Scoring

Question 1

Age-based norms

Answer 1

(AE), or age score reflects performance in terms of the age level in the norm sample at which the median raw score and corresponding W score are the same as the examinee’s score

more applicable in clinical settings or with adults, and should be used in cases in which the results will be compared to scores from another test that only provides age norms - useful when attempting to determine an approximate level of development.

Question 2

Grade-based norms

Answer 2

(GE), or grade score reflects the examinee’s performance in terms of the grade level in the norm sample at which the median raw score and corresponding W score are the same as the examinee’s score.

represent the midpoint of the individual’s instructional zone and can be used for instructional planning. The GE is useful when attempting to determine an appropriate, approximate level for instructional materials.

are available for grades K.0 to 17.9. A typical use of WJ-IV

() are used for levels above the median for the age or grade of peak performance

Question 3

Report writing tips

Answer 3

Age and grade equivalents or percentile ranks can be useful for discussions with parents and teachers who may more easily understand these types of scores than standard scores.

Question 4

Norm Groups

Answer 4

When comparing results from two different tests, such as the WISC-V and the WJ IV ACH or the KeyMath3 and the WJ IV ACH, be sure to use the same type of norm reference group for scoring each (i.e., age to age or grade to grade).

Question 5

Raw Score/Number Correct

Answer 5

For most tests, the raw score is the number of correct responses plus the number of items below the basal that were not administered, each receiving one point.
Each raw score has a corresponding W score.

Question 6

(6) Writing Samples

Answer 6

multiple-point scoring so the raw score is based on the total number of points earned

Question 7

(8) Oral Reading

Answer 7

multiple-point scoring so the raw score is based on the total number of points earned

Question 8

(9) Sentence Reading Fluency

Answer 8

uses both the number correct and the number incorrect on the range of items attempted in obtaining the scores

Question 9

(12) Reading Recall

Answer 9

uses the points earned on administered stories

Question 10

Zero Scores

Answer 10

In cases in which an individual receives a zero on any test, you must decide whether that score represents a true assessment of ability or reflects an inability to perform the task. If the individual has not been exposed to the type of task in question, it may be more appropriate not to score the test rather than interpreting a zero raw score.

Question 11

W Score

Answer 11

an equal-interval score, preferred metric for use in statistical procedures.

a special transformation of the Rasch ability scale centered on a value of 500, which is set to approximate the average performance at age 10-0 and grade 5.0.

WJ IV ACH clusters are based on the average of the W scores for the tests within a cluster, not the standard scores.

Question 12

Examples of the types of statements that are used for grade and age equivalent scores are:

Answer 12

• Jacob’s grade equivalent score (GE) on basic reading skills indicates that he is reading at approximately a beginning third-grade level (GE = 3.1).
• Marco, a 10th-grade student, scored similarly to the average student in early seventh grade (GE = 7.2) on the Applied Problems Test.
• Diana’s science knowledge as measured by Test 18: Science is comparable to average 8-year-olds.
• The number of items Tom, a seventh-grader, answered correctly on the math calculation task is comparable to the average student in early fourth grade.

Question 13

W Difference Score

Answer 13

The W difference scores are based on the difference between an examinee’s test or cluster W score and the median test or cluster W score (REF W) for the reference group in the norm sample (same age or same grade) with which the comparison is being made. W difference scores are used when deriving other scores such as the relative proficiency index and the standard score.

Question 14

Relative Proficiency Index

Answer 14

allows statements to be made about an examinee’s proficiency on the task and the predicted quality of performance on tasks similar to the ones tested. The RPI is expressed as a fraction. The denominator is a constant of 90. The numerator ranges from 0 to 100 and reflects the examinee’s proficiency on the task and the predicted level of performance on similar tasks based on the distance along the W scale that an individual’s score falls above or below the median score for the reference group (Reference W or REF W). This is the W difference (W Diff) and reflects the individual’s absolute distance from the average performance for age or grademates on the task.

45/90 on the Spelling test for Natalie, a sixth-grade girl, to mean that she is only half as proficient on the task as her average age or grademates. When others at her age or grade show 90% success, Natalie is predicted to show only 45% success on similar tasks. On the other hand, if her RPI were 99/90, you would predict that she would perform spelling tasks with 99% success that average age or grade mates perform with 90% success

Examples of the types of sentences used to describe RPIs are:
• Akeisha’s RPI of 30/90 on the Phoneme/Grapheme cluster indicates that when average sixth-grade students have 90% proficiency, Akeisha has only 30% proficiency. Her knowledge of sound–symbol relationships is limited.
• Marla’s RPI of 99/90 in Broad Mathematics indicates advanced proficiency in basic math skills and mathematical concepts. When average age peers have 90% success on similar tasks, Marla is predicted to have 99% success. Grade-level tasks in mathematics will be easy for Marla.
• Bennett’s RPI of 92/90 on the Academic Knowledge cluster indicates average proficiency compared to peers.
• Although Judith’s standard scores on both Broad Reading and Broad Writing are in the low range (standard scores of 70 and 72), her proficiency in reading (RPI = 4/90) is lower than her proficiency in mathematics (RPI = 35/90).

