Woodcock-Johnson ® III Normative Update ( WJ III ® NU)

Woodcock-Johnson® III Normative Update (WJ III®

NU)

WJ III NU Organization

WJ III NU

Achievement Forms A and B

Standard Battery

Extended Battery

Standard Battery

Extended Battery

10 tests 10 tests

12 clusters 14 clusters

12 tests 10 tests

14 clusters 9 clusters

Cognitive

WJ III NU Standardization

• Original standardization based on the same sample for both test batteries

• Over 8,800 participants• Ages 2-90+ years• More than 100 geographically and

socioeconomically diverse communities• 2006 Normative Update (details later in

the presentation)

WJ III NU Norming Sites

WJ III NU Tests of Achievement

Standard Battery• Test 1: Letter-Word

Identification• Test 2: Reading Fluency• Test 3: Passage

Comprehension• Test 4: Story Recall• Test 5: Understanding

Directions• Test 6: Calculation• Test 7: Math Fluency• Test 8: Applied Problems• Test 9: Spelling• Test 10: Writing Fluency• Test 11: Writing Samples• Test 12: Story Recall -

Delayed

Extended Battery• Test 13: Word Attack• Test 14: Reading Vocabulary• Test 15: Picture Vocabulary• Test 16: Oral

Comprehension• Test 17: Quantitative

Concepts• Test 18: Editing• Test 19: Academic

Knowledge• Test 20: Spelling of Sounds• Test 21: Sound Awareness• Test 22: Punctuation and

Capitalization


Meets All Eight Areas of Learning Disability Eligibility Criteria

IDEA • Oral Expression

• Listening Comprehension• Written Expression• Basic Reading Skills• Reading Comprehension• Reading Fluency• Mathematics Calculation• Mathematics Reasoning

WJ III Test/Cluster• Oral Expression• Listening Comprehension• Written Expression• Basic Reading Skills• Reading Comprehension• Reading Fluency• Math Calculation Skills• Math Reasoning

Order of Administration

• In most cases, follow the order of tests as they are presented in the easels.

• If you change the order, do not administer two timed tests, two listening tests, or two tests involving writing in a row.

Basal and Ceiling Rules

• Purpose: to limit the span of items administered

• The basal level is the point below which a person has essentially a 100% chance of responding correctly to all items.

• The ceiling is the point above which he/she essentially has a 0% chance of responding correctly to any items.

• Criteria for basal and ceilings are at the beginning of each test.

Basal and Ceiling Rules

• If examinee reaches a ceiling in the middle of a test page and there is no stimulus materials on their side of the easel, you may discontinue testing.

• If no basal gets established, Item 1 serves as the basal.

• When a ceiling is not reached, the last item serves as a ceiling.

Requests for Information by the Examinee

• In general, you will be able to tell whether it is appropriate to supply requested information.

• When you cannot supply information, you should state “I’m not supposed to help you with that.”

Tests Requiring the Subject Response Booklet (SRB)

• Test 2: Reading Fluency• Test 5: Calculation• Test 6: Math Fluency• Test 7: Spelling• Test 8: Writing Fluency• Test 11: Writing Samples• Tests where examinee can use the

worksheet on front of SRB:• Test 10: Applied Problems• Test 18: Quantitative Concept

Timed Tests

• Test 2: Reading Fluency (3 minutes)• Test 6: Math Fluency (3 minutes)• Test 8: Writing Fluency (7 minutes)• Depending on performance, testing may

be discontinued prior to the time limit:• Reading Fluency: 2 or less correct on

Samples C-F• Math Fluency: 3 or less correct after 1 minute• Writing Fluency: 0 on Samples B through D or

3 or fewer correct after 2 minutes

Audio-Recorded Tests• Test 3: Story Recall (pause or stop the

recording after each story)• Test 4: Understanding Directions (pause or stop

the recording between each picture administered to allow time for response)

• Test 15: Oral Comprehension • Test 20: Spelling of Sounds• Test 21: Sound Awareness• Method: examinee should look away from the

examinee when a test item is presented. Immediately after the beep, he or she should look at the examinee to encourage a response.

Audio-Recorded Tests

• You may pause or stop on any recorded test if additional time is needed.

