Tests of Achievement
Selective Testing Table Located in Test Books and Examiner Manual
Organization of 22 Achievement Tests Standard Battery Extended Battery Letter-Word Identification Reading Fluency Passage Comprehension Story Recall Understanding Directions Calculation Math Fluency Applied Problems Spelling Writing Fluency Writing Samples Story Recall-Delayed Word Attack Reading Vocabulary Picture Vocabulary Oral Comprehension Quantitative Concepts Editing Academic Knowledge Spelling of Sounds Sound Awareness Punctuation and Capitalization Handwriting Legibility Scale
Major Differences from WJ-R: Achievement • Enhances broad achievement clusters (3 tests: 1 skills, 1 fluency, and 1 application) • Includes Oral Language tests • Offers ability/achievement discrepancy option using Oral Language as ability • Increases usefulness at early reading levels • Provides diagnostic spelling measure
Major Differences from WJ-R: Achievement 7 new tests Ø Ø Ø Ø Reading Fluency Story Recall-Delayed Understanding Directions Math Fluency Spelling of Sounds Sound Awareness 8 new clusters Total Achievement Ø Academic Fluency Ø Academic Skills Ø Academic Applications Ø Phoneme/Grapheme Knowledge Ø Oral Language Ø Oral Expression Ø Listening Comprehension Ø
Learning Disability Eligibility 7 IDEA Areas WJ III Tests Oral Expression Story Recall, Picture Vocabulary Listening Comprehension Understanding Directions, Oral Comprehension Written Expression Writing Fluency, Writing Samples Basic Reading Skills Letter-Word Identification, Word Attack Reading Comprehension Passage Comprehension, Reading Vocabulary Mathematics Calculation, Math Fluency Mathematics Reasoning Applied Problems, Quantitative Concepts
Reliability • Goal for clusters set at. 90 or higher • Goal for tests set at. 80 or higher
Reliability of the Achievement Clusters Standard Battery Clusters Extended Battery Clusters Total Achievement . 98 Oral Language-Ext. . 92 Oral Language-Std. . 87 Oral Expression . 85 Broad Reading . 94 Listening Comprehension . 89 Broad Math . 95 Basic Reading Skills . 95 Reading Comprehension . 92 Math Calculation Skills . 91 Math Reasoning . 95 Basic Writing Skills . 94 Written Expression . 91 Phoneme/Grapheme . 90 Broad Written Language. 94 Academic Skills . 96 Academic Fluency . 93 Academic Applications . 95 Knowledge Note: median reliabilities reported
Validity Evidence Content • CHC theory test blueprint-based content analysis • Both broad and narrow abilities accounted for in test specifications Construct • Divergent growth curves (developmental evidence) • Confirmatory factor analysis (internal/structural) evidence • Test and cluster intercorrelations • Convergent/discriminate validity evidence Concurrent • 11 special studies (775 additional subjects) • Comparison to tests measuring similar constructs
WJ III ACH Concurrent Validity BR BRS RC BMS MC MR BWS WE Rdg. KTEA Decoding Comprehension Reading WIAT Basic Comprehension Math KTEA Calculation Application Math WIAT Numerical OP Reasoning KTEA Spelling WIAT Writ. Exp. . 76. 67. 65. 67. 63. 68 . 66. 44. 82. 68 . 81. 74. 62. 78. 70. 79. 66. 65. 52. 70. 57. 66 . 60. 67. 40. 69. 59. 60 . 41. 49. 29. 56. 38. 60. 77. 57. 42. 31
ACH 1 Letter-Word Identification • Requires identifying and reading isolated letters and words, primarily a sight recognition task • Basal/Ceiling Rules: 6 lowest correct/6 highest incorrect • Know exact pronunciation of words • Responses must be pronounced as a complete word to receive credit Clusters Broad Ability Broad Reading Basic Reading Skills Academic Skills Total Achievement Reading-Writing (Grw) Narrow Ability Reading Decoding
Letter-Word Identification 3, 4 H C A S B 7 A 16 on 36 whole 56 particularly 76 W satiate Examiner Tips • If response is unclear on a specific item, have subject repeat entire page. Only score item in question. • Record errors for analysis.
1. Starting Point 2. No basal on first 6 items. Complete page then turn back 1 page. 3. Basal established Items 15 -21. 4. Continue test with Item 25. 1 1 1 1 0 0 0 5. Ceiling reached Items 27 -32. 3 1 23 jet saw half them most aboat olny prat cold 2 4 AE 6 -9 GE 1. 4 5 What is the Number Correct? What are the estimated AE/GE?
