Student Testing Report

Name of Administrator: Hannah Tolbert

Test Administered: Woodcock-Johnson IV Tests of Achievement

Date of Test Administration: March 30, 2018

Name of Student Tested: Anna Lopez

Student’s Birthdate: August 29, 2005

Student’s Grade: Sixth (Grade 6.7)

Student’s Chronological Age: 12-7 (12 years, 7 months, and 5 days)

I. Purpose

In order to determine Anna’s current level of achievement in several academic

subjects, the Woodcock-Johnson IV Tests of Achievement was administered. The

Woodcock-Johnson III Tests of Achievement was published in 2001 and is appropriate for

ages 2 to 90+. The general purpose of the test is to measure academic achievement, which is

reflected by broad clusters in reading, math, and written language. Nine subtests (Letter-

Word Identification, Reading Fluency, Calculation, Math Fluency, Spelling, Writing

Fluency, Passage Comprehension, Applied Problems, and Writing Samples) from Form B of

the standard battery were administered on March 30, 2018. Anna was given a portion of

items on each subtest that was appropriate for her age and ability level.

The Broad Reading cluster is a combination of Letter-Word Identification, Reading

Fluency, and Passage Comprehension. All subtests within a cluster must be given to yield a

cluster score. The Broad Reading cluster measures reading achievement, including reading

decoding, reading speed, and the ability to comprehend connected discourse while reading.

The Letter-Word Identification subtest specifically measures a student’s word identification

skills. Initial items require the student to identify individual letters in bold type, but the

majority of items require the student to read words of increasing difficulty in isolation (words

are in list form rather than in context). The Reading Fluency subtest measures a student’s

ability to read simple sentences quickly. Students are asked to read a series of simple

sentences and indicate if they are true or false by circling yes or no. This subtest has a time

limit of three minutes. Finally, the Passage Comprehension subtest measures a student’s

understanding of written text. Initial items measure a student’s ability to match a rebus with

an actual picture. The next set of items requires students to match a short phrase to the

appropriate picture when given three choices. The majority of items require a student to

supply a missing word to sentences and paragraphs of increasing complexity.

The Broad Math cluster is a combination of Calculation, Math Fluency, and Applied

Problems. This cluster measures math achievement, including problem solving, number

facility, automaticity, and reasoning. The Calculation subtest measures a student’s ability to

perform paper and pencil math computations. Items begin with writing numbers and

performing numerical operations (addition, subtraction, multiplication, division). Later items

include geometric, trigonometric, logarithmic, and calculus operations. The Math Fluency

subtest measures a student’s ability to solve simple addition, subtraction, and multiplication

facts quickly. Students are given a three-minute time limit and a series of math facts to

complete in the student response book. Finally, the Applied Problems subtest measures a

student’s ability to analyze and solve math problems. Initial items require application of

simple number concepts. The majority of items require the student to listen to the problem,

recognize the mathematical procedure that must be followed, and perform the appropriate

calculations.
 The Broad Written Language cluster is a combination of Spelling, Writing Fluency

and Writing Samples. This cluster measures written language achievement, including

spelling of single-word responses, fluency of production, and quality of expression. The

Spelling subtest measures a student’s ability to write orally presented words correctly. Initial

items measure pre-writing skills such as tracing letters and writing upper and lowercase

letters. The majority of items require students to spell dictated words of increasing difficulty.

The Writing Fluency subtest measures a student’s ability to formulate and write sentences

quickly. Students are given a set of three prompt words for each item and must construct as

many sentences as possible within a seven-minute time limit. Finally, the Writing Samples

subtest measures a student’s ability to write sentences given a verbal and picture cue. Initial

items require students to write a sentence that complies with teacher directions. Final items

require more complex sentence construction and carry more difficult task demands. Items on

this subtest are scored for quality of expression. Students are not penalized for errors in

capitalization, punctuation, and spelling. Written expression is measured at the single

sentence level.

