Three
How to Score the WJ IV ACH

The WJ IV Tests of Achievement provide a wide array of scores: raw scores, age equivalents, grade equivalents, standard scores, percentile ranks, relative proficiency indexes (RPIs), and instructional zones. A unique aspect of the WJ IV ACH is that it provides both age and grade norms. The age norms are presented in 1-month intervals from ages 2-0 through 18-11 and then by 1-year intervals from ages 19-0 through 95+ years. The grade norms are available by tenths of a year from K.0 through 17.9.

Due to the precision and variety of scores available on the WJ IV, it is scored using a scoring program. The only scores that you need to calculate manually are the raw scores. If desired, estimates of the age and grade equivalents for each test may be obtained manually by using the Scoring Tables in the Test Record. All other test scores and all cluster scores are generated using the Woodcock-Johnson online scoring and reporting program (Schrank & Dailey, 2014).

Item Scoring

Because the individual's pattern of correct and incorrect responses is needed to determine basal and ceiling levels or appropriate blocks of items, item scoring is done during test administration (with the exception of the Writing Samples test). The number correct, or raw score, is usually calculated after testing is completed. On most of the tests, each item administered is scored by writing 1 or 0 in the appropriate space in the Test Record (1 = correct, 0 = incorrect). There are two exceptions: Writing Samples and Oral Reading. Both of these tests use a multiple-point scoring system. Leave spaces blank that correspond to items not administered. After completing a test, the only spaces that will be blank are items below the basal, above the ceiling, or not in the assigned block of items. Rapid Reference 3.1 lists notations that may be helpful when recording items.

Correct and Incorrect Keys

The Test Books include correct and incorrect keys that serve as guides for scoring certain responses. The keys show the most frequently given correct or incorrect answers. On occasion, an examinee's response will not be listed in the key. In these cases, you will need to use judgment in determining whether the response is correct or incorrect. Sometimes more information is needed before a response can be scored as correct or incorrect. For some responses, a query is designed to elicit another answer from the examinee. If the prompted response still does not fall clearly into the correct or incorrect category, record the response and score it after testing has been completed. Use professional judgment in querying responses that are not listed in the query key.

Occasionally a response does not require a query but, at the moment, it is hard to decide how to score the item. In this case, record the actual response in the Test Record and score it later. Do not use that item to determine a basal or ceiling and continue testing until the basal or ceiling criterion is met. After testing has been completed, return to the item or items in question and score the responses. If, after further consideration, it is still not clear how to score two responses, balance the scores by scoring one item a 1 and the other a 0.

Scoring Multiple Responses

When an examinee provides more than one response to an item, the general principle to follow is to score the last answer given. The new response, whether correct or incorrect, is used as the final basis for scoring. Follow this procedure even if the examinee changes a response given much earlier in the testing session. In cases in which the examinee provides two answers simultaneously, query the response by asking something like “Which one?” or “Give me just one answer.” For example, on the Word Attack test, Katy, a second-grade student, responded “That's either wags or wugs.” The examiner then replied, “Which is it?”

Tests Requiring Special Scoring Procedures

Of the 20 tests in the WJ IV ACH, 5 tests have special scoring procedures: Writing Samples, Oral Reading, Sentence Reading Fluency, Reading Recall, and Reading Vocabulary. On the Writing Samples test, the raw score is based only on one “block” of items, even if more than one block is administered. The raw score for the Oral Reading test is based on the number of points earned on a group of administered sentences. The Sentence Reading Fluency test requires counting both the number correct and the number incorrect. The raw score for the Reading Recall test is based on the number of correctly recalled elements on a group of administered stories. The Reading Vocabulary test requires adding together the scores on the two subtests: Synonyms and Antonyms. The following section summarizes the details for scoring Writing Samples, Oral Reading, Sentence Reading Fluency, and Reading Recall. It is recommended that you have a copy of the WJ IV ACH Test Record in hand while reading the following section. For further information, consult the WJ IV ACH Examiner's Manual.

Test 6: Writing Samples

Score Writing Samples after administering a block of items. Use the Scoring Guide in Appendix B of the WJ IV ACH Examiner Manual to score responses. Make sure to use the section of Appendix B that applies to the form of the WJ IV ACH administered (Form A, B, or C). The guide includes several examples of different point-value responses that occurred frequently in the standardization. Chapter 2 of this book summarizes item scoring guidelines.

