the Listening Comprehension Column
• From a range of 227-228, we get a standard score of
_____

24. STANDARD SCORE

25. CONFIDENCE INTERVAL
• Look for the standard score at the Technical Manual
• p. 248, Appendix B, Table B.3
• Confidence Interval Magnitudes for the Grade-Based
Subtest Standard Scores
• At the Listening Comprehension Column and Grade
Level Row, We found that the 95% Confidence Interval is
±____
• From a 117 standard score,
• 117 – ____ = 107; 117 + _____ = 127
• We get a range of ___-___

26. CONFIDENCE INTERVAL

27. PERCENTILE RANK
• Look for the percentile rank at the Technical Manual
• p. 397, Appendix D, Table D.1
• Percentile Ranks, Normal Curve Equivalents, and
Stanines Corresponding to the Subtest Composite
Standard Scores
• From 117 standard score, we get 87 percentile rank
• From 107 standard score, we get 68 percentile rank

28. PERCENTILE RANK

29. GRADE EQUIVALENT
• Look for the grade equivalent at the Technical Manual
• p. 398-401, Appendix D, Table D.2
• Grade Equivalents Corresponding to the Subtest Total
Raw Scores and Weighted Raw Scores
• From raw score of 11, the grade equivalent is _____.
• From raw score of 18, the grade equivalent is _____.
• Get the average of the grade equivalent = _____.

30. GRADE EQUIVALENT

31. GROWTH SCALE VALUE
• Look for the growth scale value at the Technical Manual
• p. 408, Appendix D, Table D.4
• Subtest Raw Score to Corresponding Growth Scale
Values
• From raw score of 11, the growth scale value is _____.
• From raw score of 18, the growth scale value is _____.
• Get the average of the growth scale value = _____.

32. GROWTH SCALE VALUE
FINAL FURNISH OF LISTENING COMPREHENSION
SUBTEST SCORE SUMMARY

33. Materials Timing Repetitio
ns
Recording
and
Scoring
Stimulus
Book
Grades PK-
3: Item 1
None:
Administer all
items
Allow
sufficient
time for
the
student to
respond
Item
prompts
may be
repeated
as
needed.
DK, 1 & 0
Description Task
Allows examiners to asses skill
strengths and weaknesses of
students with reading difficulties.
Measures several skills deemed
important for developing reading
skills.
Names letters of the alphabet, identifies and
generates rhyming words, identifies words with
the same beginning and ending sounds,
blends sounds, matches sounds with letters
and letter blends, and matches written words
with pictures that illustrate their meaning.

34. RECORDING AND SCORING
• Scored with 1 or 0.
• For items that ask for rhyming word > write response verbatim
beside item in RF.
• Correct responses are listed in RF for each item.
• Equivalent answer > encircle then give a score of 1.
• Answer does not match the one in RF > Write verbatim then 0.
• For verification of score later.
• To calculate total raw score > sum the scores of all items.

35. • Reading Comprehension requires a combination of
• – word identification skills
• – reading vocabulary
• – language comprehension skills
Description Task
Measures untimed reading
comprehension of various types of
text, including fictional stories,
informational text, advertisements,
and how-to passages.
Examinee reads passages aloud or silently.
After
each passage, the student orally responds to
literal
and inferential comprehension questions read
aloud by the examiner. May refer to passage
to answer
questions.

36. Material
s
Recording
and
Scoring
Stimulus
book
Grade 1: Item 1
Grade 2: Item 5
Grade 3: Item 11
Grade 4: Item 25
Grade 5: Item 32
Grade 6: Item 38
Grade 7: Item 46
Grade 8: Item 54
Grade 9-12+:
Item 60
Grade 1: Item 1
Grade 2: Item 5
Grade 3: Item
11
Grade 4: Item
25
Grade 5: Item
32
Grade 6: Item
38
Grade 7: Item
46
Grade 8: Item
54
Grade 9-12+:
Item 60
If the sum of
scores for all
reversal items
is 2 or less, go
back one start
point and
continue
administration.
The reverse
rule may be
applied a
maximum of 3
times do not go
back more than
3 start points
from the grade-
Record
student
responses
beneath
each
question,
and then
score
responses
according to
the criteria
provided.
DK, 1, 2 & 0