II. Validity Statements

a. The procedures used are valid for the determination of educational performance

levels.

b. The student does not have limited English proficiency.

c. The student does not have limited cultural experiences.

d. The student does not have limited hearing.

e. The results of the assessment are an accurate reflection of the student’s current

achievement levels.
III. Participant Information

Anna is a 12-year-old female student, who is currently attending a public Middle

School in Lewes, Delaware. She is a sixth grade student, who has successfully completed

years of schooling starting at preschool. She attended a formal preschool at her church, and

attended public school ever since. She has been reported to be an excellent student with

good behavior and exceptional speaking skills. She is currently in an accelerated English

program. According to her mother, her greatest strength is pubic speaking and written

expression, but she does well in all of her core subjects. Anna loves school and looks forward

to it everyday. Her hobbies include lacrosse, horseback riding and participating in public

speaking contests.

IV. Testing Situation

The Woodcock-Johnson IV Tests of Achievement was administered on Friday,

March 30, 2018 in the afternoon (beginning at 2:00 p.m.). Nine subtests from Form B of the

standard battery were administered, and testing was completed within 1.5 hours. The test

was administered during one session in an office at the examiner’s home. There were no

breaks during the testing session. There were no other individuals were in the testing room,

eliminating all distractions. Due to the familiarity of the student and administrator, rapport

was quickly established prior to testing. Anna’s attitude toward testing was open and

exceptionally cooperative. Her conversational proficiency was very advanced for her age

and her activity level seemed typical for her age and grade level. Throughout the

examination, she appeared at ease, comfortable, and attentive to the tasks. She responded

slowly and carefully to test questions, noticeably increasing her level of effort for difficult
 tasks. When attempting difficult tasks, such as those found on the Applied Problems subtest,

Anna persevered, by using her test booklet for notes and slowing her pace. Overall, the

conditions for testing were positive and the test results can be considered reliable and valid

estimates of her current level of performance.

V. Results

The purpose of the Woodcock-Johnson IV Tests of Achievement is to measure

academic achievement, which is reflected by broad clusters in reading, math, and written

language. In order to determine Anna’s current level of achievement in several academic

subjects, nine subtests (Letter-Word Identification, Reading Fluency, Calculation, Math

Fluency, Spelling, Writing Fluency, Passage Comprehension, Applied Problems, and Writing

Samples) from Form B of the standard battery were administered. A summary of the test

results organized by cluster appear below.

A. Broad Reading Cluster

The Broad Reading cluster is a combination of Letter-Word Identification, Reading

Fluency, and Passage Comprehension. This cluster measures reading achievement, including

reading decoding, reading speed, and the ability to comprehend connected discourse while

reading.

a. Table of Scores

Norms are based on grade 6.7

Subtest Standard Age Grade Percentile Qualitative

Score1 Equivalent2 Equivalent3 Rank4 Description5

Letter-Word 102 12-6 7.1 26 Average

Identification
Reading Fluency 122 >30 >17.9 92 Superior
Passage 101 12-5 7.0 29 Average
Comprehension

Cluster Standard Age Grade Percentile Qualitative

Score1 Equivalent2 Equivalent3 Rank4 Description5
Broad Reading 113 15-5 10.0 80 High Average
1 Standard scores are based on a scale that has a statistical mean (average score) of 100 and a standard deviation of 15.
2 Age equivalent scores indicate the typical age of students in the norm group who obtain the same raw score.
3 Grade equivalent scores indicate the typical grade level of students in the norm group who obtain the same raw score.
4 Percentile rank indicates the percentage of individuals in the norm group that scored below a particular score.
5 Qualitative descriptions are based on a range of standard scores.

b. Summary of Results

Anna’s standard score for the Letter-Word Identification subtest is 102, which falls

within one standard deviation of the mean. Therefore, Anna’s performance falls within the

average range. For this subtest, she has a percentile rank equivalent of 26, meaning he scored as

well as or better than 26% of same-age peers from the general population. Her grade equivalent

score of 7.1 indicates that her obtained raw score is equivalent to the same number of items

correct that is average for all students in the first month of the seventh grade included in the

norm group.

Anna’s standard score for the Reading Fluency subtest is 112, which falls within one

standard deviation of the mean. Therefore, Anna’s performance falls within the superior range.

For this subtest, she has a percentile rank equivalent of 92, meaning he scored as well as or better

than 92% of same-age peers from the general population. His grade equivalent score of 17.9

indicates that his obtained raw score is equivalent to the same number of items correct that is

average for all students who have completed education beyond high school included in the norm

group.
 Anna’s standard score for the Passage Comprehension subtest is 97, which falls within

one standard deviation of the mean. Therefore, Anna’s performance falls within the average

range. For this subtest, she has a percentile rank equivalent of 29, meaning she scored as well as

or better than 29% of same-age peers from the general population. Her grade equivalent score of

7.0 indicates that her obtained raw score is equivalent to the same number of items correct that is

average for all students in the seventh grade included in the norm group.