New ACH 2 Reading Fluency • Requires reading and comprehending simple sentences rapidly (uses SRB) • Start with Item 1/End with 3 -minute time limit • If fewer than 3 correct on Practice Exercises C-F, discontinue testing and score test a “ 0” Clusters Broad Reading Academic Fluency Total Achievement Broad Ability Reading-Writing (Grw) Narrow Ability Reading Speed
Reading Fluency Examiner Tips • Remind subjects to read each sentence if it appears they are circling answers randomly. • Do not include in the score, items beyond the last item the subject completed.
Reading Fluency - Scoring 1. Use the scoring overlay for easy scoring. 2. Total the Number Correct. 82 Number Correct (0 -98) 3. Total the Number Incorrect. 16 Number Incorrect (0 -98) 4. Enter both numbers in the software program. 5. Subtract Number Incorrect from Number Correct if estimated AE/GE scores are needed. If a negative number is obtained, use 0. To use the hand-scoring table, compute the Total Number correct below. 82 16 _____ - _____ Number Correct Number Incorrect 66 = _____ Total (0 -98)
New ACH 3 Story Recall • Requires listening to stories and recalling elements • Use Suggested Starting Points • Follow Continuation Instructions • Do not repeat or replay any stories Broad Ability Clusters Comprehension-Knowledge (Gc) Oral Language-STD Oral Language-EXT Oral Expression Narrow Abilities Language Development Listening Ability
Story Recall - Examiner Tips • Pause the audio recording after each story so the subject can respond. • In the Test Record, place a check mark over each element recalled. (elements are separated by slash marks /) • Elements that are bold must be recalled exactly. Other elements can be synonyms or paraphrased. • If necessary, stories can be presented orally. • If Test 12 Story Recall-Delayed will be administered, do not tell subject that stories may need to be recalled later.
Story Recall - Story 1 Julie / likes to catch butterflies. / Then she lets them go. / Sample Responses 3 Points Possible She catches butterflies. Julie likes catching butterflies. She lets them go. (1) (2) (3) Continuation Rules • If subject has 3 or fewer points on Stories 1 and 2, testing may be discontinued. • If subject has 4 or more points on Stories 1 and 2, administer Stories 3 and 4 unless already administered.
Story Recall - 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.
Story Recall - Story 5 Rick / got some glow-in-the-dark/ stars / for his sixth birthday. / He wanted to put them on his bedroom / ceiling. / Sample Responses 6 Points Possible He wanted to put them in his bedroom. Rick got some glowing stars for his birthday. He put some glow-in-the-dark stars on his bedroom ceiling. Continuation Rules • If subject has 8 or fewer points on Stories 5 and 6, administer Stories 3 and 4 unless already administered. • If subject has 9 or more points on Stories 5 and 6, administer Stories 7 and 8 unless already administered. (1) (2) (4)
Story Recall - Story 6 The dinosaur / at the museum/ was over 20 feet / tall. / Many people came to see it. / Some small / children / were scared. / They thought it was real. / Score these responses: (9 points possible) • They were afraid of the dinosaur. • At the museum there was a 20 foot tall dinosaur. The little kids were scared. They thought it was real.
9 27 00 11 30 Enter Date & Time. Place check mark over each element recalled correctly. 2 3 5 Bold words must be recalled exactly. 3 or fewer points: Discontinue testing. 4 or more points: Administer Stories 3 and 4. Record points for each story and each set of stories. Follow Continuation Instructions.
New ACH 4 Understanding Directions • Requires listening to instructions and then pointing to objects in pictures • Use Suggested Starting Points • Follow Continuation Instructions • Let subject review picture for 10 seconds prior to administering items Broad Ability Clusters Comprehension-Knowledge (Gc) Oral Language-STD Oral Language-EXT Listening Comprehension Narrow Ability Listening Ability Language Development
Understanding Directions Form A (Picture 3) 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. Continuation Rules Pictures 2 -3 • 7 or fewer correct, give Picture 1 • 8 -13 correct, discontinue testing • 14 or more correct, give Pic. 4 -5
Understanding Directions - Examiner Tips • Pause or stop audio recording after last item of each picture. • Do not repeat or replay any item. If an obvious noise (e. g. , bell ringing) interferes, finish the picture, then re-administer specific item. • All steps must be completed to receive credit. (any order unless otherwise specified) • Record Number of Points for each picture in space provided in Test Record. • When using the software program, an entry must be made for each picture: Number of Points or “X” if not administered.