37. • Items measure literal and inferential comprehension.
• Scores are based on examinee‟s performance on set of
items.• ITEM SET REVERSE RULE
Grade Passage
1 1-18
2 5-24
3 11-31
4 25-45
5 32-53
6 38-59
7 46-67
9 54-75
9-12+ 60-84
• If reading time exceeds the
reversal time limit on the first
passage of the item set, go back
one start point and continue
administration.
• The reverse rule may be applied
up to maximum of 3 times.

38. • SCORING
• 1) Calculate Raw Score
• 2 – full credit; 1 – partial credit; 0 – no credit
• Criteria for scoring
• Encircle close response of the student and the
corresponding score
• If the response is not close to those enlisted in the record
form, transcribe student‟s response verbatim and encircle
“0” point.

41. • SCORING
• 2) Calculate Weighted Raw Score
• Convert the raw score to weighted raw score
• Using the weighted raw score, get the corresponding
standard score using the normative tables

42. Material
s
Recording
and
Scoring
Stimulus
book,
Paper,
Pencil
Grade PK: Item 1
Grade K: 8
Grade 1-2: Item 16
Grade 3: Item 26
Grade 4-5: Item 30
Grade 6-8: Item 34
Grade 9-10: Item 35
Grade 11-12+: Item
40
If score of 0 on
any of the first 3
items given,
administer
preceding items in
reverse order until
3 consecutive
sores of 1.
Discontin
ue after 4
consecuti
ve scores
of 0.
DK, 1& 0
Circle Y if
the student
uses paper
and pencil.
*No
calculator
Description Task
Measures untimed math problem
solving
skills in the following domains: basic
concepts, everyday applications,
geometry, and algebra.
The examinee provides oral and pointing
responses in response to questions
presented orally (and often with visual
cues) requiring the application of math
reasoning skills.

43. SCORING
• Column provided to indicate items were the client used pencil and
paper > review frequency of using pencil and paper and the response
written.
• Sum the scores of all items administered for the raw score
• If applicable, give credit for items that precede the start point or
reversal item.
• If discontinued, do not give credit for items past the discontinue point.

44. Materials Time Limit Recording and
Scoring
Response
Booklet,
Pencil
without
eraser,
Stopwatch
Grades PK-3:
Item 1
Allow a maximum of 30
seconds to complete. If all
letters are written prior to
the time limit, or the student
cannot write any more
letters, record the
completion time
Record the
elapsed time in
seconds.
Description Task
Measures the ability to write letters
of the alphabet within a 30-second
time limit.
The student will write as many letters of
the alphabet as quickly he/she can. The
student may write letters in order, in
cursive or print, in uppercase or
lowercase.

45. • SCORING
• Stop the student after 30 seconds
• Each letter is scored with 1 or 0
• Letters B to Z are printed in Record Form both in
uppercase and lowercase. Circle each letter (uppercase
or lowercase) that receives credit.
• Record the errors that receives no credit.
• To get the raw score, count the number of letters with
credit.
• Scoring Criteria are in Appendix B.1

47. ERROR
- Repetition
- Overwriting
- Reversed (q for p)
- Transposed (a d c b)
- Upside down
NO ERROR
- Reformation
- Stray Marks
- Placement
- Poorly formed letters

48. Material
s
Repetition
s
Recording
and Scoring
Respons
e
Booklet
Grades 1-
12+: Sample
A
If score is 0 on first 2
items, record a raw
score of 0 for
Sentence Combining
and Proceed to
Sentence Building
Item
prompts
may be
repeated
as needed.
Check the
prompt box as
appropriate, for
each item
Description Task
Measures sentence formulation
skills and written syntactic
maturity.
The student combines two or three
sentences into one sentence that
preserves the meaning of the original
sentences.

