‭1‬

‭Assessment Reviews: Woodcock- Johnson IV and WIST‬

‭Kelly Monroe‬
‭University of Colorado‬
‭SPED 5140: Assessment: Instruction and Intervention‬
‭Jessica Taylor‬
‭November 14, 2021‬
 ‭2‬

‭Woodcock- Johnson IV Tests of Achievement‬

‭Purpose:‬
‭This assessment is made up of three instruments. This includes the WJ Test of Cognitive‬

‭Abilities, the WJ test of Oral Language and the WJ Test of Achievement. When used together‬

‭they, “provided a comprehensive set of individually administered, norm referenced tests for‬

‭measuring intellectual abilities, academic achievement and oral language abilities,” (Mather and‬

‭Wendling, 2014, p. 1). The assessment can explore a student’s strengths including their cognitive‬

‭ability while also providing detailed information on learning challenges that the student may be‬

‭experiencing.‬

‭Suggested Uses and Time Requirements:‬

‭●‬ ‭In educational settings, along with other information, the Woodcock-Johnson test‬

‭results can help the examiner make suggestions around educational programming.‬

‭“The test results demonstrate a student’s most appropriate instructional level and‬

‭the types of services that may be needed,” (Mather and Wendling, 2014, p.9) This‬

‭can include planning individual programs and setting goals for an Individual‬

‭Education Program. The assessment can, “provide a record of functioning and‬

‭growth,” (Mather and Wendling, 2014, p. 9) This may allow educators to‬

‭determine changes in performance after providing services to students. It can also‬

‭determine a program’s effectiveness.‬

‭●‬ ‭The assessment can also be used in vocational planning. If a particular job has a‬

‭skill requirement, test results may indicate if a student is capable.‬

‭●‬ ‭The Woodcock-Johnson has applications in a research setting. One advantage of‬

‭this assessment is that, “Computer scoring allows for easy storage of clinical‬
 ‭3‬

‭data,” (Mather and Wendling, 2014, p. 9). Another advantage to using this tool in‬

‭a research setting is that, “The WJ IV ACH provides predictor or criterion‬

‭measures that can be used in studies investigating a variety of experimental‬

‭effects,” (Mather and Wendling, 2014, p. 9).‬

‭●‬ ‭The assessment manual encourages testers to develop a “brisk testing pace,‬

‭(Mather and Wendling, 2014, p. 24).‬

‭●‬ ‭Before beginning the assessment it is important to study the test manual, test‬

‭books, test record and response booklet.‬

‭●‬ ‭It is suggested that examiners administer several practice tests.‬

‭●‬ ‭It takes around forty minutes to administer the core set of tests. This is test one‬

‭through test 6.‬

‭Reliability and Validity:‬

‭There are twenty separate tests with a variety of reliability medians in different age ranges.‬

‭●‬ ‭Test 1 has median reliability of .92in the 5-19 age range and .94 in the adult age range.‬

‭●‬ ‭Test 2 has a median reliability of .91 in the 5-19 age range and .92 in the adult age range‬

‭●‬ ‭Test 3 has a median reliability of .91 in the 5-19 age range and .93 in the adult age range.‬

‭●‬ ‭Test 4 has a median reliability of .89 in the 5-19 age range and .91 in the adult age range‬

‭●‬ ‭Test 5 has a median reliability of .93 in the 5 to 19 age range and .93 in the adult age‬

‭range.‬

‭●‬ ‭Test 6 has a median reliability of .90 in the 5-19 age range and .89 in the adult age range.‬

‭●‬ ‭Test 7 has a median reliability of .90 in the 5-19 age range and .93 in the adult age range.‬

‭●‬ ‭Test 8 has a median reliability of .97 in the 5-19 age range and .95 in the adult age range.‬

‭●‬ ‭Test 9 has a median reliability of .95 in the 5-19 age range and .89 in the adult age range.‬
 ‭4‬

‭●‬ ‭Test 10 has test-retest reliabilities of .95 in the 7 to 11 age range, .97 in the 14 to 17 age‬

‭range and .95 in the adult age range.‬

‭●‬ ‭Test 11 has test-retest reliabilities of .83 in the 7-11 age range, .76 in the 14-17 age range‬

‭and .88 in the adult age range.‬

‭●‬ ‭Test 12 has a median reliability of .97 in the 5-19 age range and .86 in the adult age‬

‭range.‬

‭●‬ ‭Test 13 has a median reliability of .91 in the 5 to 19 age range and .93 in the adult age‬

‭range.‬

‭●‬ ‭Test 14 has a median reliability of .90 in the 5-19 age range and .92 in the adult age‬