• Method to use: examinee should look away from the examinee when a test item is presented. Immediately after the beep, he or she should look at the examinee to encourage a response.

Behavioral Observations

• Noting the examinee’s reaction to the tests as well as how he/she responds to items as they increase in difficulty, provides valuable insights for interpreting the results and making instructional recommendations.

• Record errors for further analysis after testing is completed

• Error analysis often provides important information for instructional planning.


Test 1: Letter Word Identification• Select an appropriate starting point by

consulting the Suggested Starting Points table.

• Requires identifying and reading isolated letters and words, primarily a sight recognition task

• Know exact pronunciation of words• Responses must be pronounced as a

complete word to receive credit• Do not penalize for articulation errors or

regional/dialectical speech differences

Key Administration Points: Letter Word Identification

• Materials needed:• Standard Battery Test Book• Test Record

• Begin: at Suggested Starting Points• Basal and Ceiling: 6 consecutive

correct/incorrect• Only accept correct responses that are

pronounced as a complete word.

Key Administrative Points: Letter-Word Administration

• Do not:• Tell examinee any words or letters• Ask the examinee to repeat a specific word

• Complete the page, even after ceiling has been reached.

• If the examinee gives a correct answer after the ceiling but while completing the page, test until you reach a new ceiling AND complete a page

• Record errors for later analysis.


• Scoring• Score each correct response with 1• Score each incorrect response with 0


• Common Examiner Errors• Having the examinee repeat a specific word• Failing to complete a page• Accepting responses that are sounded out

but not blended back together• Telling the examinee letters or words on the

test


on

whole

particularly

satiate

H C A S B W

A

3, 4

36

7

16

56

76


Test 2: Reading Fluency• Requires reading and comprehending simple

sentences rapidly (uses SRB and a pencil) • Time limit of 3 minutes• Skipped items are not scored • Score the number correct minus the number

incorrect of those attempted• All students begin this test with the sample

items.• If student has less than three correct answers

on Practice Exercises C through F, discontinue testing and record a score of 0.

Key Administration Points: Reading Fluency

• Remind examinees to try to read the sentences if it seems as though they are simply circling answers randomly.

• Do not help student with any words.• Remind student to continue working if

they stop at the bottom of a page.• Remind examinees to quickly cross out

(rather than erase) responses they wish to change

• Score 1 for correct and 0 for incorrect


• Common Examiner Errors:• Failing to record exact starting or finish

times in minutes and seconds when not using a stopwatch

• Failing to provide appropriate guidance during the test

• Providing help on words or sentences


Test 3: Story Recall• Immediate & Delayed (30 min. to 8 days)• Requires listening to story on audio recording

and recalling elements • Use examinee’s present level of oral

comprehension skills as an estimate of where to begin testing.

• Consult the table in the Test Book to choose appropriate starting point.

• Scoring guidelines in test book and on test records

• Do not repeat stories


• Materials:• Standard Battery Test Book• Test Record• Student Response Booklet• Two pencils• Stopwatch or watch with second hand

• Administer sample items to all examinees.• Do not administer test if the examinee

has less than three correct on Practice Exercises C through F.


• Materials needed:• Standard Battery Test Book• Test Record• Audio Recording and audio equipment

• Pause or stop recording after each story to allow the examinee to recall elements

• Do not repeat or replay any stories• Do not penalize for mispronunciation,

dialect variations or regional speech patterns


• After playing each story, pause recording and look at examinee to elicit a response (cue them).

• If they do not respond, say, “Tell me the story.”

• In rare cases, you may present the items orally.