49. • EXAMPLE:The boy has hair.
The girl has hair.
The boy and girl have hair.
• SCORING
• Prerequisite Scoring Criteria and Criteria for Semantics and
Grammar, Mechanics, and Extra Credit are provided.
• Record Form provides space for reading essential scoring
info per item.
• Column meets prerequisites - encircle Y if student met all 3;
encircle N if otherwise.
• Column Semantics & Grammar, Mechanics & Extra Credit –
record appropriate scores
• Record Form provides space for recording errors for each
category.

50. SEMANTICS AND GRAMMAR
Conveys same meaning as the original
sentences and uses correct grammar and
syntax.
Conveys same meaning and includes 1 or 2
errors in grammar/syntax.
Does not convey same meaning or includes 3
or more errors in grammar/syntax.
Score = 2
Score = 1
Score = 0

51. MECHANICS
No errors in spelling, capitalization,
or punctuation.
1 or 2 errors in spelling, capitalization,
or punctuation.
3 or more errors, or lacks sufficient
meaning to determine accuracy of
punctuation.
Score = 2
Score = 1
Score = 0

52. EXTRA CREDIT
Award 1 point Award 0
points
1. Does not use the word
and to join two
independent clauses; and
2. Uses good sentence
structure; and
3. Conveys same
meaning as original
sentences.
1. Uses the word and to
join 2 independent
clauses, OR
2. Uses poor sentence
structure, OR
3. Does not convey the
meaning of
the original sentences.

53. • Semantics & Grammar & Mechanics Column = record the
first 3 errors.
• Column If extra Credit = 0 points
• Encircle the reason why the answers received no credit
• To get the sentence combining raw score – sum scores
of semantics and grammar mechanics and extra credit
• Then record the scores under each column then enter
the sum in the Sentence Combining Raw Score box.

54. Material
s
Repetition
s
Recording
and Scoring
Respons
e
Booklet
Grades 1-
12+: Sample
A
If score is 0 on first 2
items, record a raw
score of 0 on
Sentence Building.
Item
prompts
may be
repeated
as needed.
Check the
prompt box as
appropriate, for
each item
Description Task
Measures sentence formulation
skills and written syntactic
maturity.
For each item, the student is asked
write one sentence that uses a target
word with appropriate context.

55. SEMANTICS AND GRAMMAR
Complete sentence that uses target word
meaningfully and uses correct grammar,
syntax, and sentence structure.
Complete sentence that uses target word
meaningfully and includes 1 or 2 errors/
deviations in grammar, syntax, and/or
semantics.
Does not use target word meaningfully and
correctly or includes 3 or more errors in
grammar, syntax, and/or semantics.
Score = 2
Score = 1
Score = 0

56. MECHANICS
No errors in spelling, capitalization,
or punctuation.
1 or 2 errors in spelling, capitalization,
or punctuation.
3 or more errors, or lacks sufficient
meaning to determine accuracy of
punctuation.
Score = 2
Score = 1
Score = 0

57. Materials Timing Repetitio
ns
Recording
and
Scoring
Word
Card,
Stop
watch,
Audio
Recorder
Grades 1-
12+:
Items 1
Discontin
ue after 4
consecuti
ve scores
of 0.
Record the item
number
completed at 30
seconds.
(Continue to
administer items
until the
Discontinue Rule
is met.)
Instruction
s may be
repeated
as
needed.
DK, 1 & 0
Record a
check
mark if >3”
or self
corrects
(SC).
Record
reading
Description Task
Measures speed and accuracy
of decontextualized word
recognition.
The student reads aloud from a list of words
that increase in difficulty.

58. • Listen to Track 23 to familiarize with the pronunciation
that receives credit for each item. *Credit also for regional
or dialectical pronunciation of words.
• If pronunciation is slow or choppy, prompt once by
saying, “Say it all together.” If next attempt is slow or
choppy, score “0” and say. “Try the next one.”
• If the student skip a word or row, immediately redirect the
student to the correct item by pointing on the Word Card
and ask to continue.
• Record self-correction (SC) and delayed responses (>3”)
to be used as part of qualitative error analysis
• Transcribe student‟s incorrect responses for error
analysis

59. • Word Reading Speed total raw score - Record the item
number completed at 30 seconds; encircle last item read;
it reflects the number of words the student read in 30”,
regardless of accuracy
• If discontinue rule is met before 30” limit, use clinical
judgment on whether to stop the administration or not. If
administration is stopped before 30”, Word Reading Speed
total raw score cannot be obtained.
• Word Reading total raw score – Reflects the number of
words read correctly under untimed conditions.
• Discontinue rule considerations: wait until the student
finishes reading a row of words on a Word Card, instead of
interrupting in the middle of the row.