In the Broad Reading cluster, Anna performed in the high average range, as indicated by

his Broad Reading cluster standard score of 113. For this cluster, she has a percentile rank

equivalent of 80, meaning he scored as well as or better than 80% of same-age peers from the

general population. Her greatest area of strength in reading is Fluency. For items 54-59 on the

Letter-Word Identification subtest, Anna read the words with automaticity. However, as the

words increased in difficulty, Anna began to sound out segments of each word, blending the

sounds together when pronouncing the total word. On item 60 she pronounced the ‘p’ in

“psychology”. She correctly pronounced the next two words “infectious and diatom, but from

item 63 on Anna struggled to pronounce the words and would say her response in a whisper

voice. Anna also scored average in the area of passage comprehension. In all instances, when

Anna gave an incorrect response, the correct answer was a noun. Within the Broad Reading

cluster, Anna’s greatest strength is reading fluency, as indicated by her superior performance on

the Reading Fluency subtest. Anna was able to correctly answer 83 items out of 84 attempted

items in the three-minute time limit, her overall performance was due to her fast reading and

processing speed. Overall, Anna demonstrates the ability to decode effectively and comprehend

connected discourse while reading, and she has an exceptional reading speed.

B. Broad Math Cluster

 The Broad Math cluster is a combination of Calculation, Math Fluency, and Applied

Problems. This cluster measures math achievement, including problem solving, number

facility, automaticity, and reasoning.

a. Table of Scores

Norms are based on grade 6.7

Subtest Standard Age Grade Percentile Qualitative

Score1 Equivalent2 Equivalent3 Rank4 Description5

Calculation 118 >21 13.0 92 Superior

Math Fluency 103 12-10 7.4 51 Average

Applied Problems 100 12-1 6.7 24 Low Average

Cluster Standard Age Grade Percentile Qualitative

Score1 Equivalent2 Equivalent3 Rank4 Description5
Broad Math 109 13-10 8.4 72 Average
1 Standard scores are based on a scale that has a statistical mean (average score) of 100 and a standard deviation of 15.
2 Age equivalent scores indicate the typical age of students in the norm group who obtain the same raw score.
3 Grade equivalent scores indicate the typical grade level of students in the norm group who obtain the same raw score.
4 Percentile rank indicates the percentage of individuals in the norm group that scored below a particular score.
5 Qualitative descriptions are based on a range of standard scores.

b. Summary of Results

Anna’s standard score for the Calculation subtest is 118, which falls within two standard

deviations of the mean. Therefore, Anna’s performance falls within the superior range. For this

subtest, he has a percentile rank equivalent of 92, meaning he scored as well as or better than

92% of same-age peers from the general population. His grade equivalent score of 13.0 indicates

that his obtained raw score is equivalent to the same number of items correct of someone who

has received education beyond high school included in the norm group.
 Anna’s standard score for the Math Fluency subtest is 103, which falls within one

standard deviation of the mean. Therefore, Anna’s performance falls within the average range.

For this subtest, she has a percentile rank equivalent of 51, meaning she scored as well as or

better than 51% of same-age peers from the general population. Her grade equivalent score of

7.4 indicates that her obtained raw score is equivalent to the same number of items correct that is

average for all students in the fourth month of seventh grade included in the norm group.

Anna’s standard score for the Applied Problems subtest is 100, which falls on the mean.

Therefore, Anna’s performance falls on the low average range. For this subtest, she has a

percentile rank equivalent of 24, meaning she scored as well as or better than 24% of same-age

peers from the general population. Her grade equivalent score of 6.7 indicates that her obtained

raw score is equivalent to the same number of items correct that is average for all students in the

seventh month of sixth grade included in the norm group.

In the Broad Math cluster, Anna performed in the average range, as indicated by her

Broad Math cluster standard score of 109. For this cluster, she has a percentile rank equivalent

of 72, meaning he scored as well as or better than 72% of same-age peers from the general

population. Anna demonstrated the ability to solve simple addition, subtraction, and

multiplication facts with automaticity and accuracy. Her greatest strength in mathematics is

Calculation, for on the Calculation subtest. She tested out at item 41, well above her grade level.