Question 15

CALP Levels

Answer 15

language proficiency in academic situations and includes those aspects of language that emerge with formal schooling

When evaluating English language learners, it can be helpful to consider an individual’s CALP levels in determining language proficiency, language dominance, or for planning an appropriate educational program. CALP levels are also helpful when considering the instructional needs of native English speakers with delayed or limited language.

Question 16

BICS levels

Answer 16

Aspects of language that are acquired naturally, without formal schooling, are referred to as Basic Interpersonal Communication Skills

Question 17

Clusters for Which CALP Levels Are Available

Answer 17

Reading Clusters: 
Reading
Basic Reading Skills
Reading Comprehension
Reading Comprehension–Extended

Written Language Clusters: Written Language
Basic Writing Skills Written Expression

Other ACH Clusters Academic: Skills Academic Applications Academic Knowledge Brief Achievement

Use the CALP levels to consider the individual’s language proficiency before interpreting test results or making instructional recommendations. In addition, you can use CALP levels to help determine eligibility for ESL or bilingual programs. Use the achievement clusters as well as clusters from the WJ IV OL when making entrance or exit decisions.

Examples of the types of sentences used to describe CALP levels are:
• Kai met the criteria for fluency on all of the WJ IV Oral Language clusters (CALP 4–4.5).
• Raul’s performance on the Basic Reading Skills cluster suggests extremely limited functioning in reading English (CALP = 1). It will be nearly impossible for him to read grade-level English books.
• Daniel’s CALP level of 2 on the Written Expression cluster suggests that he will find 12th-grade-level writing tasks to be extremely difficult.

Question 18

Percentile Rank

Answer 18

percentage of people in the selected segment of the norm sample who had scores the same as or lower than the examinee’s score. Percentile ranks are particularly useful for describing a person’s relative standing in the population.

Extended percentile ranks (Woodcock, 1987) provide scores that extend down to a percentile rank of one tenth (0.1) and up to a percentile rank of 99 and nine tenths (99.9). When you see a decimal in the percentile rank, the comparison group is 1,000 people, not 100.

Examples of statements describing percentile ranks include:
• Martha’s percentile rank of 99.5 on the Basic Math Skills cluster indicates that only five out of 1,000 students would have a score as high or higher (or her score was as high or higher than 995 out of 1,000 people).
• Angela’s percentile rank of 1 on the Basic Writing Skills cluster indicates that only one out of 100 third-grade students would obtain a score as low or lower (or only 1% of grademates scored as low or lower than Angela).
• On the Broad Mathematics Cluster, Dominick’s percentile rank of 0.5 indicates that only five out of 1,000 people would have a score as low or lower.

Question 19

Standard Score

Answer 19

The standard score scale used in the WJ IV is based on a mean of 100 and a standard deviation of 15. This scale is the same as most deviation-IQ scales and may be used to relate standard scores from the WJ IV to other test scores based on the same mean and standard deviation.

In writing reports or communicating test results to parents and others, you may prefer to use verbal labels rather than numbers to describe test performance. Use person-first language when describing an individual with a disability (e.g., “an individual with an intellectual disability” rather than “an intellectually disabled individual”). Use caution and professional judgment in the selection and application of verbal labels to describe a range of scores. Although labels may assist in communicating test results, the terminology is at times ambiguous or the meaning of the labels can be misunderstood.

Question 20

Verbal Labels for Standard Score and Percentile Rank Ranges

Answer 20

151 and above (SS) = above 99.9 (%) = exceptionally superior
131 to 150 (SS) = 98 to 99.9 (%) = Very superior, very high
121 to 130 (SS) = 92 to 97 (%) = Superior, high
111 to 120 (SS) = 76 to 91 (%) = High average, above average
90 to 110 (SS) = 25 to 75 (%) = Average
80 to 89 (SS) = 9 to 24 (%) = Low average, below average
70 to 79 (SS) = 3 to 8 (%) = Low, well below average
50 to 69 (SS) = 0.1 to 2 (%) =
Very low
49 and below (SS) = Below 0.1 (%) = Exceptionally low

Question 21

Examples of statements using standard scores would be:

Answer 21

• Arnold’s low to low average performance on the Math Problem Solving
cluster reflects his current difficulty with mathematical concepts and reasoning.
• When Mr. Begley’s performance is compared to students entering graduate school, his Academic Knowledge cluster is competitive (Standard Score = 120).
• Rhia’s standard score of 125 (+/– 1 SEM: 120–130) indicates that her performance on the WJ IV Broad Written Language cluster is in the superior range.

Question 22

Standard Error of Measurement

Answer 22

to improve accuracy when describing an individual’s scores, the standard error of measurement (SEM) is used to determine the range of scores around the obtained score.