Two raters. When first learning this test, the most desirable procedure is to have two different examiners score it. Ideally, one of the examiners is experienced with scoring the Writing Samples test. After independent scoring, the two individuals should attempt to resolve any score differences of more than one point. Average the two raw scores to obtain the final raw score.

Administering additional items. On occasion, a better estimate of an examinee's writing skill may be obtained by administering additional items that are easier or more difficult. If it is apparent that the examinee is experiencing undue ease or difficulty with the assigned block of items, it would be appropriate to administer the additional items immediately. Because Writing Samples is usually scored after testing is completed, it may be necessary to administer the additional items at a convenient time within the next few days. The Writing Samples Scoring Table in the Test Record allows you to determine if the most appropriate block of items has been administered. If the individual's raw score falls within one of the seven shaded areas on the Scoring Table, administer the additional items that are noted in the Adjusted Item Block chart on page 7 in the Test Record. This chart also indicates the block of items to use for calculating the raw score. Figure 3.1 illustrates the Scoring Table and the Adjusted Item Block chart for Writing Samples.

img

Figure 3.1 Writing Samples Scoring Table and Adjusted Item Block Chart

Copyright © 2014 by The Riverside Publishing Company. Reproduced from the Woodcock-Johnson® IV (WJ IV®), WJ IV® Tests of Achievement. Reprinted with permission of The Riverside Publishing Company. All rights reserved.

Calculating the number of points. Record the number of points for each item in the administered block in the Number of Points box on the Test Record. The raw score (number of points) is based only on the items in the assigned block. Do not give credit for items below or above this block. Raw scores that result in fractions of one-half are rounded to the nearest even number. For example, a score of 17.5 rounds to 18, and a score of 18.5 also rounds to 18. On the Test Record in the Score Entry section, enter the number of points for the most appropriate block of items administered. The score is based on a single block, even if more than one block has been administered.

Test 8: Oral Reading

The Oral Reading test uses Continuation Instructions instead of basal and ceiling rules. It also uses multipoint scoring (2, 1, or 0). When a sentence is read with no errors it is scored 2, with one error it is scored 1, and with two or more errors it is scored 0. Follow the Continuation Instructions to determine when to administer additional sentences or when to discontinue testing. Once a criterion for discontinuing has been met, total the number of points earned on the sentences administered. The score for this test is based on the administered sentences only. Enter the number of points earned in the Number of Points box at each continuation instruction point reached. Then enter the cumulative total number of points in the Number of Points box at the end of the test.

Test 9: Sentence Reading Fluency

The score for the Sentence Reading Fluency test is based on both the number of correct responses and the number of incorrect responses. Skipped items and items that fall outside of the range of attempted items are not counted as errors. For example, if the examinee only completed Items 1 to 77, Items 78 to 110 would not be factored into the score. When using the online scoring program, enter both the number correct and the number incorrect. When obtaining estimated age or grade equivalents, subtract the number of errors from the number correct. If the result is a negative number, enter a score of 0. This would usually only happen when an individual is just circling Yes or No without reading or without comprehending the sentence.

Test 12: Reading Recall

The Reading Recall test uses Continuation Instructions instead of basal and ceiling rules. Follow the Continuation Instructions to determine when to administer additional stories or when to discontinue testing. The test is administered in two-story sets and Continuation Instructions follow each set. Within each story, a point is given for each correctly recalled element. After each story, the number of elements correctly recalled is entered in the Number of Points box for that one story. After each set of two stories, the cumulative total for the two stories is entered into the Number of Points box. Use the total for each set of two stories when consulting the Continuation Instructions.

Step-by-Step: How to Score the WJ IV ACH

Step 1: Compute the Raw Scores

With the exception of the five tests previously described (Writing Samples, Oral Reading, Sentence Reading Fluency, Reading Recall, and Reading Vocabulary), the procedure for computing the raw scores is the same. The raw score is the number of correct responses plus a score of 1 for every item in the test that falls below the basal. Be careful not to include scores for sample items in the calculation of raw scores. Although responses to the sample items are recorded in the Test Record, they appear in tinted panels and thus are clearly distinct from the actual test items.

After adding up the raw score, record this score in the Number Correct tinted box in each test section in the Test Record. The scoring for each test is usually completed after the testing session is over or as the examinee is working on a test like Sentence Writing Fluency.