‭range.‬

‭●‬ ‭Test 15 has a median reliability of .92 in the 7 to 11 age range, .91 in the 14 to 17 age‬

‭range and .93 in the adult age range.‬

‭●‬ ‭Test 16 has a median reliability of .88 in the 5 to 19 age range and .92 in the adult age‬

‭range.‬

‭●‬ ‭Test 17 has a median reliability of .85 in the 5 to 19 age range and .92 in the adult age‬

‭range.‬

‭●‬ ‭Test 18 has a median reliability of .76 in the 5 to 19 age range and .86 in the adult age‬

‭range.‬

‭●‬ ‭Test 19 has a median reliability of .80 in the 5 to 19 range and .89 in the adult age range.‬

‭●‬ ‭Test 20 has a median reliability of .85 in the 5 to 19 range and .94 in the adult age range.‬

‭Procedures for Standardization:‬

‭●‬ ‭Not included in the Examiner’s Manual‬

 ‭5‬

‭●‬ ‭“ WJ IV normative data are based on a single sample that was administered the cognitive,‬

‭oral language, and achievement tests,” (Mather and Wendling, 2014, p.1).‬

‭●‬ ‭The standardization occurred nationally with more than 7,000 people tested.‬

‭●‬ ‭The testing sample included a variety of ages. The youngest was two while the oldest was‬

‭ninety years old.‬

‭●‬ ‭Data was gathered from 47 different states.‬

‭●‬ ‭The examiner’s manual states that, “Further information about the norming sample is‬

‭provided in the‬‭Woodcock-Johnson IV Technical Manual,‬‭”‬‭(Mather and Wendling, 2014,‬

‭p.1) This manual did not come with the test that the Assessment Library makes available‬

‭for students.‬

‭Administration Procedures:‬

‭●‬ ‭There are 11 tests listed in the standard battery. There is also an examiner training‬

‭checklist in the examiner’s manual. The procedures vary slightly for each test. There are‬

‭instructions for finding the basal and ceiling broken out by test.‬

‭●‬ ‭For each of the tests listed in the standard battery there are scoring directions. The scoring‬

‭directions usually give each correct response a 1 and each incorrect response a 0.‬

‭●‬ ‭The examiner should administer the first six tests. Each of these tests should be given in‬

‭order. They are the core tests.‬

‭●‬ ‭The examiner should note if the examinee struggles with specific content and not‬

‭administer two tests with similar content back to back.‬

‭●‬ ‭Some of the tests are timed. Tests 9, 10, 11 and 15 have different timing requirements and‬

‭should not be given back to back. These tests should be administered with a stopwatch.‬
 ‭6‬

‭●‬ ‭For test 16 there is an audio recording. The examiner should have access to a CD player‬

‭and headphones. The quality of these instruments is important.‬

‭Scoring Procedures/Types of Scores Obtained:‬

‭●‬ ‭Correct answers receive 1 point and incorrect answers receive a 0.‬

‭●‬ ‭There are abbreviations that an examiner can use to record responses. This includes a Q‬

‭for query which means a clarifying question was asked. Use a DK when an individual‬

‭does not know. Use a NR for no response and an SC for self correction.‬

‭●‬ ‭Raw scores can be computed and used to find the estimated age or grade equivalent. This‬

‭can be done using a scoring table.‬

‭●‬ ‭There is an online scoring and reporting program that can be used to calculate derived‬

‭scores, variations, comparisons and discrepancies.‬

‭●‬ ‭The assessment can provide a percentile rank and a standard score.‬

‭Cautions and Considerations for Language and Cultural Diversity:‬

‭●‬ ‭The assessment encourages that the examiner have knowledge and training in language‬

‭acquisition. If the examiner does not have this knowledge the test encourages seeking out‬

‭advice from another professional.‬

‭●‬ ‭The examiner is advised to seek out information on the examinee’s native language and‬

‭culture before testing.‬

‭●‬ ‭Other tests may be needed to better understand an individual’s skills. The manual lists‬

‭alternative assessments but only for Spanish speakers only.‬

‭Summary:‬

‭The Woodcock-Johnson can provide a great deal of detailed information on an‬

‭individual’s skills and abilities. Some strengths include easy to follow directions and a clear‬
 ‭7‬

‭process for administration. There are guidelines for how to interpret scores and guidance around‬

‭how to best use the information. Some weaknesses include little information with giving this‬

‭assessment to a diverse population of students. The manual does list a variety of tests that can be‬

‭given to Spanish speakers. This does little to address the variety of languages spoken by students‬

‭across the country.‬

‭WIST‬

‭Purpose:‬

‭This assessment looks at a student’s ability to identify and spell a variety of words. The test looks‬

