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List of Academic Assessment Areas, Composite or Cluster Score Areas and the Subtests that Make Up EachAcademic AreaTest NameComposite/Cluster Score AreasSubtests That Make Up EachDescriptorsReadingWoodcock Johnson-III Tests of Achievement (WJ-III)Ages 2 to 90Broad ReadingLetter-Word Identificationnaming letters and reading words aloud from a listReading Fluencyspeed of reading sentences and answering "yes" or "no" to eachPassage Comprehensionorally supplying the missing word removed from each sentence or very brief paragraph.? (e.g., "Woof," said the _____, biting the hand that fed it."Basic ReadingLetter-Word Identificationnaming letters and reading words aloud from a listWord Attackreading nonsense words (e.g., plurp, fronkett) aloud to test phonetic word attack skillsReading ComprehensionPassage Comprehensionorally supplying the missing word removed from each sentence or very brief paragraph.? (e.g., "Woof," said the _____, biting the hand that fed it."Reading Vocabularyorally stating synonyms and antonyms for printed words and orally completing written analogies (e.g., elephant : big :: mouse : ___ )Weschler Individual Achievement Test-3rd Ed. (WIAT-III)Ages 4-0 to 19-11Total Reading(Grades 1-12)Word Readingstudent reads aloud a list of increasingly difficult wordsPseudoword Decodingstudent reads aloud a list of increasingly difficult nonsense wordsReading Comprehensionstudent reads passages aloud or silently under un-timed conditions, and then answers open-ended questions about each oneOral Reading Fluency(depends on grade level)student reads passages aloud, and then orally responds tocomprehension questionsBasic Reading(Grades 1-12)Word Reading student reads aloud a list of increasingly difficult wordsPseudoword Decoding student reads aloud a list of increasingly difficult nonsense wordsReading Comprehension and Fluency (Grades 2-12)Reading Comprehension student reads passages aloud or silently under un-timed conditions, and then answers open-ended questions about each oneOral Reading Fluency student reads passages aloud, and then orallyGray Oral Reading Tests-4th Ed. (GORT-4)Ages 6 to 18-11FluencyRate amount of time taken by a student to read a storyAccuracy student's ability to pronounce each word in story correctlyOral Reading QuotientFluency student's Rate and Accuracy Scores combinedOral Reading Comprehension appropriateness of the student's responses to questions about the content of each story readTest of Early Reading Ability-3rd Ed. (TERA-3) Ages 3-6 to 8-6Overall Reading QuotientAlphabetmeasuring knowledge of the alphabet and its usesConventionsmeasuring knowledge of the conventions of printMeaningmeasuring the construction of meaning from printAcademic AreaTest NameComposite/Cluster Score AreasSubtests That Make Up EachDescriptorsMathWoodcock Johnson-III (WJ-III) Age 2 to 90Broad MathCalculationinvolves arithmetic computation with paper and pencilMath Fluencyspeed of performing simple calculations for 3 minutesApplied Problemsare oral, math "word problems," solved with paper and pencilMath Calculation SkillsCalculationinvolves arithmetic computation with paper and pencilMath Fluencyspeed of performing simple calculations for 3 minutesMath ReasoningApplied Problemsare oral, math "word problems," solved with paper and pencilQuantitative Conceptsoral questions about mathematical factual information, operations signs, etc.Weschler Individual Achievement Test-3rd Ed. (WIAT-III)Ages 4-0 to 19-11Mathematics(Grades K-12)Math Problem Solvingdepending upon the grade and ability level of the student, the student solves un-timed math problems related to basic skills (counting, identifying shapes, etc.), everyday applications (time, money, word problems, etc.), geometry, and algebraNumerical Operationsdepending upon the grade and ability level of the student, the student solves un-timed written math problems in the following domains: basic skills, basic operations with integers, geometry, algebra, and calculusMath Fluency(Grades 1-12)Math Fluency-Additionstudent solves written addition problems within a 60-second time limitMath Fluency-Subtractionstudent solves written subtraction problems within a 60-second time limitMath Fluency-Multiplication (depends on grade level)student solves written multiplication problems within a 60-second time limitKeyMath-3rd Ed.Ages 4-6 to 21-11 (Grades K-12)Basic ConceptsNumerationmeasures an individual's understanding of whole and rational numbers. It covers topics such as identifying, representing, comparing, and rounding one-, two-, and three-digit numbers as well as fractions, decimal values, and percentages. It also covers advanced numeration concepts such as exponents, scientific notation, and square rootsAlgebrameasures an individual's understanding of pre-algebraic and algebraic concepts. It covers topics such as sorting, classifying, and ordering by a variety of attributes; recognizing and describing patterns and functions; working with number sentences, operational properties, variables, expressions, equations, proportions, and functions; and representingmathematical relationshipsGeometrymeasures an individual's ability to analyze, describe, compare, and classify two- and three-dimensional shapes. It also covers topics such as spatial relationships and reasoning, coordinates, symmetry, and geometric modelingMeasurementmeasures an individual's ability to compare objects on a variety of attributes and to use nonstandard and standard units to measure those attributes. It also covers topics such as measuring angles, sequencing events, estimating and measuring time, counting and working with money (coins and currency), and measuring anglesData Analysis and Probabilitymeasures an individual's ability to collect, display, and interpret data as well as his or her understanding of the concepts associated with chance and probabilityOperationsMental Computation and Estimationmeasures an individual's ability to mentally compute answers to given math problems using addition, subtraction, multiplication, and division operations. It covers problems involving one-, two-, and three digit numbers, fractions, decimals, and percentagesAddition and Subtractionmeasures an individual's ability to add and subtract whole and rational numbers, including two- and three-digit numbers, fractions, mixed numbers, decimal values, and integers. It also measures an