60. SCORING
• Scored with 1 or 0.
• If multiple attempts to read a word, score the last attempt.
• SCs are scored as correct.
• If partial pronunciation, write the abbreviated response then give a
score of 0.
• Items after the discontinue point: no credit.
*RECORDING ERRORS:
• Slash mark: omitted letter/sounds.
• Caret mark: added/inserted letter sounds.
• Circle substituted letter sounds and write the substituted sounds above the
circled letters.
*CALCULATING RAW SCORES: Sum scores of all items administered.
• Word reading speed > total raw score is the number of item completed at 30
seconds.

61. Materials Time Limit Repetitions Recording
and Scoring
Response
booklet,
Pencil
without an
eraser,
Paper,
Stopwatch
Grades 3-
12+: Item 1
Allow 10
minutes
Instructions
may be
repeated as
needed.
Record the
elapsed time
(in seconds).
Description Task
Measures spontaneous,
compositional writing skills
within a 10-minute time limit.
Student writes an essay in response to a
“prompt.”

62. If less than 30 words, prompt once “Try to write full
page” and continue timing.
If the student can‟t write more, stop the time and
record the elapsed time and discontinue.
Words fewer than 30 cannot be reliably scored.
If scored, response must be interpreted with caution.
For screening purpose only and not for decisions
about educational placement.

63. • SCORING
• Scoring Criteria in Appendix B.5 and B.6
• For Content and Organization and for Grammar and
Mechanics Skills - allow examiners to spend time scoring
only those areas of interest and for more specific
identification of strengths and weaknesses.
• Dictionary and spelling tool are not allowed.
• Student may correct by crossing and rewriting.
• Encourage student to maximize the 10 minutes and to
write as much as possible.
• If the student‟s done, pause the stopwatch and count the
number of words.
– If more than 30 words, record the elapsed time and
discontinue.

64. RECORDING AND SCORING
• Content and Organization:
– Space is provided at the Record Form for
essential information.
– Space is limited so only record the
essential information = part of the student‟s
statements.

65. RECORDING AND SCORING:
• Record the following information:
1. Introduction column: introductory thesis
statement; keywords reinstated at the body of
the essay.
2. Conclusion column: concluding thesis statement
and any keywords in the conclusion that are
restated in the body of the essay.
3. Transitions column: First 5 transitions that
receive credit.
4. Reasons Why: First 3 reasons that receive
credit.
5. Elaborations: 3 elaborations that receive credit.

66. RECORDING AND SCORING
• Calculating the Raw Scores:
• Total raw score for Essay Composition (Content and Organization)
is not calculated.
• Raw scores from Word Count and for Theme Development and
Text Organization > converted to standard scores (B.1 or C.1) >
used to compute the derive scores for the subtest.
• To calculate raw score for Word Count and for Theme
Development and Text Organization use the score boxes in the
record form.
• First: Record the number of words written in the Word Count
Raw Score Box.
• Second: Record the scores for each of the 6 elements of the
Them Development and Text Organization in the space
provided.
• Third: Record scores in the Raw Score Box.

67. • In using the scoring assistant:
• First, enter raw score for Word Count.
• Second, either enter raw score of Theme Development and Text
Organization or;
• use the interactive scoring guide to score each component and
calculate raw score automatically.
– If calculating scores manually using the normative
tables, transfer raw scores for Word Count and
for Theme Development and Text Organization to
the subtest score summary.
– Find standard scores and sum them.
– Use that sum to find the standard score for essay
composition (Content and Organization)

68. • To calculate Grammar and Mechanics raw score use
the boxes in RF.
• First, enter number of correct word sequences and
number of incorrect word sequence.
• Second, subtract IWS from CWS > enter value in CIWS
Box.
• This way, possible for student with a significant
weakness to obtain a negative in Grammar and
Mechanics.