‭at both regular and irregular words. The examiner’s manual states, “ The test will provide‬

‭examiners with normative scores for word identification, spelling, and sound-symbol knowledge‬

‭and, at the diagnostic level, will identify an individual’s knowledge of common recurring‬

‭patterns of sound-letter correspondence,” (Wilson and Felton, 2004, p. 2). This information can‬

‭be used in a classroom setting to guide reading instruction.‬

‭Suggested Uses and Time Requirements:‬

‭●‬ ‭The elementary version can be used with students ages 7-11. The secondary version can‬

‭be used with students ages 11-18.‬

‭●‬ ‭The assessment can be used in an educational setting to determine if a student is‬

‭struggling with reading or spelling.‬

‭●‬ ‭The WIST can be used to monitor annual progress in Reading and Spelling.‬
 ‭8‬

‭●‬ ‭It may be used in a research setting to, “determine intervention-related change, to select‬

‭students for participation in research studies, or to validate other measures of general‬

‭reading or word reading fluency,” ( Wilson and Felton, 2004, p. 7).‬

‭●‬ ‭The WIST takes around 30 minutes to administer. It may be completed in multiple‬

‭sessions.‬

‭Reliability and Validity:‬

‭●‬ ‭The WIST was normed using a sample of 1,520 students. These students were from 16‬

‭different states. The samples were collected in 2002 and 2003.‬

‭●‬ ‭The WIST looked at three different types of reliability results. This includes Coefficient‬

‭Alpha, Test-Retest and Interscorer differences. Many of these met a standard of .95.‬

‭●‬ ‭The manual describes, “ Three demonstrations of content-description validity are offered‬

‭for the WIST. First, a rationale for each subtest is presented. Second, the validity of the‬

‭items is ultimately supported by the results of conventional item analysis procedures used‬

‭to choose items during the developmental stages of test construction. Third, the validity‬

‭of the items is reinforced by the results of differential item functioning analysis used to‬

‭show the absence of bias in a test’s items,” ( Wilson and Felton, 2004, p. 59).‬

‭Administration Procedures:‬

‭●‬ ‭Formal training is not required in order to use this assessment.‬

‭●‬ ‭The completion of five trial administrations is suggested before working with a student.‬

‭●‬ ‭The test materials needed are the word cards, spelling cards, spelling response form and‬

‭the examiner record booklets.‬

 ‭9‬

‭●‬ ‭There are directions to give each subtest. This includes the Word Identification Subtest‬

‭which contains two items sets. The ceiling for this item set is five incorrect responses in a‬

‭row. Every student begins with the first item.‬

‭●‬ ‭There is a Spelling Subtest with two item sets. The starting point and ceiling are the same‬

‭as the first subtest.‬

‭●‬ ‭There is also a Sound-Symbol Subtest with the same start points and ceiling.‬

‭●‬ ‭To score each subtest 1 point is awarded for correct responses and 0 for incorrect‬

‭responses.‬

‭●‬ ‭There is a summary of behaviors that an examiner can note during the test. This includes‬

‭behaviors like poor attention, nervousness, dialectic differences and letter reversals.‬

‭Scoring Procedures and Types of Scores Obtained:‬

‭●‬ ‭Raw scores, percentile ranks, standard scores, descriptive ratings, age equivalents and‬

‭grade equivalents can all be determined in the Examiner book.‬

‭●‬ ‭Instructional applications for raw scores are listed in the manual.‬

‭Cautions and Considerations for Language and‬‭Cultural‬ ‭Diversity:‬

‭●‬ ‭In the norming process, the test was administered to a diverse sample of students. The‬

‭demographic characteristics of the sample are listed in the manual. This includes‬

‭information regarding geographic area, gender, ethnicity and educational attainment of‬

‭parents.‬

‭●‬ ‭No cautions were listed in the manual regarding assessing students who are culturally or‬

‭linguistically diverse.‬
 ‭10‬

‭Summary of Strengths and Weaknesses of the Instrument:‬

‭This assessment can provide very specific data around a student's skills in word‬

‭identification and spelling. This can be useful with students that demonstrate a need in these‬

‭areas. There are many areas of reading and skills that this test cannot assess. The test has a‬

‭limited scope. I also believe that early literacy is important and this test cannot be used with‬

‭students younger than seven.‬

‭References:‬

‭Mather, N., & Wendling, B.J. (2014). Examiner’s Manual.‬‭Woodcock-Johnson IV Tests of‬

‭Achievement.‬‭Rolling Meadows, IL: Riverside.‬

‭Wilson, B. A., & Felton, R. H. (2004).‬‭Word identification‬‭and spelling test: Examiner's‬

‭Manual‬‭. Pro-ed.‬
‭11‬