• The examinee must recall elements in bold type exactly

• Accept synonyms or paraphrase responses if elements are not in bold

• In test record:• Place a check mark over each element the

student correctly recalls• Elements may be recalled in any order

• Follow the continuation rules


• Scoring:• Slashes (/) separate the story elements.• Place a check mark (√) over each element

recalled correctly.• The elements may be recalled in any order.• When words are in bold type, the examinee

must recall the specific information exactly.• Two exceptions:

• If the student gives a derivation of the bold word, allow credit for the element (e.g., “blew” for “blowing)

• If the examinee uses a synonym very close in meaning (e.g., “afraid” for “scared”), allow credit


• Scoring:• Elements that are not bold indicate that the

examinee just needs to recall the general information or concept and may paraphrase the information in any way

• Continuation rules are presented after each set of two stories


• Common Examiner Errors• Not using the audio recording• Not scoring the elements correctly• Not reading the story as it sounds on the tape

(if administering orally)• Not following the continuation rules


Story 1

Julie / likes to catch butterflies./ Then she lets them go./

Sample Responses

She catches butterflies. (1)

Julie catches butterflies. (2)

Julie likes catching butterflies. She lets them go. (3)

Elements that are bold must be recalled exactly. Other elements can be synonyms or paraphrased


Story 2

Mary / has a dog./ He loves to ride / in the

car,/ but he hates to take a bath./

Score these responses: (5 points possible)

He doesn’t like taking baths.

Mary’s dog loves to ride in the car.

Her dog hates baths but he loves riding in the car.


Test 4: Understanding Directions• Requires listening to instructions and then pointing to

objects in pictures• Consult Starting Points table for the three suggested

points:• Picture 1 (preschool)• Pictures 2 and 3 (K – grade 4)• Pictures 4 – 5 (grade 5 through adult)

• Administer all items for each picture.• Let subject review picture for 10 seconds prior to

administering items• Do not repeat or replay an item unless examinee did

not hear it because of some type of noise. In this case, finish the picture and re-administer the specific item.

• In rare cases you may present the items orally.

Key Administration Points: Understanding Directions

• Materials needed:• Standard Battery Test Book• Test record• Audio recording and requipment

• Do not allow examinee to begin pointing until the word “go” is stated for each item

• Complete all questions for each picture administered

• The examinee must complete all steps to receive credit on an item

• You must know the pictures and items in order to facilitate scoring


• Scoring:• Each correct response gets 1 and

incorrect response is 0. • For an item to be correct, all of the

steps of the directions must be completed.

• Many items require student to point in a certain order.


• Common Examiner Errors:• Not using the audio recording• Not scoring the items correctly• Not allowing the examinee to review the picture for 10

seconds before administering the items• Not reading the directions as presented on tape if

administering the test orally


1. Point to the frog and then the bear. Go.

7. First point to the log, then the deer, and then the campfire. Go.

9. Point to the cloud farthest to the left, and then the cloud farthest to the right. Go.


Test 5: Calculation• Requires calculation of problems ranging from

simple addition facts to calculus (uses SRB)• Use Suggested Starting Points table• If examinee misses both sample items, you

may discontinue testing and score the test a 0.• Administer the test following the basal and

ceiling rules (6 consecutive)• Skipped items are scored as a “0”• Do not point out signs• Accept reversals but not transposed numbers

Key Administration Points: Calculation

• Materials needed:• Standard Battery Test Book• Test Record• SRB• Two pencils

• Complete all appropriate queries• Do not provide additional guidance, such

as pointing out the signs• Score skipped items 0• Score transposed numbers as 0


• Item Scoring• Each correct answer is scored 1 and

incorrect 0• Any items skipped before the last

completed items is scored 0• Do not penalize for poorly formed or

reversed numbers• Score transposition of numbers (e.g., 13 for

31) as incorrect


• Common Examiner Errors:• Failing to complete queries• Failing to establish a basal or ceiling• Providing inappropriate guidance


Sample A: Make the number “one” in this box.

1. 2 + 2 = 2. 1 + 1 = 3. 2 + 1 =

9. 5 - 1 = 10. 9 11. 17 + 7 - 9

26. 1.05 28. -18 29. -6 x .2 + 12 x 7


Test 6: Math Fluency• Requires rapid calculation of single-digit addition,

subtraction, and multiplication facts (uses SRB)• All examinees begin this test with Item 1• If examinee has three or less correct after 1 minute,

discontinue testing and record a time of 1 minute in the Test Record.