Understanding Directions Follow continuation instructions Picture 2 Jungle Scene 0 Follow Continuation Instructions to determine which pictures to administer and when to discontinue testing. 7 Picture 3 Mountain Scene 1 0 1 1 1 0 0 1 1 0 Software Score Entry Enter Number of Points. Enter “X” if not administered. 4 A Picture 1 X (0 -10 or X) 4 B Pictures 2 -3 13 (0 -21 or X) 4 C 6 Pictures 4 -5 X (0 -22 or X) 13 7 or fewer points: Administer Picture 1 8 to 13 points: Discontinue testing. 14 or more points: Administer Pictures 4 and 5. 4 D Pictures 6 -7 X (0 -4 or X)
ACH 5 Calculation • Requires calculation of problems ranging from simple addition facts to calculus (uses SRB) • Basal/Ceiling Rules: 6 lowest correct/6 highest incorrect • Skipped items are scored as a “ 0” • Do not point out signs • Accept reversals but not transposed numbers Clusters Broad Ability Broad Mathematics Math Calculation Skills Academic Skills Total Achievement Mathematics (Gq) Narrow Ability Mathematics Achievement
Calculation Sample A: Make the number “one” in this box. 1. 2+2= 2. 1+1= 3. 9. 5 -1= 10. 9 +7 11. 17 -9 28. -18 + 12 29. -6 x 7 26. 1. 05 x. 2 2+1= Examiner Tips • If subject responds incorrectly to both sample items, testing may be discontinued. Score test “ 0. ” • Do not penalize for poorly formed numerals. • Be sure to complete all queries in Test Book.
New ACH 6 Math Fluency • Requires rapid calculation of single-digit addition, subtraction, and multiplication facts (uses SRB) • Begin with Item 1/End with 3 -minute time limit • Skipped items are scored as a “ 0” • Do not point out signs • Discontinue if 3 or less correct after 1 minute Clusters Broad Mathematics Math Calculation Skills Academic Fluency Total Achievement Broad Ability Mathematics (Gq) Narrow Abilities Mathematics Achievement Numerical Facility
Math Fluency Examiner Tips • Do not penalize for poorly formed or reversed numbers. • Record exact finishing time if subject finishes early or examiner exceeds time limit. • Scoring overlay is provided.
ACH 7 Spelling • Requires writing letters and words presented orally (uses SRB) • Basal/Ceiling Rules: 6 lowest correct/6 highest incorrect • Use Suggested Starting Points based on present level of spelling skill • Modified from Dictation in WJ-R - no punctuation, capitalization, or usage items Clusters Broad Ability Broad Written Language Basic Writing Skills Academic Skills Total Achievement Reading-Writing (Grw) Narrow Ability Spelling
Spelling • Items 1 -4 Prewriting with demonstration • Items 5 -6 Tracing with demonstration • Item 7 Copying a letter • Items 8 -14 Printing letters • Items 15 -59 Spelling words Examiner Tips • Do not penalize poor handwriting or reversed letters as long as the letter does not become a new letter. (b = d) • Accept uppercase or lowercase responses unless case is specified. • Know the exact pronunciation of the word for each item. • Request responses be printed but accept cursive.
Spelling - Examiner 12. Number twelve. Print the letter U. U. Correct: U, u (capital or lowercase) 13. Number thirteen. Look at the two letters. The first letter is a lowercase or small a. The next letter is a lowercase or small h. Print a lowercase e. e. Correct: e (must be lowercase) 15. Number fifteen. Spell the word in. Come in to the house. In. Correct: in 35. Number thirty-five. Cough. She had a cough. Correct: cough 55. Number fifty-five. Omniscient (ahm-nish- nt). The author took an omniscient point of view. Omniscient. e Correct: omniscient
ACH 8 Writing Fluency • Requires formulating and writing simple sentences rapidly (uses SRB) • Begin with Item 1/End with 7 -minute time limit • Discontinue if subject has “ 0” on Samples B-D • Any stimulus words may be read upon request • 3 stimulus words may not be changed in any way Clusters Broad Ability Broad Written Language Written Expression Academic Fluency Total Achievement Reading-Writing (Grw) Narrow Ability Writing Speed
Writing Fluency - Samples A & B I am going to ask you to write short sentences about some pictures. A. good cake is B. pig fat is 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. Go ahead and do Sample Items C and D.
Writing Fluency - Examiner Tips • Score as incorrect any items skipped. • Do not penalize for spelling, punctuation, or capitalization errors. • Do not penalize for poor handwriting unless illegible. • Response must be a reasonable sentence to receive credit. • If the sentence is awkward but the meaning is clear, score as 1. • Accept sentences with the understood subject you. • Accept abbreviations or symbols • If a word critical to the meaning is omitted, score as 0. • Omission of less meaningful word is not penalized.
Writing Fluency - Scoring Items 25 -28 He is dropping a dime in the bank. The light is shining from the window. They are running the race again. I want to use the toy truck.