Step 2: Obtain Estimated Age and Grade Equivalent Scores

This optional procedure is available if you wish to obtain immediate feedback on an examinee's performance. In the Test Record, each test has scoring tables that provide the estimated age (AEs) and grade equivalents (GEs). The estimated scores for certain tests may differ slightly (less than one standard error of measurement) from the actual AE and GE scores that are reported by the scoring program, which is more accurate. For all reporting purposes, use the AE and GE scores generated by the scoring program.

Once the raw score has been calculated, locate that number in the first column of the test's Scoring Table in the Test Record and circle the entire row. The circled row includes the number correct, the estimated AE, and the estimated GE. For tests that have raw scores based on a block or group of items (i.e., Writing Samples, Oral Reading, Reading Recall), locate the number correct in the column that corresponds to the block or group of items administered. Computing the number correct and checking the AE or GE scores provide immediate feedback regarding the individual's level of performance during the testing session. These results may refine the selection of starting points in later tests or suggest the need for further testing in specific areas. Figure 3.2 illustrates the completion of this step for Rhia, an eighth-grade girl, who obtained a raw score of 46 on Test 1: Letter-Word Identification.

img

Figure 3.2 Obtaining the Estimated Age Equivalent and Grade Equivalent for a Number Correct of 46 on Test 1: Letter-Word Identification

Copyright © 2014 by The Riverside Publishing Company. Reproduced from the Woodcock-Johnson® IV (WJ IV®), WJ IV® Tests of Achievement. Reprinted with permission of The Riverside Publishing Company. All rights reserved.

Step 3: Use the Woodcock-Johnson Online Scoring and Reporting Program

Complete the remainder of the scoring procedure using the online scoring program. Each Test Record includes access to a basic scoring report. Future releases of the scoring program will include additional fee-based features, such as interventions and narrative reports. The initial release of this program includes the following features:

  • Scores for all tests and clusters administered
  • Options to select age or grade norms, levels of discrepancies and variations, and types of scores
  • Test Session Observations information from Test Record (optional)
  • Qualitative Checklist information from Test Record for Tests 1 through 11 (optional)
  • Age/Grade Profiles
  • Standard Score/Percentile Rank Profiles

In addition to saving time, the scoring program virtually eliminates the possibility of clerical errors. To obtain derived scores, enter the examinee identification information, the number correct for each test administered (Sentence Reading Fluency requires entering both the number correct and the number incorrect), and the information from the Test Session Observations Checklist and the Qualitative Checklists, if completed. You may score any single test or a combination of WJ IV tests may be scored. Chapter 8 contains an example of a score report for the WJ IV ACH and WJ IV OL produced by this program.

Specific Scoring Reminders for Each Test

Test 1: Letter-Word Identification

Range: A core test appropriate for preschool through adult

Scoring reminders:

  • Score correct responses with a 1, incorrect responses with a 0.
  • Score 1 if the response differs from the correct answer in verb tense or number.
  • Score 0 if response is a different part of speech from the correct answer.
  • Enter the number of items answered correctly plus one point for each item below the basal in the Number Correct box.

Test 2: Applied Problems

Range: A core test appropriate for preschool through adult

Scoring reminders:

  • Score correct responses with a 1, incorrect responses with a 0.
    • If a label is required, both the numeric response and the label must be correct to receive a 1.
    • If an incorrect label is given, whether it is required or not, the item is scored 0.
  • Enter the number of items answered correctly plus one point for each item below the basal in the Number Correct box.

Test 3: Spelling

Range: A core test appropriate for preschool through adult

Scoring reminders:

  • Score correct responses with a 1, incorrect responses with a 0.
  • Score correctly spelled responses that contain a reversed letter with a 1 unless the reversed letter makes a different letter (e.g., a reversed b becomes a d).
  • Enter the number of items answered correctly plus one point for all items below the basal in the Number Correct box.

Test 4: Passage Comprehension

Range: A core test appropriate for preschool through adult

Scoring reminders:

  • Score correct responses with a 1, incorrect responses with a 0.
  • Score the item 1 if the response differs from the correct answer in verb tense or number.
  • Score the item 0 if the response is a different part of speech from the correct answer.
  • Unless noted otherwise, score two-word or longer responses with a 0.
  • Enter the total number of items answered correctly plus one point for each item below the basal in the Number Correct box.