• Time limit of 3 minutes• Skipped items are not counted• Once testing has started, do not point to the signs• Scoring overlay is provided• If examinee finishes in less than 3 minutes or you

inadvertently exceed the 3 minutes, record the exact finishing time in minutes and seconds

Key Administration: Math Fluency

• Materials needed:• Standard Battery Test Book• Test Record• SRB• Two pencils• Stopwatch or watch with second hand


• Item Scoring:• Score each correct response 1 and incorrect

0• Score any items skipped prior to the last

item as incorrect• A scoring guide overlay is provided to

facilitate scoring


• Common Examiner Errors• Providing inappropriate guidance during the

test, such as pointing out the signs


Test 8: Writing Fluency• Requires formulating and writing simple sentences

rapidly (uses SRB)• Begin with Item 1/End with 7-minute time limit• If examinee scores 0 on Samples B through D,

discontinue testing and record a score of 0 for the test• If examinee has three or fewer correct within the first

two minutes, testing may be discontinued and record a time of 2 minutes and enter number correct (0-3).

• If the examinee finishes before the 7 minute time limit or you inadvertently exceed 7 minutes, record the actual finishing time in minutes and seconds in Test Record

• Any stimulus words may be read upon request• 3 stimulus words may not be changed in any way

Key Administration Points: Writing Fluency

• Materials Needed:• Standard Battery Test Book• Test Record• SRB• Two pencils• Stopwatch or watch with second hand

• Complete sample items with all examinees• Discontinue testing if examinee has a 0 on

Samples B through D• To receive credit the examinee must use

three stimulus words and may not change them


• Item Scoring• Score each correct response 1 and incorrect

response 0• Score any items skipped prior to the last

item as incorrect• Do not penalize for errors in spelling,

punctuation, or capitalization or for poor handwriting, unless the writing is illegible


• Sometimes it may not be clear as to whether an item is correct or not. To receive credit he write must:• Use the three stimulus words in a complete sentence• Not change the stimulus words in any way• Provide a response that is a reasonable sentence

• Awkward sentences (if the meaning is clear) and sentences with the understood subject “you” are scored as correct

• Sentences that use alternate characters such as an ampersand (&) or plus sign (+) for the word “and” or an abbreviation like “w/” are scored as correct


• If the examinee omits a word that is critical to the sentence meaning, score the response as incorrect

• Do not penalize for an accidental omission of a less meaningful word (“a,” “the,” “an”) in a sentence

• If it is still unclear how to score one or more items, balance the scores given to these responses


• Common Examiner Errors• Being too lenient or too stringent on

scoring the sentences and failing to note that the examiner has changed or not included a stimulus word


A. Look at this picture and the words “good,” “cake,” and “is.” A short sentence that tells about the picture and uses these words is “The cake is good.”

B. Now look at this picture and the words “pig,” “fat,” and “is.” Use these three words and any other words you need to write a short sentence about the picture. You may put the words in any order.

A. good cake is

B. pig fat is


He is dropping a dime in the bank.

They are running the race again.

The light is shining from the window.

I want to use the toy truck.


Test 9: Passage Comprehension• Requires reading a short passage and

supplying a key missing word • Accept responses that differ in tense or

number• Score responses that are different parts of

speech as “0”• Begin with the Introduction for examinees

believed to be functioning at preschool or kindergarten level

• Use Suggested Starting Points


• Test by complete pages until examinee correctly answers the six lowest-numbered items administered or until you have administered the page with Item 1.

• Continue testing by complete pages until the examinee misses the six highest-numbered items administered or until you have administered the page with the last item.

Key Administration Points: Passage Comprehension

• Materials needed:• Standard Battery Test Book and Test Record

• The passages should be read silently• When necessary, remind examinee to

read silently• If they continue to read aloud, do not

insist on silent reading• If they read a passage aloud, the word

that belongs in the blank must be identified separately


• Do not help examinee with any words on this test

• The student needs only to identify the specific word that goes in the blank

• If the student reads the sentence aloud with the correct answer say, “Tell me the one word that should go in the blank.” If they cannot provide the word, score the response as incorrect.


• Item Scoring• Score each correct response 1 and each

incorrect response 0• Unless noted, only one-word responses are

acceptable• If a person gives a two-word or longer

response, ask for a one-word answer• Responses can differ only in verb tense or

number and be correct• Do not penalize for mispronunciation resulting

from articulation errors, dialects or regional speech patterns


• Common Examiner Errors• Providing help with words• Not completing queries• Penalizing for responses that differ only in

verb tense or number• Accepting responses that substitute a

different part of speech


The drums were pounding in the distance. We could them.