However, Anna miscalculated two out of the attempted four items involving fractions. She

neglected to simply her answers for items 32 and 36, which otherwise would have been correct.

Nevertheless, this was still her strongest math subtest. She preformed average for her age for the

Fluency subtest. Anna correctly answered 88 out of the 88 items attempted within a 3-minute

time limit. Within the Broad Math cluster, Anna’s greatest area of weakness is problem solving,
 as indicated by his low average performance on the Applied Problems subtest. For items 24

through 30, Anna correctly recognized the mathematical procedure that needed to be followed

and performed the appropriate calculations. However, Anna began to miss questions here and

there until item 42, with seemingly no correlation. Throughout the Applied Problems subtest,

Anna listened attentively and used the scratch paper found on the Subject Response Booklet

sparingly to work out the problems. Some items such as 34 she simply asked to skip because she

did not know where to begin. She responded to the only item regarding measurement incorrectly,

despite using her scratch paper and drawing a diagram. Overall, Anna’s greatest area for the

Broad Mathematics Cluster is Applied Problems and her interventions should be focused arond

word problems.

C. Broad Written Language Cluster

The Broad Written Language cluster is a combination of Spelling, Writing Fluency

and Writing Samples. This cluster measures written language achievement, including

spelling of single-word responses, fluency of production, and quality of expression.

a. Table of Scores

Norms are based on grade 6.7

Subtest Standard Age Grade Percentile Qualitative

Score1 2
Equivalent Equivalent3 Rank4 Description5

Spelling 112 16-8 11.2 76 High Average

Writing Fluency 116 >30 16.6 83 High Average

Writing Samples 107 14-3 8.8 58 Average

Cluster Standard Age Grade Percentile Qualitative

 Score1 Equivalent2 Equivalent3 Rank4 Description5
Broad Written 114 16-7 11.1 83 High Average
Language
1 Standard scores are based on a scale that has a statistical mean (average score) of 100 and a standard deviation of 15.
2 Age equivalent scores indicate the typical age of students in the norm group who obtain the same raw score.
3 Grade equivalent scores indicate the typical grade level of students in the norm group who obtain the same raw score.
4 Percentile rank indicates the percentage of individuals in the norm group that scored below a particular score.
5 Qualitative descriptions are based on a range of standard scores.

b. Summary of Results

Anna’s standard score for the Spelling subtest is 112, which falls within one standard

deviation of the mean. Therefore, Anna’s performance falls within the high average range. For

this subtest, she has a percentile rank equivalent of 76, meaning she scored as well as or better

than 76% of same-age peers from the general population. His grade equivalent score of 11.2

indicates that her obtained raw score is equivalent to the same number of items correct that is

average for all students in the second month of eleventh grade included in the norm group.

Anna’s standard score for the Writing Fluency subtest is 116, which falls within two

standard deviations of the mean. Therefore, Anna’s performance falls within the high average

range. For this subtest, he has a percentile rank equivalent of 83, meaning he scored as well as or

better than 83% of same-age peers from the general population. Her grade equivalent score of

16.6 indicates that his obtained raw score is equivalent to the same number of items correct that

is average for students who have completed education beyond high school included in the norm

group.

Anna’s standard score for the Writing Samples subtest is 107, which falls within one

standard deviation of the mean. Therefore, Anna’s performance falls within the average range.

For this subtest, she has a percentile rank equivalent of 58, meaning she scored as well as or

better than 58% of same-age peers from the general population. Her grade equivalent score of
8.8 indicates that her obtained raw score is equivalent to the same number of items correct that is

average for all students in the eighth month of eight grade included in the norm group.