71. DEVELOPMENT AND ORGANIZATION
• Six Features:
• 1. Five paragraphs
• 2. An Introduction
- Includes a thesis statement, and
- Summarizes the reasons that will be presented
• 3. Use of transitions to show relationships of ideas.
• 4. Three or more reasons to support thesis statement.
• 5. One or more elaborations to support each reason.

72. Materials Timing Repetitio
ns
Recording and
Scoring
Pseudowo
rd card,
Audio CD
Track 24,
Audio
Recorder,
Stopwatch
Grade
s 1-
12+:
Sampl
e A
Discontin
ue after 4
consecuti
ve scores
of 0.
Record the
item number
completed at
30 seconds.
(Continue to
administer
items until the
Discontinue
Rule is met.)
Instructio
ns may
be
repeated
as
needed.
DK, 1 & 0
Record the item
completed at 30
seconds. For
skills analysis,
record the errors
in the Correct
Pronunciations
Column
Description Task
Measures ability to decode
nonsense words.
Examinee reads aloud from a list of
pseudowords that increase in difficulty.

73. • To begin administration, say
• “I want you to read some words that are not real words,
but read them as if they were.”
• If student‟s response is unclear,
• – circle item number
• – continue administration
• After final item is administered, point to the row
containing the item and say, “I did not hear you clearly.
Please read these words again.”
• Score only the target word.
• If pronunciation is slow or choppy, prompt by saying
• “Say it all together.”

74. • SCORING

75. Materials Repetitio
ns
Recording
and
Scoring
Respons
e
Booklet,
Pencil
without
an eraser
Grades K-
1:
Item 1
Grades 2-
4:
Item 14
Grades 5-
12+:
Item 18
Discontinu
e after 4
consecutiv
e scores of
0.
If score of 0 on
any of the first 3
items given,
administer
preceding items
in reverse order
until 3
consecutive
scores of 1.
Instruction
s and item
prompts
(items 1-
7) may be
repeated
as
needed.
DK, 1 & 0
Description Task
Measures untimed, written math calculation
skills in the following domains: basic skills,
basic operations with integers, geometry,
algebra and calculus.
Examinee completes math
calculation problems
presented in a worksheet
format.

76. • SCORING

77. Materials Timing Repetitio
ns
Recording
and
Scoring
Stimulus
Book
Grades
PK-12:
Item 1
Discontin
ue after 4
consecuti
ve scores
of 0.
Allow sufficient
time for the
student to
respond.
Item
prompts
may be
repeated
as
needed.
DK, 1 & 0
Description Task
Measures speaking vocabulary
and word retrieval ability.
The student says the word that best
corresponds to a given picture and
definition.

78. Materials Timing Repetitio
ns
Recording
and
Scoring
Stimulus
Book
Grades
PK-12:
Item 1
Discontin
ue after 4
consecuti
ve scores
of 0
Allow sufficient
time for the
student to
respond.
Item
prompts
may be
repeated
as
needed.
DK, 1 & 0
Description Task
Measures efficiency of word
retrieval (i.e. how easily he or she
can produce words) and flexibility
of thought processes.
The student names as many things as
possible belonging to a given category.
(i.e. animals, colors) within 60 seconds.

79. Materials Timing Repetitio
ns
Recording
and
Scoring
Audio
Recorder
Grades
PK-12+:
Sample A
Discontin
ue after 4
consecuti
ve scores
of 0.
Allow sufficient
time for the
student to
respond.
Do not
repeat
items.
DK, 2, 1 &
0
Description Task
Measures oral syntactic
knowledge and short-term
memory.
The student listens to sentences that increase
length and complexity and repeats each
sentence verbatim.