ACH 9 Passage Comprehension • Requires reading a short passage and supplying a key missing word • Basal/Ceiling Rules: 6 lowest correct/6 highest incorrect • Use Suggested Starting Points • Accept responses that differ in tense or number • Score responses that are different parts of speech as “ 0” Clusters Broad Reading Comprehension Academic Applications Total Achievement Broad Ability Reading-Writing (Grw) Narrow Abilities Reading Comprehension Lexical Knowledge
Passage Comprehension Something is on the chair. It is a. 12 22 The drums were pounding in the distance. We could them. 40 It is one thing to demonstrate that modern war is harmful to the species. It is another thing to do something about it. Examiner Tips • Remind subject to read silently, but do not insist. • Do not tell subject any words. • If subject reads item aloud, he/she must identify the word that goes in the blank to receive credit.
ACH 10 Applied Problems • Requires comprehending the nature of a problem, identifying relevant information, performing calculations, and stating solution • Basal/Ceiling Rules: 6 lowest correct/6 highest incorrect • No reading is required Broad Ability Clusters Broad Mathematics Math Reasoning Academic Applications Total Achievement Mathematics (Gq) Narrow Abilities Quantitative Reasoning Math Achievement Knowledge of Mathematics
Applied Problems Show me your hand. Show me your fingers. 1. Show me just one finger. 15. If Maria ate one of these suckers, how many suckers would be left? Jay: 15 gallons Ana: 10 gallons Ellen: 20 gallons 30. Jay’s car holds fifteen gallons of gas. Ana’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 Ana’s car? Examiner Tips • Give subject SRB (worksheet) and pencil at Item 30. May be given earlier if needed.
ACH 11 Writing Samples • Requires writing sentences in response to a series of demands that increase in difficulty (uses SRB) • Use Suggested Starting Points • Administer Block of Items • Administer additional block of items if score falls in shaded area of scoring table Clusters Broad Ability Broad Written Language Written Expression Academic Applications Total Achievement Reading-Writing (Grw) Narrow Ability Writing Ability
Writing Samples Scoring Responses Block of Items 2 • 1 to 6 1. 5 • 1 to 12 superior response not clearly a 2, but better than a 1 point • 7 to 18 1 standard response • 13 to 24 . 5 not clearly a 1, but better than a 0 • 19 to 30 0 inadequate or illegible Examiner Tips • Use Scoring Guide in Appendix B of Examiner Manual. • Items may be scored 2, 1. 5, 1, . 5, or 0 even if no example is shown in Scoring Guide. • Score is based on one block even if additional blocks were administered.
Writing Samples 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. ” Examiner Tips • Do not penalize for punctuation, capitalization, spelling, or usage errors except when indicated otherwise. • Words may be read upon request. • Do not spell any words for subject.
Writing Samples - Scoring Items 13 -15 He can’t see ware to sit. Add eggs. Bothe lamp & the sun are sorsus of lite.
Writing Samples - Scoring Items 16 -18 I like to snowbored, skee, and play video games. It’s riskee to dive into a pool of unnoan depth becuz you mite misjuge your dive and, konsukwently, brake your nek. He gets a retainer but it’s not the thing you put in your mouth. Examiner Tips • Do not ask subject to read response for purpose of scoring. • Response must be legible enough to be read by adult without knowledge of item content.
Writing Samples - Examiner Tips • Severe grammatical or usage errors - reduce score by 1 point (omission of critical words, extremely awkward sentences) • Multiple Sentences - Select and score the one sentence that most closely meets tasks demands. • Inappropriate Content - Responses that have little to do with the requested task are scored as 0. • Misinterpretation of Picture - Ignore and score response according to item criteria. • Two Raters - Two independent raters score items and resolve any score differences of more than 1 point. Average the two scores to obtain final number correct. • Round scores - ending in. 5 to nearest even number (15. 5 = 16, 16. 5=16)
3 Adjusted Item Blocks 1 2 2 2 2 2 1. 5 6 5 2 22 1. Began with Items 1 -12 2. Number of Points = 22 3. Find 22 in column for Items 1 -12 4. See Note 2 5. Administer Items 13 -18 6. Base score on Items 7 -18 4
New ACH 12 Story Recall - Delayed • Requires recalling elements of stories presented 30 minutes to 8 days earlier • Only administer stories previously given in Test 3 • Do not include prompts read by examiner in raw score • Scoring is the same as Test 3 Story Recall. In Test Record, place check mark over each part of story recalled accurately. Broad Ability Cluster Delayed Recall (requires Cognitive Test) Long-Term Retrieval (Glr) Narrow Ability Meaningful Memory
Story Recall-Delayed The other day (yesterday, earlier today), you heard some short stories. I am going to read a few words from a story, and then you tell me what you remember about the rest of the story. Recall. Present only stories you administered to subject in Test 3 Story Julie likes to catch…. 2. Mary has a dog…. 5. Rick got some glow-in-the-dark… 6. The dinosaur at the museum. . . Examiner Tips • Record date and time of administration on Test Record. 1.