In the Broad Written Language cluster, Anna performed in the high average range, as

indicated by his Broad Written Language cluster standard score of 114. For this cluster, she has

a percentile rank equivalent of 83, meaning she scored as well as or better than 83% of same-age

peers from the general population. Anna demonstrated an average ability to write sentences

given a verbal and picture cue on the Writing Samples subtest. For example, when given the

picture cue associated with item 10 (a boy opening a present that is an airplane) and the verbal

cue, “Write a good sentence about the picture,” Anna wrote, “The boy has opened a present and

it is an airplane”. This sentence was exceptionally constructed based on the provided verbal and

picture cue. She mentions the boy, the present and the airplane in a compound sentence. Under

the time constraints of the Writing Fluency subtest, Anna her best. When given three prompt

words, Anna correctly formulated 22 sentences out of an attempted 24 sentences within the five-

minute time limit. For example, when given the prompt words, house, out and boy (item 13),

Anna wrote, “The boy ran out of the house.” When given the prompt words, looks, bed and he

(item 10), Anna wrote, “He looks under the bed.” While Anna included all three prompt words

in all of incorrect items, she often failed to construct a proper sentence. For example, on item 15

(prompt words – soup, like, hot), Anna wrote, “The soup is like very hot.” She used the word

‘like’ in an improper, colloquial way. Within the Broad Written Language cluster, Anna’s

spelling scores were also within the high average range. As the orally presented words increased

in difficulty, Anna began to struggle to identify the correct vowel sound within the middle of

specific words. For example, she incorrectly spelled item 44- dialogue (Anna’s spelling -
dialoge), and item 46 – crouton (Anna’s spelling – cruton). Nevertheless, Anna continued to

recognize the correct initial consonant sounds and the majority of final consonant sounds.

VI. Instructional Implications

A. Broad Reading Cluster

Anna’s area of need in the Broad Reading cluster is reading comprehension and letter-

word identification and although she preformed average on both subtests, she only out preformed

29 and 26 percent of her peers. To improve her letter word identification Anna should look to

expand her vocabulary and familiarizing herself with new words. The words she did not know

how to pronounce often had a silent consonant. Explicit phonemic instruction may not be

appropriate to Anna as she is in middle school, but with exposure to new vocabulary and being

read aloud to or access to audio books while she follows along on her text will improve her

letter-word identification.

Additionally, prior to reading a text selection, Anna’s prior knowledge should be

activated to further enhance her reading comprehension. Anna’s performance on the Passage

Comprehension subtest falls within the average range, so it will be essential to continue to

activate prior knowledge before reading. During reading, the teacher can also provide Anna with

a graphic organizer that allows him to record story elements, including the characters, setting,

problem, and solution. The graphic organizer can then be used after reading to help her craft a

summary of the selection. Overall, Anna’s teachers should continue to implement before,

during, and after reading comprehension strategies to assure Anna maintains or improves her

current reading comprehension abilities.

B. Broad Math Cluster

 Anna’s area of need in the Broad Math cluster is problem-solving, specifically applied

problems. Anna could benefit from direct instruction for word problem solving strategies. She

could benefit from a graphic organizer such as the one below to organize her thoughts. During

the test she rarely used her scratch paper, so by proving a graphic organizer that forces her to

break down a problem step by step Anna will eliminate confusion and she will learn how to write

and plan out a math problem. The graphic organizer can be simplified by combining/eliminating

boxes as improvement is shown through data. Anna should be working towards answering word

problems by either creating her own graphic organizer or completing it without one.

Anna has no other deficits associated with mathematics. However, she only preformed as

well as 51% of her peers on the math fluency subtest. She could work on her math fact

automaticity by using flashcards, specifically for multiplication, which were the problems that

seemed to take her the longest.

 C. Broad Written Language Cluster

Anna has no deficits in any area of written language because she did not preform below

average on any of the subtests. However, she only preformed as well as 58% of her peers for the

writing samples subtest. She often excluded details where details were needed to paint the full

picture of what was being asked of her. Anna could benefit from direct instruction regarding how

to write with detail, considering all 5 senses and how to write with variety of colorful language

such as adjectives and adverbs. She should also be encouraged to consider different sentence

structures such as compound and complex, since she often wrote two simple sentences when the

item asked for one good sentence. Anna should be taught how to combine simple sentences to

complete one exceptional detailed sentence.

VII. Technology

The WJ III Compuscore and Profiles Program (Version 2.1) was available to score this

test. The Summary and Score Report generated by the WJ III Compuscore and Profiles Program

is attached for reference.

An electronic timer was also used during the administration of the timed subtests

(Reading Fluency, Math Fluency, and Writing Fluency).

VIII. Teacher Candidate Assessor Statements

1. The testing was performed by a teacher candidate with limited experience in

assessment administration.

2. The recommendations being made represent the administration of a single test

provided by the college course instructor rather than a test battery designed by an IEP

team.
XXX May 7, 2015