Something is on the chair. It is a .

12

40

It is one thing to demonstrate that modern war is harmful to the species. It is another thing to do something about it.

22


Test 10: Applied Problems• Requires comprehending the nature of a

problem, identifying relevant information, performing calculations, and stating solution

• Use table in Test Book to select a starting point

• No reading is required


Test 10: Applied Problems• Test by complete pages until the student

correctly answers the six lowest-numbered items administered, or until you have administered the page with Item 1.

• Continue testing by complete pages until examinee misses the six highest-numbered items administered or the last item.

• Upon request by student, any item may be repeated

Key Administration Points: Applied Problems

• Materials needed:• Standard Battery Test Book• Test Record• SRB and two pencils

• Follow basal/ceiling rules (6 consecutive)

• Test by complete pages• Provide SRB and pencil when prompted,

or earlier if needed

Key Administration Points: Applied Problems

• Item Scoring• Score each correct response 1 and incorrect

response 0

• Common Examiner Errors• Forgetting to test by complete pages or not

repeating items upon request


15. If Maria ate one of these suckers, how many suckers would be left?

_______________________________

30. Jay’s car holds fifteen gallons of gas. Yoshi’s car holds ten gallons of gas and Ellen’s car holds twenty gallons of gas. How many more gallons does Jay’s car hold than Yoshi’s car?

Jay: 15 gallons Yoshi: 10 gallons Ellen: 20 gallons


Test 11: Writing Samples• Requires writing sentences in response to a series of

demands that increase in difficulty (uses SRB)• Select a starting point based on an estimate of

examinee’s present level of writing ability.• Administer the appropriate Block of Items indicated on

table in Test Book.• Administer additional block of items if score falls in

shaded area of scoring table• You may read any words during this test or repeat

instructions if requested.• If a student asks if spelling is important or how to spell

a word, encourage them just to do their best.

Key Administration Points: Writing Samples

• Materials needed:• Standard Battery Test Book• Test Record• SRB and two pencils

• Score the items after testing is complete• Administer additional items if the

examinee’s score falls within a shaded area on the table in the Test Record.

• Encourage the student to attempt a response to each item in the block.


• Item Scoring:• Score after testing is completed.• Items may be scored 0, .5, 1, 1.5, or 2

points using a modified holistic procedures that requires judgment

• Use Appendix B in Examiner’s Manual• If the student’s raw score falls within one of

the shaded areas in the scoring table, administer the additional items indicated.


• Item Scoring:• 2 points: superior response. Excluding

beginning items it is a complete sentence that satisfies task demands and includes additional descriptive words and embellishments

• 1.5: borderline response that does not fit the exact pattern of the Scoring Guide. If it is not clear whether a response is superior (2 points) or standard (1 point), credit the response with a score of 1.5 points.


• Item Scoring:• 1 point: standard response. Excluding beginning items, it is a

complete sentence with adequate content• 0.5 points: borderline response that does not fit the exact

pattern of the Scoring Guide. If it is not clear whether a response is standard (1 point) or inadequate (0 points), ask demandscredit the response with a score of 0.5 points

• 0 points: a no-credit response is an inadequate response. It may be an incomplete sentence, a sentence with minimal content, an illegible response, or a sentence that does not follow

• NOTE: for scores ending in .5 round to nearest even number when calculating raw scores


• Common Examiner Errors:• Failing to administer the appropriate block of items• Scoring the items incorrectly• Being too lenient or harsh when evaluating

responses• Failing to administer additional items when

necessary• Calculating the raw score incorrectly• Asking the examinee to read his/her response for

scoring purposes


1. This says, “My name is .” Write your name here.

7. This woman is a queen. Write a sentence that tells what this man is.

13. Write one good sentence that tells what is happening in this picture and what could happen next.

19. Write one sentence about a boy finding a lost dog. Include the words “who found the” in the middle of your sentence.

30. Write a good sentence using the words “despite her anger.”


EXTENDED BATTERYTest 13: Word Attack

• Requires pronouncing phonically regular pseudowords

• Know pronunciation prior to administering test• Responses must be pronounced as a complete

word to receive credit• Use the table in Test Book to select a starting

point based on the student’s present level of reading skill.