Test 5: Calculation

Range: A core test appropriate for preschool through adult

Scoring reminders:

  • Score correct responses with a 1, incorrect responses and skipped items with a 0.
  • Score correct responses that have poorly formed or reversed numerals with a 1.
  • Score transposed numerals (e.g., 17 and 71) with a 0.
  • Enter number of items answered correctly plus one point for each item below the basal in the Number Correct box.

Test 6: Writing Samples

Range: A core test appropriate for preschool through adult

Scoring reminders:

  • Score responses using the multiple-point rating guide (2, 1.5, 1, 0.5, or 0).
    • Items 1 through 6 are scored 1 or 0 (0.5 is an option).
    • Items 7 and higher are scored 2, 1, or 0 (1.5 and 0.5 are options).
  • Score 2 if the response is superior and meets all criteria.
  • Score 1.5 if the response falls between average and superior.
  • Score 1 if the response is average and meets criteria.
  • Score 0.5 if the response falls between unacceptable and average.
  • Score 0 if the response does not meet criteria or is illegible.
  • Add points for items within the selected block to obtain the total number of points.
  • If the number of points falls in a shaded area on the scoring table, administer the additional items as directed.
  • Base the final score on the most appropriate block of items regardless of how many blocks were administered. The most appropriate block is the one with number of points closest to the middle of the column in the range of possible scores.
  • Enter the number of points and the letter corresponding to that block of items when using the scoring program.
  • If obtaining estimated AE/GE, circle the row for the number of points in the column corresponding to the block of items administered.

Test 7: Word Attack

Range: A supplemental test appropriate for preschool through adult

Scoring reminders:

  • Score correct responses with a 1, incorrect responses with a 0.
  • Enter the number of items answered correctly plus one point for each item below the basal in the Number Correct box.

Test 8: Oral Reading

Range: A supplemental test appropriate for grade 1 through adult

Scoring reminders:

  • Mark each error with a slash (/) as the person is reading.
  • Score the sentence with a 2 if there are no errors, with a 1 if there is one error, and with a 0 if the examinee reads the sentence with two or more errors.
  • Score self-corrections within 3 seconds as correct. Do not count a repetition during a self-correction as an error.
  • Count a hyphenated word as one word.
  • Score a repetition of two or more consecutive words as one error.
  • Base the number correct on points earned on a group of administered sentences.

Test 9: Sentence Reading Fluency

Range: A supplemental test appropriate for grade 1 through adult

Scoring reminders:

  • Score correct responses with a 1, incorrect responses with a 0.
  • Enter total number of items answered correctly within the time limit in the Number Correct box on the Test Record.
  • Enter total number of items answered incorrectly within the time limit in the Number Incorrect box on the Test Record. Do not include skipped items or items that fall beyond the last item the examinee attempted during the time limit as incorrect.
  • If obtaining estimated AE/GE, subtract the number incorrect from the number correct to calculate total points. If a negative number results, use 0.
  • When using the scoring program, enter both the number correct and the number incorrect.

Test 10: Math Facts Fluency

Range: A supplemental test appropriate for kindergarten through adult

Scoring reminders:

  • Score correct responses with a 1, incorrect responses with a 0.
  • Score skipped items as 0.
  • Score correct responses that have poorly formed or reversed numerals with a 1.
  • Enter the number of items answered correctly within the 3-minute time limit in the Number Correct box.

Test 11: Sentence Writing Fluency

Range: A supplemental test appropriate for grade 1 through adult

Scoring reminders:

  • Score correct responses with a 1, incorrect responses with a 0.
  • Score skipped items as a 0.
  • Score correct responses that have errors in spelling, punctuation, capitalization, or poor handwriting with a 1 as long as the responses are legible, complete sentences that use all three words.
  • Score the item with a 0 if one of the three stimulus words is not included in the sentence.
  • Score the item with a 0 if one of the three stimulus words is changed in any way, for example, is a different part of speech, changes tense, or changes number. Miscopying a stimulus word does not automatically result in a 0 score unless the word was changed as noted.
  • Score the item with a 0 if a word critical to sentence meaning is omitted.
  • Score the item with a 1 if the sentence is awkward but the meaning is clear.
  • Score the item with a 1 if the subject of the sentence is an understood “you” and the response meets all other criteria (e.g., Dress the pretty doll).
  • Score the item with a 1 if the response is correct but leaves out less significant words, such as a or the.
  • Enter the total number of items written correctly within the 5-minute time limit in the Number Correct box.
  • If three or fewer are correct within the first 2 minutes, discontinue the test and record the time of 2 minutes and the number correct (0–3) in the Number Correct box.