Before testing, check stories to be administered. (only those given in Test 3) Story Recall-Delayed Basal/Ceiling: Groups of items Administer stories administered in Test 3 Story Recall. Check box by stories to be administered. [Julie likes to catch butterflies. ] Do not count prompts (shown in brackets) in raw score. / Then she lets them go. / Number of Points (0 -1) [Mary has a dog. ] Place a check mark over each correctly recalled element. / He loves to ride / in the car. / / but he hates to take a bath. / Number of Points (0 -3) Enter the number of points for each story and each set of stories administered. 2 Number of Points (0 -4)
Tests of Achievement - Extended Battery TESTS CLUSTERS Word Attack Basic Reading Skills Picture Vocabulary Reading Comprehension Oral Language-Extended Editing Listening Comprehension Reading Vocabulary Oral Expression Quantitative Concepts Math Reasoning Academic Knowledge Basic Writing Skills Spelling of Sounds Academic Knowledge Sound Awareness Phoneme/Grapheme Knowledge Punctuation and Capitalization
ACH 13 Word Attack • Requires pronouncing phonically regular pseudowords • Use Suggested Starting Points • Basal/Ceiling Rules: 6 lowest correct/6 highest incorrect • Know pronunciation prior to administering test • Responses must be pronounced as a complete word to receive credit Broad Ability Reading-Writing (Grw) Clusters Basic Reading Skills Phoneme/Grapheme Knowledge Narrow Abilities Reading Decoding Phonetic Coding: Analysis & synthesis
Word Attack - Items 1 & 2 1. Look at these letters. (Run your finger across row of letters on subject’s page. ) Point to the letter that makes the /p/ sound in the word “pig. ” 2. Point to letter “k” and say: What is the sound of this letter? Correct: says /k/ sound z p k k n Query: says name of letter That is the name of the letter. Tell me its sound. Examiner Tips Say the sound of the letter not the name when presented within slashes. /p/ r
Word Attack - Sample Items Sample A & B I want you to read some words that are not real words. Tell me how they sound. Point to “nat. ” How does this word sound? A: Error or No Response Point to word and say: Nat. Now, You say “nat. ” Point to “ib” and say: Read this word to me. B: Error or No Response Point to word and say: Ib. Now, You say “ib. ” nat ib
Word Attack - Items 16 tayed 26 saist tiff 30 doitibility zoop 31 paraphonity nan 32 apertuate 4 -9: Read each of these words to me. Don’t go too fast. rox lish ep Examiner Tips • Reminder to say word smoothly can only be given once during test. • Test by complete pages. • Record errors for analysis.
ACH 14 Picture Vocabulary • Requires naming pictures (familiar to less familiar) • Use Suggested Starting Points • Basal/Ceiling Rules: 6 lowest correct/6 highest incorrect • Point to picture or part of picture as directed • Test by complete pages Broad Ability Clusters Comprehension-Knowledge (Gc) Oral Language-Extended Oral Expression Narrow Abilities Language Development Lexical Knowledge
Picture Vocabulary 1. Run your finger across item and say: Put your finger on the flower.
Picture Vocabulary 2. Point to picture and say: What is this? 19. Point to picture and say: What are these called?
Picture Vocabulary 40. Point to picture and say: What is this called? Query: eye glass, lens Tell me another word. Examiner Tips • Point to the picture or picture part as directed. • Complete any queries listed in Test book. • Record errors for further analysis.
ACH 15 Oral Comprehension • Requires listening to a short passage and providing the missing final word • Administer Samples A & B to all subjects • Use Suggested Starting Points • Basal/Ceiling Rules: 6 lowest correct/6 highest incorrect Broad Ability Clusters Comprehension-Knowledge (Gc) Oral Language-Extended Listening Comprehension Narrow Ability Listening Ability
Oral Comprehension Now you are going to listen to this audio recording. After you hear the two beeps, tell me one word that finishes the sentence. 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 ______.