80. • SCORING
• Record the student‟s responses verbatim for later
qualitative skill analysis (incorrect responses)
• Use of Voice Recorder for Oral Word Fluency and
Sentence Repetition is recommended
• Raw scores from Expressive Vocabulary + Oral Word
Fluency + Sentence Repetition = score to get the Oral
Expression Standard Score
• Use the Technical Manual for score conversion
• Identify the Norms used to determine the table to be used

81. *Sample Subtest Score Summary

82. Description Task
Measures speed, accuracy,
fluency,
and prosody of contextualized oral
reading.
Examinee reads passages aloud, and then
orally
responds to comprehension questions.

83. Material
s
Timing Recordin
g and
Scoring
Oral
Reading
Fluency
(ORF)
Booklet,
Stopwat
ch,
Audio
recorder
Letters
identify
passages:
Grade 1: A
Grade 2: C
Grade 3: E
Grade 4: G
Grade 5: I
Grade 6: K
Grade 7-8:
M
Grade 9-
12+: O
Letters identify
passages:
Grade 1: After
B
Grade 2: After
D
Grade 3: After
F
Grade 4: After
H
Grade 5: After
J
Grade 6: After
L
Grade 7-8:
After N
If reading time
exceeds
reversal time
limit on the first
passage of the
item set, go
back one start
point and
continue
administration.
The reverse
rule may be
applied 2x
max; do not go
back more
than 2 start
Start
timing
at first
word.
Stop
timing
at last
word.
Supply
unkno
wn
words
after 5
second
s.
Record
elapsed
time;
Record
student‟s
response
verbatim
in
comprehe
nsion
question;
Complete
Prosody
scale at
the end of
subtest.

84. • ITEM SET REVERSE RULE
Grade Passage
1 A, B
2 C, D
3 E, F
4 G, H
5 I, J
6 K, L
7-8 M, N
9-12+ O, P
• If reading time exceeds the
reversal time limit on the first
passage of the item set, go back
one start point and continue
administration.
• The reverse rule may be applied
up to maximum of 2 times.

87. • Fluency is calculated as the average number of words
read correctly per minute.
• A qualitative scale is completed by the examiner to
assess the student‟s reading prosody.
• Comprehension questions are asked only to encourage
reading for meaning; comprehension performance is not
scored quantitatively.
• Addition Errors: Any word added
• Other Errors: Words supplied after 5” of attempted
reading of word (mark with G for “given”);
mispronunciations, substitutions, omissions and
transpositions

88. • Transfer Completion Time, Addition Errors, Other Errors,
and Word Count Totals to the ORF Passage Subtotal
Raw Scores Table on Page 46
• Calculate Oral Reading Fluency Total Raw Score, Oral
Reading Accuracy Total Raw Score, and Oral Reading
Rate Total Raw Score
• Use Total Raw Scores to find Weighted Raw Scores in
Appendices A.2, A.3 and A.4
• Convert Weighted Raw Scores to Standard Scores using
Table B.1 or C.1

89. • SCORING
• The subtest raw scores are converted to weighted raw
scores before the derived scores are calculated.

90. Word Reading Speed
The score is the same as or as higher than the scores
obtained by 5% of students in normative sample; 95% in the
normative sample scored higher than the sample score
5
5
14
14

91. Material
s
Recording
and Scoring
Respons
e
Booklet,
Pencil
without
eraser
Grades K-1:
Item 1
Grade 2: Item
7
Grade 3: Item
9
Grades 4-8:
Item 16
Grade 9-12+:
Item 20
If score of 0 on any of
the first 3 items
given, administer
preceding items in
reverse order until 3
consecutive scores of
1.
Discontinu
e after 4
consecutiv
e scores of
0.
DK, 1 & 0
Description Task
Measures written spelling
of letter sounds and single
words.
The student hears each letter sound within the
context of a word, and each word within the
context of a sentence, and then the student
writes the target letter sound or word.

