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WoodcockJohnson III

Tests of Achievement

By Richard W. Woodcock, Kevin S. McGrew and Nancy Mather

Presented by Melanie Spiller and Corinne Gray



Reading, oral language, math, written language, academic knowledge (science, humanities, social studies), fluency, applications and phoneme/grapheme knowledge

22 tests

Standard Test Book ­ Tests 1 to 12 Extended Test Book ­ Tests 13 to 22

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The Standard Battery provides a broad set of scores. The Extended Battery provides more in-depth diagnostic tools to measure specific academic strengths and/or weaknesses.

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Tests may be administered in various combinations to accomplish different assessment goals (see selective testing table). Standard Battery ­ approx. 60-70 minutes Extended Battery ­ 5-10 minutes per test

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Instructions for the correct administration of the tests are provided page by page in the test books themselves. The accompanying Examiner's Manual provides more detailed information. Claims to be effective on individuals ranging in age from 2 to 90 years old.

Types of Scores

The computer scoring program will calculate and report scores and provide a short written summary of performance. As well, it will plot and print age / grade and standard score (including t score and z score) / percentile rank profiles.

Other Components of the WJ III

Student is provided with a Subject Response Booklet to use when written answers are required. Examiner records student scores in a Test Record, which has built-in scoring tables for each test, enabling estimated age/grade equivalent scores to be found immediately. An Audio Recording is provided to be used with some of the tests.

Writing Samples

Test 11, Writing Samples, measures the quality of expression of a written sentence (potential for criticism here ­ is a sentence sufficient?) (30 questions) Examples:

#11 (picture of drum and drum sticks) Write a good sentence that tells something about this toy. #20 The second sentence is missing from this paragraph. Write a good sentence that will fit.

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To evaluate handwriting, you may use:

The Handwriting Legibility Scale ­ measures general appearance of handwriting (see Appendix C, Examiner's Manual); and, Handwriting Elements: Checklist (see p.14, test record)

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To evaluate a longer writing sample, such as a story or essay written in class, the examiner may use the Writing Evaluation Scale located in Appendix D of the Examiner's Manual.

Reading Fluency

Test 2: Reading Fluency ­ 3 minutes to read simple to moderate level sentences and decide if each is true or false (98 questions). Examples:

#7 #40 #71 #97 The letter b is a number. A box may be made of wood. A broken pen may leak ink. Horses often sleep in garages.

Math Fluency

Test 6: Math Fluency ­ 3 minutes to solve simple addition, subtraction and multiplication facts in the Subject Response Booklet (160 questions). Focus on speed and accuracy. Examples:

1 +7 4 x3 7 -0 9 x7

Writing Fluency

Test 8: Writing Fluency ­ 7 minutes to formulate and write simple sentences relating to a picture and including a given set of 3 words (40 questions). Examples:

#20 (picture of lamp) large, lamp, use #26 (picture of house) house, new, lives #33 (picture of racecar) raced, curve, last


Test 7: Spelling ­ measures the ability to write orally presented words correctly. Begins with drawing lines (#1-4) and tracing letters (#5-6), then proceeds to writing uppercase and lowercase letters (#7-13), and finally requires spelling words of increasing difficulty (#14-59). Examples: #14 hat #24 some #34 against #44 squirrel #54 incisor #59 bouillon

Spelling Continued...

Test 20: Spelling of Sounds ­ measures spelling ability, particularly phonological and orthographical coding skills. Students must spell nonsense words spoken by examiner(28 questions). Examples:

#9 wib, whib #15 hoke, hoak #25 #22 cridge fress, phress


"A test's validity depends on two factors: 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 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 8,818 subjects in over 100 geographically diverse communities in the United States. Individuals were randomly selected within the stratified sampling design that controlled for 10 specific community and individual variables and 13 socioeconomic status variables. The sample consisted of 1,143 preschool subjects; 4,784 kindergarten to twelfth-grade subjects; 1,165 college and university subjects; and 1,843 adult subjects. The WJ III 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 19 years and by year from ages 2 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 is a highly accurate and valid diagnostic system because the two batteries were co-normed, which means that the normative data are based on a single sample. When tests are conormed, examiners can discover learning differences with few errors."

The Riverside Publishing Company (2006). Woodcock-Johnson® III Tests of Achievement. Retrieved January 16, 2007, from Woodcock

Validity and Norming

National standardization on over 8,000 individuals ranging in age form 2 to over 90 years old. Included college and university undergraduate and graduate students. Demographic and community characteristics closely match the general U.S. population. NO CANADIAN NORMS !!!!!!!!


"Most of the WJ III tests show strong reliabilities of .80 or higher; several are .90 or higher. The WJ III interpretive plan is based on cluster interpretation. The WJ III clusters show strong reliabilities, most at .90 or higher. The reliability characteristics of the WJ III meet or exceed basic standards for both individual placement and programming decisions."

The Riverside Publishing Company (2006). Woodcock-Johnson® III Tests of Achievement. Retrieved January 16, 2007, from Woodcock


Woodcock-Johnson III

18 pages

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