Woodcock-Johnson® III Normative Update Complete

Tests of Achievement
Tests of Cognitive Abilities
Administration
System Requirements
  • Tests of Achievement

    WJ III NU — Tests of Achievement

    The WJ III NU Tests of Achievement helps practitioners assess students for learning disabilities and determine if they need special services. IDEA 2004 requires the use of a variety of assessment tools and strategies to gather relevant, functional, developmental, and academic information about the student.

    WJ III NU Tests of Achievement has two parallel forms (A and B) that are divided into two batteries—Standard and Extended. The Standard Battery includes tests 1 through 12 that provides a broad set of scores. The 10 tests in the Extended Battery provide more in-depth diagnostic information on specific academic strengths and weaknesses. Examiners can administer the Standard Battery either alone or with the Extended Battery.

    The Tests of Achievement also includes tests and clusters that directly parallel those outlined by IDEA and provides sound procedures for determining learning variances between abilities and achievement.

  • Tests of Cognitive Abilities
    WJ III NU Tests of Cognitive Abilities

    WJ III NUTests of Cognitive Abilities

    The WJ III NU Tests of Cognitive Abilities is a comprehensive, individually administered cognitive assessment that identifies strengths and weaknesses in cognitive abilities, processes, and academic performance to assist professionals in the diagnosis of disabilities or non-cognitive factors.

    Examiners can also obtain a brief measure of subject intelligence with the Brief Intellectual Ability (BIA) score, complete with its own test record. The BIA takes about 10 to 15 minutes to administer and is especially useful for screenings and reevaluations that do not require a comprehensive intellectual assessment, or research that needs a short but reliable measure of intelligence. If examiners need to test a subject more thoroughly or focus on a specific area of concern, they can administer additional tests from the main Cognitive battery and Diagnostic Supplement.

    The WJ III NU Tests of Cognitive Abilities Standard Battery consists of 10 tests and contains 6 clusters. The Extended Battery includes 10 additional tests, and contains 14 clusters. Depending on the purpose and extent of the assessment, examiners can use the Standard Battery alone or in conjunction with the Extended Battery.

  • Administration

    Administration

    Administration time varies depending on the combination of batteries used, but examiners can estimate an administration time of approximately 5 minutes per test.

    Validity

    Two important aspects of a test’s validity are: 1) how closely its norming sample represents the population to which the test results will be compared, and 2) how carefully the data were gathered from that sample. The original WJ III sample was selected to represent, within practical limits, the U.S. population from ages 24 months to 90+ years. Normative data for the test were gathered from more than 8,800 subjects in more than 100 geographically diverse communities in the United States.

    Individuals were randomly selected within a stratified sampling design that controlled for 10 specific community and individual variables and 13 socio-economic status variables. The sample consisted of 1,143 preschool subjects; 4,784 kindergarten through twelfth-grade subjects; 1,165 college and university subjects; and 1,843 adult subjects.

    The WJ III NU uses continuous-year norms to yield normative data at 10 points in each grade. It provides age-based norms by month from ages 24 months to 90+ years. And it provides grade-based norms for kindergarten through 12th grade, 2-year college, and 4-year college, including graduate school.

    The WJ III NU is a highly accurate and valid diagnostic system because the two batteries were co-normed and based on a single sample. When tests are co-normed, examiners obtain actual discrepancies and avoid errors typically associated with estimated discrepancies.

    Reliability

    Most of the WJ III NU tests show strong reliabilities of .80 or higher; several are .90 or higher. The WJ III NU interpretive plan is based on cluster interpretation. The WJ III NU clusters show strong reliabilities, most at .90 or higher.

    Discrepancies

    The WJ III NU is especially useful for identifying and documenting ability/achievement discrepancies and intra-ability variations. The ability/achievement discrepancy is the most commonly used method of evaluating an individual's eligibility for special programs. Professionals can obtain ability/achievement discrepancies by administering both the Cognitive and the Achievement batteries. The WJ III NU provides three types of ability/achievement discrepancies - general intellectual ability to achievement, predicted achievement to achievement, and oral language to achievement.

    The oral language to achievement discrepancy is a new measure offered only in the WJ III NU. For the first time, professionals can calculate an ability/achievement discrepancy using only the Achievement battery. The Oral Language Extended cluster, which used to be in the Cognitive battery, can now be used as the "ability" score and compared with a subject's achievement score. This measure is particularly useful for reading and other oral language professionals.

    The WJ III NU also provides intra-ability variations, which include intra-achievement variations, intra-cognitive variations, and intra-individual variations. Information gathered from intra-ability variations helps professionals to determine an individual's strengths and weaknesses, diagnose and document language and learning disabilities, and make intervention plans.

    The intra-individual variations procedure has several advantages over traditional aptitude/achievement discrepancy procedures. It provides a more comprehensive evaluation because examiners can analyze a variety of scores across cognitive and achievement clusters. The intra-achievement variations procedure examines the difference between an individual's achievement score in a particular area with a prediction estimated based on an average of all other achievement areas to help professionals to identify learning disabilities, pinpoint specific problems, and choose the most appropriate intervention for an individual. The procedure is also particularly useful for identifying learning disabilities early, before a child fails in school.

    Scoring & Interpretation

    Scores obtained by using the WJ III NU: SS, GE, AE, PR, RPI, instructional ranges; and developmental level bands.

    Software

    Each WJ III NU Test Kit includes the WJ III NU Compuscore and Profiles Program at no additional charge. With this program, you enter the raw scores, and the software quickly and accurately provides all derived scores for tests and clusters and eliminates hand-scoring errors. The Summary Report, produced in either English or Spanish, contains a brief narrative description of the individual's test performance and incorporates observations from the Test Session Observation Checklist. The Summary Report and Table of Scores can be easily imported into a word-processing program for integration into a more extensive report. The program also provides age/grade profiles and standard score/percentile rank profiles.

  • System Requirements

    System Requirements

    Windows®

    • Microsoft® Windows 95/98/NT® 4.0/2000/Me/XP Operating System
    • 486 processor
    • 16 megabytes (MB) of available memory (RAM)
    • VGA resolution monitor
    • Mouse or compatible pointing device
    • Printer supported by MS Windows
    • CD-ROM Drive

    Macintosh®

    • Apple® system software version 10.2 through 10.3
    • Apple Macintosh computer with PPC processor
    • 96 megabytes (MB) of available memory (RAM)
    • Macintosh-compatible printer
    • CD-ROM Drive

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