• Test by complete pages until the examine has missed 6 consecutive items or you have administered the last item.

Key Administration Points: Word Attack

• Materials needed:• Extended Battery Test Book• Test Record

• Follow basal/ceiling rules (6 consecutive correct/incorrect)

• Test by complete pages• Do not tell the examinee any letters or

words• Only accept correct responses that are

pronounced as a complete word


• Do not ask the examinee to repeat a specific word. Instead, have them repeat entire page and re-score only the item in question

• Record errors for analysis after testing is completed

• Score the last response given on each item• If the student pronounces the word phoneme

by phoneme or syllable by syllable instead o reading it in a natural and fluent way, score the item 0 and suggest they “first read the word silently and then say the word smoothly.” Give this reminder only once.


• However, if the examinee first sounds out the stimulus word and then pronounces it correctly, score the item 1.

• Score the last response given. Record incorrect responses for error analysis.

• Item Scoring:• Score each correct response 1 • Score each incorrect response 0• Do not penalize for mispronunciations resulting from

articulation errors, dialects, or regional speech patterns


• Common Examiner Errors• Failing to know the correct pronunciation of

the items• Accepting responses that are sounded out

and not blended back together• Failing to have examinee repeat an entire

page when one response was not heard


4-9: Read each of these words to me. Don’t go too fast.

tiffzoopnanroxlishep

tayed

saist

doitibility

paraphonity

apertuate

16.

26.

30.

31.

32.


Test 14: Picture Vocabulary• Requires naming pictures (familiar to less

familiar)• Point to picture or part of picture as directed• Test by complete pages• Use Suggested Starting Points• Select a starting point based on an estimate

of the individual’s present level of oral language skill

Key Administration Points: Picture Vocabulary

• Materials Needed:• Extended Battery Test book• Test Record

• Know the pronunciation of all items• Follow basal/ceiling rules (6 consecutive

correct/incorrect)• Test by complete pages• Complete all queries as indicated in Test Book• Be sure to point to the picture or picture part as

directed• Record errors for further analysis

Key Administration Points: Picture Vocabulary

• Item Scoring• Score each correct response 1• Score each incorrect response 0• Do not penalize for mispronunciations resulting from


• Common Examiner Errors• Failing to know the correct pronunciation of the items• Accepting responses that are sounded out and not

blended back together• Failing to have examinee repeat an entire page when

one response was not heard


2. Point to picture and say: What is this?

19. Point to picture and say: What are these called?


Test 15: Oral Comprehension

• Requires listening to a short passage and providing the missing final word

• Administer Sample Item A and B to all examinees and then select a starting point based on an estimate of the examinee’s present oral language skill.

• Present Sample Items A and B orally.

• Present Sample Items C and B and all test items using audio recording.

• In rare cases you may present the items orally.

Key Administration Points: Oral Comprehension

• Materials needed:• Extended Battery Test Book• Test Record• Audio Recording and equipment

• Follow basal/ceiling rules: six consecutive correct/incorrect

• Test by complete pages


• Accept only one-word responses if examinee gives longer responses

• Do not penalize for articulation errors or regional/dialectical speech differences

• Do not penalize for responses that differ in tense or number

• Do not accept responses that are a different part of speech


• Item Scoring:• Score each correct response 1• Score each incorrect responses 0• Unless noted, only one-word responses are

acceptable• If a person gives a two-word or longer response,

ask for a one-word response• Responses are correct when they differ from the

correct response only in verb tense or number (singular/plural)

• A response is incorrect if the answer is a different part of speech, such as a noun for a verb


• Common Examiner Errors:• Failing to use the test audio recording• Failing to ask for one-word responses when

a longer response is given• Failing to imitate the tape when (in rare

cases) administering the test orally


1. Water looks blue and grass looks____________.

17. Carrots can be eaten cooked. They also can be eaten___________.

34. Observation of behavior when errors are made can lead to hypotheses regarding learning characteristics. Some people become so frustrated that their emotions cause them to quit. The rigid persist with a strategy that has ____________.