ACH 16 Editing • Requires orally identifying and correcting errors in written passages • Administer Samples A-D to all subjects • Use Suggested Starting Points • Basal/Ceiling Rules: 6 lowest correct/6 highest incorrect • Discontinue testing if subject has 0 on Samples A-D, or on Items 1 -4 Broad Ability Reading-Writing (Grw) Cluster Narrow Abilities Basic Writing Skills Language Development English Usage
Editing 1. tom likes cats. 14. After we went skating on the frozen pond, we drunk cups of hot chocolate. 26. The water problem was becoming acute. The reservor would have to be enlarged, or a new supply would have to be piped overland. Examiner Tips • Any words may be read upon request. Never read an entire item. • If subject just identifies error say, “How would you correct that mistake? ” • If subject reads item aloud and corrects error in context say, “Tell me how to correct the error. ”
ACH 17 Reading Vocabulary • Requires reading words and providing synonyms, antonyms, or completing analogies • 3 subtests: 17 A Synonyms, 17 B Antonyms, 17 C Analogies • Administer samples for each subtest to all subjects • Use Suggested Starting Points for each subtest • Basal/Ceiling Rules apply to each subtest: 4 lowest correct/4 highest incorrect Broad Ability Cluster Reading-Writing (Grw) Reading Comprehension Narrow Abilities Language Development / Comprehension
Reading Vocabulary 17 A: Synonyms (26 items) Read each of these words out loud and tell me another word that means the same. 17 B: Antonyms (26 items) Read each of these words out loud and tell me another word that means the opposite. 1. on 1. puppy 12. entire 12. distant 25. fallow 25. enervate Examiner Tips • Complete error correction on samples. • Do not read any test item words for subject. • Score response, not reading of stimulus word.
17 C: Reading Vocabulary - Analogies (21 items) Finish what I say-- a dog walks; a bird. . . A. dog…walks bird. . . 1. climb…up fall… 10. plant…seed bird… 20. discophile…philatelist records. . . Examiner Tips • Use proper phrasing when presenting Sample Items. • Subject is instructed to read items silently.
ACH 18 Quantitative Concepts • Requires applying mathematical concepts and analyzing numerical relationships (use SRB) • 2 subtests: 18 A Concepts, 18 B Number Series • Use Suggested Starting Points for each subtest • Basal/Ceiling Rules: 18 A 4 / 4 18 B 3 / 3 • Each item in 18 B has a 1 -minute time limit Broad Ability Mathematics (Gq) Cluster Narrow Abilities Math Reasoning Knowledge of Mathematics Quantitative Reasoning
18 A: Quantitative Concepts - Concepts 3. What number is this? 3 6. Point to the largest star. Now point to the smallest star. 33. What does this sign mean in mathematics? Examiner Tips • Items may be repeated upon request. • All parts of an answer must be provided for credit.
18 B: Quantitative Concepts - Number Series 1 2 3 ___ 10. 8 6 4 ___ 20. 7 14 28 ___ 1. Examiner Tips • Open SRB to worksheet and give subject pencil at Item 1. • If no response in 1 minute, point to next item and say: Try this one.
ACH 19 Academic Knowledge • Requires providing an oral response to items presented orally (no reading or writing) • 3 subtests: 19 A Science, 19 B Social Studies, 19 C Humanities • Basal/Ceiling Rules apply to each subtest: 3 / 3 • Use Suggested Starting Points for each subtest • All 3 subtests must be administered to obtain score Broad Ability Cluster Comprehension-Knowledge (Gc) Knowledge Narrow Abilities (requires 1 Cognitive test) General Information (Science, Cultural, Geography)
19 A: Academic Knowledge - Science 1. Point to your eye. 10. Point to the picture and say: What kind of animal is this? 25. What is a hydrosphere? Examiner Tips • Know correct pronunciation of each item. • Items may be repeated upon request.
19 B: Academic Knowledge - Social Studies 1. Look at the pictures. Put your finger on the hat. 13. Why do people put money in banks? 28. How many miles is it around the earth at the equator? Examiner Tips • Test by complete pages. • Include items below basal as correct.
19 C: Academic Knowledge - Humanities 2. Point to picture and say: What are these? 11. What is a large group of singers called? 18. How does dialogue differ from narrative? Examiner Tips • Record Number Correct for each subtest. • Sum 3 subtests scores to obtain estimated AE/GE.
New ACH 20 Spelling of Sounds • Requires spelling pseudowords that conform to English spelling rules (use SRB) • Use Suggested Starting Points • Administer Samples A-D and Items 1 -5 orally • Basal/Ceiling Rules: 4 lowest correct/4 highest incorrect • Answers listed are the only acceptable responses Broad Ability Cluster Auditory Processing (Ga) Phoneme/Grapheme Knowledge Narrow Abilities Spelling Phonetic Coding: Analysis
Spelling of Sounds - Samples A. I am going to ask you to write some letters. I will tell you the sound that the letter makes and then you write the letter. For example, I may say: Write the letter that makes the /s/ sound as in sand. Since the letter “s” makes the /s/ sound, you would write an “s. ” Now you write the letter “s” here. C. I am going to ask you to spell some words that are not real words--they are nonsense words. Nonsense words may sound like “bip, ” “ost, ” or “mib. ” Try to spell this nonsense word the way you think it would be spelled if it were a real word. Listen carefully. I will say the nonsense word twice and then you write it. “Ut, ut. ” Error or No Response • Follow the error correction procedure in Test Book for all sample items.