92. • PRONUNCIATIONS
• - listen to Audio Track CD and/or
• - refer to examiner‟s manual
• - Alternate pronunciation – there are words with more
than one correct pronunciation, choose pronunciation
familiar to the student; if the student appears confused,
use alternate pronunciation

93. • SCORING
• To check spelling – See Record Form
• Special Consideration: For Grades K-1 only
• - Do not penalize for letter reversals on any item
administered, except when the letter reversal forms a
different letter

94. Material
s
Time Limit Repetition
s
Recording
and Scoring
Respons
e
Booklet,
Pencil
without
eraser,
Stopwatc
h
Grades 1-2:
Addition,
Subtraction
Grade 3-12+:
Addition,
Subtraction,
Multiplication
Allow 60 seconds
for each subtest
Instructions
may be
repeated
as needed.
Record the
elapsed time in
seconds.
Description Task
Measures the speed and accuracy
of a student‟s math (addition,
subtraction and multiplication)
calculations.
The student solves written addition,
subtraction and multiplication
problems within a 60-second time
limit.

96. • Standard Score
• Percentile Rank
• Normal Curve Equivalent
• Stanines
Status
Scores
• Grade Equivalent
• Age Equivalent
• Growth Scale Value
Growth
Scores

102. Wechsler Individual
Achievement Test-III: What is
the „Gold Standard‟ for
Measuring Academic
Achievement?
By: Thomas G. Burns

103. WIAT-III:
• More in-depth subtest analyses and more accurate goal
intervention recommendations.
• Supports clear diagnostic when considering a learning
disability.
• Reduced ethnic and cultural bias.
• Addressed ceiling-and-floor effect.
• The discontinue rule was shortened to four consecutive
scores of 0 instead of 5 (to lessen administration time).

104. WIAT-III:
• 16 subtests that contribute to the 8 index scores (not all
of these are required at every age level).
• Length of administration per level:
• PK level: 35 minutes average; Kindergarten level: 45 minutes
average; 1st grade to 2nd grade: 80 minutes average; 3rd grade: 94
minutes average; 4th to 12th grade: more than 100 minutes.
• Costs $675 for the complete kit.

105. STRENGTHS:
• Provides domain-specific coverage in every required
academic area specified by federal law for identifying
learning disability (Individuals with Disabilities Education
Improvement Act of 2004 [IDEA 2004]).
• Seeks to strengthen the link with the act.
• Compared 116 children who were administered WIAT-III
and WISC-IV (for more interpretative analysis).
• Also included gifted children, children with mild
intellectual disability, individuals with learning disorders,
and students with expressive language disorder.

106. • Differences between standard composite scores are provided
to show patterns of relative strengths and weaknesses.
• Computer Scoring System: Chart that analyzes strengths and
weaknesses – summarizes the data in an easy-to-read
fashion.
• Includes raw scores, standard scores, percentile, age and grade
equivalence, growth score, and stanine (data both on graph and
chart).
• Skills Analysis Report: allows neurologist to analyze
morphology, vowel use, and consonant types, use of
homophone, prefixes/suffixes, and vowels.
• Comparisons of consonants and vowel blends in the spelling
subtest propose recommendations to be specific and targeted
for learning remediation.
• Greatest strength is the addition of Math fluency subtest.

107. WEAKNESSES:
• Too long to administer.
• Takes considerable time to assess older school-aged
children.
• Uses concordance-discordance model:
• Relies on the analyses of strengths and weaknesses and focuses
on discordance between academic ability and intellectual potential
• Uses concordance-discordance model:
• In Hale et al. (2008) model: calculation of discordance between
cognitive strength and academic deficit is determined.
• WIAT-III does not calculate the concordance between academic
weakness and cognitive deficit and does not combine the subtests
into factor scores.
• Examines a child‟s strengths and weaknesses in a way that can
be used for comparative purposes.

108. WEAKNESSES:
• Subtests weakness: lack of assessment for measures of
phonology or rapid naming.
• Comprehension scores for weak readers may be hard to
analyze/interpret at lower levels due to the insufficient
data to analyze.
• Essay composition subtest: additional time needed for
scoring.
• Scoring weigh heavily on word count, basic grammar, spelling and
mechanics.
• Heavily influenced by mechanical aspects of writing more than
content and flow.

109. RELIABILITY
• Assessed using the split-half reliability.
• Corrected by Spearman-Brown formula.
• Excellent to good reliability.
• Correlations ranged from .60-.82.

110. THANK YOU! 