Now you are going to listen to this audio recording. After you hear the two beeps, tell me one word that finishes the sentence.


Test 17: Reading Vocabulary• Requires reading words and providing synonyms,

antonyms, or completing analogies• Review the correct pronunciation of all items

while learning to administer the test.• Broken into three subtests• Administer samples for each subtest to all

subjects• After administering sample items, do not read

any other items or tell the examinee any other word

• Select an appropriate starting point for each subtest based on the examinee’s current reading ability

Key Administration Points: Reading Vocabulary

• Materials needed:• Extended Battery Test Book• Test Record

• Administer all three subtests• Make note of oral reading errors for error analysis• Follow the basal/ceiling rules for each subtest (4

consecutive correct/incorrect)• Test by complete pages• Do not tell the examinee any words in the test

items• Unless noted, only one-word responses are

acceptable


• Item Scoring:• Score each correct response 1• Score each incorrect 0• If a person gives a two-word or longer response, ask for

a one-word answer• Responses are correct when they differ from the correct

response only in verb tense or number (singular/plural)• A response is incorrect if the student substitutes a

different part of speech, such as a noun for a verb• If the student responds to an antonym item by giving

the stimulus word preceded by “non” or “un,” ask for another answer unless otherwise indicated by the scoring key

• Do not penalize for mispronunciations resulting from articulation errors, dialects, or regional speech patterns


• Common Examiner Errors:• Reading items to examinees• Failing to administer all three subtests• Failing to apply the basal/ceiling rules to

each subtest• Miscalculating the total score


17A: Synonyms

17B: AntonymsRead each of these

words out loud and tell me another word that means the same.

1. puppy

12. entire

25. fallow

Read each of these words out loud and tell me another word that means the opposite.

1. on

12. distant

25. enervate


dog…walks bird...

climb…up fall…

plant…seed bird…

discophile…philatelistrecords...

Finish what I say-- a dog walks; a bird...

A.

1.

10.

20.

17C: Analogies


Test 18: Quantitative Concepts• Requires applying mathematical concepts

and analyzing numerical relationships (use Subject Response Booklet)

• Broken into two subtests; both subtests must be administered to obtain a raw score for this test

• For each subtest, select a starting point based on an estimate of the student’s present level of math skill

• Each item in 18B: Number Series has a 1-minute time limit

Key Administration: Quantitative Concepts

• Materials needed: • Extended Battery Test Book• Test Record• SRB and two pencils

• Follow the basal/ceiling rules for each subtest:• 18A – four consecutive correct/incorrect• 18B – three consecutive correct/incorrect

• Test by complete pages• Repeat any item upon request• On items with multiple-part answers, be sure all

parts of the answer are given to score item 1

Key Administration: Quantitative Concepts

• Item Scoring:• Score each correct response 1• Score each incorrect response 0• Do not penalize for mispronunciation resulting from


• Common Examiner Errors• Mispronouncing items• Failing to administer all three parts• Failing to apply basal/ceiling rules to each

part of the test


3. What number is this?

6. Point to the largest star. Now point to the smallest star.

3

18A: Concepts


18B: Number Series

1 2 3 ___

8 6 4 ___

7 14 28 ___

1.

10.

20.


Test 22: Punctuation and Capitalization• Requires using correct punctuation and

capitalization in orally dictated words and phrases (use SRB)

• Know pronunciation of all test items• Do not penalize for spelling errors as long as

response is legible

Notations for Recording Responses

• 1: correct response• 0: incorrect or no response• Q: indicates a query• DK: indicates the response of “Don’t

Know”• NR: indicates “No Response”• SC: indicates a self-correction


10. (P) Make an exclamation point.

Correct: !

14. (P,C) Write the following city and state: Dayton, Ohio.

Correct: Dayton, Ohio

(must have comma between city and state; both “D ” and “0” must be capitalized) (misspellings acceptable)

Woodcock-Johnson ® III Normative Update ( WJ III ® NU)

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Transcript of Woodcock-Johnson ® III Normative Update ( WJ III ® NU)