Spelling of Sounds - Items 1. Write the letter that makes the /p/ sound as in pizza. 6. Gat, gat. • Use audio recording for Items 6 -28. 12. Jong, jong. • Items 6 -12 are multi-point items (3, 2, 1, or 0). 18. Toping, toping • All other items are scored 1 or 0. 24. Gaw, gaw. 26. Automitous, automitous. Examiner Tips • Pause or stop recording if more response time is needed. • Repeat/replay items upon request.
Spelling of Sounds - Scoring • Items 1 -5: • Items 13 -28: • Items 6 -12: score 1 if correct letter is written score 1 if spelling matches responses listed in Test Book multi-point items (1 for each correctly written and sequenced sound or word part) Item Points 6. Gat (3) (g-a-t) 12. Jong (3) (j-o-ng) Response “gate” “gt” “gonk” “ong” Score 2 2 1 2 Examiner Tips • Spelling must be a common English spelling pattern to receive credit e. g. , litch vs. lich. • Deduct points for sounds omitted, sounds that have been altered by extra letters, or sounds out of sequence.
Starting point for K-Grade 2 Starting point for Grade 3 & above Multi-point items (6 -12) Score these responses for Items 7 -15. 4 lowest items correct 4 highest items incorrect 7. 1 1 8. 9. 10. 11. 12. 13. 14. 15. eft page glay patch voy jug suplunted geruntches kwib
New ACH 21 Sound Awareness • Requires manipulating phonemes to produce oral responses • 4 subtests: 21 A Rhyming, 21 B Deletion, 21 C Substitution, 21 D Reversal • Administer samples to all subjects and then Item 1 on each subtest • Ceiling Rules apply to each subtest: & B=4 highest incorrect, C & D=3 highest incorrect A Broad Ability Cluster Auditory Processing (Ga) Phonemic Awareness 3 Narrow Ability (requires 2 Cognitive tests) Phonetic Coding: Analysis & Synthesis
21 A: Sound Awareness - Rhyming 1. Look at eye, pie, sock. Show me the two that end alike or rhyme. 4. Finish what I say with another word that ends alike or rhymes. Come and see. It is a…. 7. What rhymes with meet? 13. other Examiner Tips • Present all items orally. • All begin with Introduction 1. • Responses must be real words.
Sound Awareness 21 B: Deletion • Use tape for all items. 1. Say raincoat without saying rain. 4. Say running without /ing/. 5. Say cart without /t/. 10. Say snap without /n/. 21 C: Substitution • Use tape for Items 4 -9. 1. If I say running and change run to swim, it would be what? 4. Change /s/ in sun to /f/. 7. Now I want you to change the last sound. Change /f/ in cough to /t/.
21 D: Sound Awareness - Reversal I am going to say two words and then say them backward. If I say dog. . . hot, it would be hot dog. If I say base. . . ball, it would be ball base. Now you try some. Say corn. . . pop backward. 1. drop…rain • Use recording to present Sample B. 4. pat 6. stop 8. fine 9. enough Examiner Tips • Present Sample A and all items orally. • Present Sample B using the audio recording.
To use the hand-scoring table, compute Total Number Correct below. 12 7 + 21 A 21 B + 6 21 C + 5 21 D = 30 (0 -46) Total 2 1 1 1 1 0 0 0 Enter each Number Correct and then add 4 subtests together. 1 1 1 Record Number Correct for each subtest. 6 1 1 1 Obtaining Estimated AE/GE Scores 1 0 1 3 Encircle row for total Number Correct.