Test 12: Reading Recall

Range: A supplemental test appropriate for grade 1 through adult

Scoring reminders:

  • Place a check mark over each element recalled correctly during retelling.
  • Each correctly recalled element counts as 1 point.
  • Do not penalize for mispronunciations due to articulation errors or regional/dialectical speech differences.
  • Do not count as correct a response that differs from a bold element in any way, with three exceptions: Accept derivations of words (e.g., Bob or Bobby), accept synonyms that are very close in meaning to the words in bold type (e.g., father for dad), and accept words that differ only in possessive case (e.g., Amy, Amy's), verb tense (drive, drove), or number (singular/plural—thief, thieves).
  • Count the number of points earned in each story administered and record it in the appropriate box.
  • Enter the cumulative scores for each set of two stories administered in the appropriate box.
  • Record an X for each set of stories that was not administered.
  • If obtaining estimated AE/GE and more than four stories were administered, combine the points for the last four stories and use the column corresponding to that set of stories.

Test 13: Number Matrices

Range: A supplemental test appropriate for kindergarten through adult

Scoring reminders:

  • Score correct responses with a 1, incorrect responses with a 0.
  • Enter the number of items answered correctly plus one point for each item below the basal in the Number Correct box.

Test 14: Editing

Range: A supplemental test appropriate for grade 2 through adult

Scoring reminders:

  • Score correct responses with a 1, incorrect responses with a 0.
  • Score the item 0 if the examinee does not identify and correct the error.
  • Enter the number of items answered correctly plus one point for each item below the basal into the Number Correct box.

Test 15: Word Reading Fluency

Range: A supplemental test appropriate for grade 1 through adult

Scoring reminders:

  • Score correct responses with a 1, incorrect responses with a 0.
  • Enter the total number of items answered correctly within the 3-minute time limit in the Number Correct box.

Test 16: Spelling of Sounds

Range: A supplemental test appropriate for preschool through adult

Scoring reminders:

  • Score correct responses with a 1, incorrect responses with a 0.
  • The only correct responses are shown in the Test Book.
  • Score as correct spelled responses that contain a reversed letter, unless the reversed letter becomes another letter (e.g., a reversed b becomes a d).
  • Score only the written response, not the oral repetition of the stimulus word.
  • Enter the total number of all items answered correctly plus one point for each item below the basal in the Number Correct box on the Test Record.

Test 17: Reading Vocabulary

Range: A supplemental test appropriate for grade 1 through adult

Scoring reminders:

  • Score correct responses with a 1, incorrect responses with a 0.
  • Score the item with a 1 if the response differs from the correct answer in verb tense or number.
  • Score the item with a 0 if the response is a different part of speech from the correct answer.
  • Score only the response, not the oral reading of the stimulus words.
  • Unless noted otherwise, score two-word or longer responses with a 0.
  • For both subtests, record the number of items answered correctly plus one point for each item below the basal in the Number Correct box.
  • Enter the number correct for both subtests when using the scoring program.
  • If obtaining estimated AE/GE, add the scores for both subtests together (A + B).

Test 18: Science, Test 19: Social Studies, Test 20: Humanities

Ranges: Supplemental tests appropriate for preschool through adult

Scoring reminders:

  • Score correct responses 1, incorrect responses 0.
  • For each test, record the number of items answered correctly plus one point for each item below the basal in the Number Correct box.
  • Enter the number correct for each test when using the scoring program.

Evaluating Test Behavior

It is important to determine whether the test results accurately reflect the individual's abilities. During the testing process, be alert for signs in the examinee's behavior that indicate the test results may be of questionable validity. The following question on the front page of each Test Record assists examiners in documenting the issue: “Do these test results provide a fair representation of the subject's present functioning?” If there is some reason for questioning the test results, mark the no box and provide an explanation in the space provided. Possible reasons for questioning validity include: (a) an examinee's problems with hearing or vision, (b) behavioral or attention issues that interfere with the examinee's ability to concentrate, and (c) certain background factors (e.g., limited English proficiency). Note any unusual test behaviors or answers encountered during the session because this type of qualitative information can take on unexpected significance when analyzing the test results. As described in Chapter 2, a Test Session Observations Checklist and Qualitative Observation Checklists for Tests 1 through 11 are provided in the Test Record to assist in recording observations systematically throughout the testing session.