ACH 22 Punctuation and Capitalization • Requires using correct punctuation and capitalization in orally dictated words and phrases (use SRB) • Use Suggested Starting Points • Basal/Ceiling Rules: 6 lowest correct/6 highest incorrect • Know pronunciation of all test items • Do not penalize for spelling errors as long as response is legible Broad Ability Clusters Reading-Writing (Grw) (no cluster) Narrow Ability English Usage
Punctuation and Capitalization 1. (C) H R Look at the two letters. The first letter is a capital or big H. The next letter is a capital or big R. Print a capital D. D. Correct: D 10. (P) (must be capital) 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)
Punctuation and Capitalization -Scoring Exercise 1. H R _________ all star 20. _________ 2. a h _________ Prezdent Drack 21. _________ 3. A B _________ 22. The foxes den. ’ 4. D H _________ Dr 23. _________ 5. The dog is big Belmont hi skool 24. _________ 6. F S _________ 25. _________ grils’ 7. a i __________ g : 26. _________ 9. p h _________ j night’s 28. _________ stone age ? 8. ___________27. _________
Writing Evaluation • Handwriting Legibility Scale (Appendix C) • Uses a match to sample approach • Scale of 0 -100, 10 point increments • Handwriting Elements Checklist (Test Record) • 6 elements: slant, spacing, size, horizontal alignment, letter formation, line quality • Writing Evaluation Scale (Appendix D) • Facilitates evaluation of longer, more complex passages • Uses an analytic scoring method, providing more specific information about strengths & weaknesses
Writing Evaluation Scale (Reproducible form in Appendix D of the Examiner Manual. ) • Evaluates aspects of 9 components of writing • Handwriting • Spelling • Punctuation & Capitalization • Vocabulary • Syntax/Usage • Narrative Text Structure • Expository or Event Text Structure • Sense of Audience • Affective • Space for recording observations
Interpretive Options - Standard Battery 10 Clusters • 1 Total Achievement Cluster • 3 Broad Achievement Clusters • 3 Cross-Academic Clusters • Oral Language Cluster • Math Calculation Skills Cluster • Written Expression Cluster Average of 9 tests in Broad Clusters Reading, Mathematics, Written Language Academic Skills, Academic Fluency, Academic Applications
Cross-Academic Clusters Reading Math Written Language
Broad & Narrow Abilities in ACH Standard Long-Term Retrieval (Glr) Test 12 Story Recall-Delayed Meaningful memory
Interpretive Options - Extended Battery 9 Clusters • 3 Oral Language Clusters Oral language-Extended, Oral Expression, Listening Comprehension • 2 Reading Clusters Basic Reading Skills, Reading Comprehension • Math Reasoning Cluster • Basic Writing Skills Cluster • Phoneme/Grapheme Knowledge • Academic Knowledge
Broad & Narrow Abilities in ACH Extended
Learning Disability Eligibility 7 IDEA Areas WJ III Tests Oral Expression Story Recall, Picture Vocabulary Listening Comprehension Understanding Directions, Oral Comprehension Written Expression Writing Fluency, Writing Samples Basic Reading Skills Letter-Word Identification, Word Attack Reading Comprehension Passage Comprehension, Reading Vocabulary Mathematics Calculation, Math Fluency Mathematics Reasoning Applied Problems, Quantitative Concepts
COMPUSCORE VERSION 1. 1 b SUMMARY AND SCORE REPORT Name: T, Chris Date of Birth: 08/07/1989 Age: 11 years, 1 month Sex: Male Dates of Testing: School: Stevenson Teacher: Garrett Grade: 5. 0 09/14/2000 09/15/2000 Examiner: Ernest
Achievement Clusters CLUSTER/Test RAW GE EASY to DIFF RPI PR SS (68% BAND)
Broad Clusters Very Superior 131> Superior 121 -130 High Average 111 -120 Average Low Very Low Basic Skills and Applications Clusters 90 -110 80 -89 70 -79 Academic Knowledge Math Oral Language Math Reasoning, Oral Expression Listening Comprehension, Reading Comprehension, Math Calculation, Written Expression, Academic Fluency, Academic Applications Total ACH Reading, Writing Basic Reading, Basic Writing, Phoneme/Grapheme, Academic Skills 55 -69 < 55 Note: Based on Chris T. report.
Achievement Tests CLUSTER/Test RAW GE EASY to DIFF RPI PR SS (68% BAND)
Intra-Achievement Discrepancies Strengths: Math Reasoning, Academic Knowledge Weaknesses: Basic Reading Skills, Basic Writing Skills
Ability/Achievement Discrepancies Strengths: Academic Knowledge Weaknesses: Broad Reading, Basic Reading, Broad Written, Basic Writing Skills
Accommodations • Oral testing or oral clarifications as needed on exams • Extended time or shortened reading and writing assignments • No penalty for spelling on initial drafts • Taped books for content area classes • Encourage use of word processor with spell checker Note: Based on Chris T. report.
Instructional Recommendations • Capitalize on good oral language abilities and extensive acquired knowledge. • Provide opportunity for oral discussions, etc. • Provide direct instruction to improve word identification and spelling • Implement method for building reading speed and fluency Note: Based on Chris T. report.
Intra-Individual Discrepancies
Intellectual Ability/Achievement Discrepancies
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