individual's ability to solve and/or simplify algebraic expressions involving addition and subtractionMultiplication and Divisionfocuses on written algorithmic procedures and concepts. It measures an individual's ability to multiply and divide (using one- and two-digit multipliers and divisors) whole and rational numbers, including fractions, decimal values, and integers. It also measures an individual's ability to solve and/or simplify algebraic expressions involving multiplication and divisionApplicationsFoundations of Problem Solvingmeasures an individual's ability to identify the necessary elements, operations, and strategies required to solve math problems. It places emphasis on the individual's ability to explore the procedural elements that facilitate solutionsApplied Problem Solvingmeasures an individual's ability to interpret problems set in a context and to apply computational skills and conceptual knowledge to produce a solution. Problems address topics included in each of the five KeyMath–3 Basic Concepts subtestsTotal Test CompositeSummarizes overall math proficiency using all subtestsTest of Mathematical Abilities – 2nd edAges 8-18Administration: Individual or group60-90 minutesMath QuotientVocabularyComputationGeneral InformationStory ProblemsTest of Early Math Ability – 3rd edAges 3-0 through 8-11Administration: Individual30-40 minutesnumbering skills number-comparison facilitynumeral literacymastery of number facts,calculation skillsunderstanding of conceptsAcademic AreaTest NameComposite/Cluster Score AreasSubtests That Make Up EachDescriptorsWritingTest of Written Language – 4 (TOWL-4)Age 9-0 to 17-11 yearsAdministration: Individual or groupOverall Writing-7 subtestsVocabulary student writes a sentence that incorporates a stimulus word. E.g.: For ran, a student writes, “I ran up the hill.”Spelling student writes sentences from dictation, making proper use of spelling rules.Punctuation student writes sentences from dictation, making proper use of punctuation and capitalization rules.Logical Sentences student edits an illogical sentence so that it makes better sense. E.g.:? “John blinked his nose” is changed to “John blinked his eye.”Sentence Combining student integrates the meaning of several short sentences into one grammatically correct written sentence. E.g.:? “John drives fast” is combined with “John has a red car,” making “John drives his red car fast.”Contextual Conventions student writes a story in response to a stimulus picture. Points are earned for satisfying specific arbitrary requirements relative to orthographic (E.g.: punctuation, spelling) and grammatical conventions (E.g.: sentence construction, noun-verb agreement).Story Composition student’s story is evaluated relative to the quality of its composition (E.g.: vocabulary, plot, prose, development of characters, and interest to the reader).Contrived Writing-5 subtestsVocabulary student writes a sentence that incorporates a stimulus word. E.g.: For ran, a student writes, “I ran up the hill.”Spelling student writes sentences from dictation, making proper use of spelling rules.Punctuation student writes sentences from dictation, making proper use of punctuation and capitalization rules.Logical Sentences student edits an illogical sentence so that it makes better sense. E.g.:? “John blinked his nose” is changed to “John blinked his eye.”Sentence Combining student integrates the meaning of several short sentences into one grammatically correct written sentence. E.g.:? “John drives fast” is combined with “John has a red car,” making “John drives his red car fast.”Spontaneous Writing-2 subtestsContextual Conventions student writes a story in response to a stimulus picture. Points are earned for satisfying specific arbitrary requirements relative to orthographic (E.g.: punctuation, spelling) and grammatic conventions (E.g.: sentence construction, noun-verb agreement).Story Composition student’s story is evaluated relative to the quality of its composition (E.g.: vocabulary, plot, prose, development of characters, and interest to the reader).Wechsler Individual Achievement Test, 3rd Ed.(WIAT-III)Ages 4-0 to 19-11Written Expression(Grades K-12)Alphabet Writing Fluency(depends on grade level)Spellingstudent writes single words that are dictated within the context of a sentenceSentence Composition(depends on grade level)student combines information from two or three sentences into single sentences that mean the same thing, and then student writes meaningful sentences that use specific wordsEssay Composition(depends on grade level)student writes an essay within a 10 or 15-minute time limit (depending on grade).Woodcock Johnson III Tests of Achievement (WJ-III)Age 2 to 90Broad Written LanguageSpellingwriting letters and words from dictationWriting Fluencywriting simple sentences, using three given words for each item and describing a picture, as quickly as possible for seven minutesWriting Sampleswriting sentences according to directions; many items include pictures; spelling does not count on most itemsBasic Writing SkillsSpellingwriting letters and words from dictationEditingorally correcting deliberate errors in typed sentencesWritten ExpressionWriting Fluencywriting simple sentences, using three given words for each item and describing a picture, as quickly as possible for seven minutesWriting Sampleswriting sentences according to directions; many items include pictures; spelling does not count on most itemsOral and Written Language Scales: Written Expression OWLSAge 5 to 21Administration: Individual or group, 15 to 30 minutesWritten Expression ScaleConventionsspelling, punctuation/capitalization, letter formation, conventional structuresLinguisticsvocabulary, grammatical morphemes, and sentence structureContentmeaningful content, details, relevance, coherence, supporting ideas, word choice, unityAcademic AreaTest NameComposite/Cluster Score AreasSubtests That Make Up EachDescriptorsOral ExpressionOral and Written Language Scales: Listening Comprehension/Oral Expression OWLSAge 5 to 21Administration: Individual10 to 25 minutesClinical Evaluation of Language Fundamentals-4th Ed. (CELF-4) Ages 5-21 30-60 minutesCore LanguageConcepts & Following Directions (Ages 9–12 only)measure the student’s ability to a) interpret spoken directions of increasing length and complexity that contain concepts requiring logical operations; b) remember the names, characteristics, and order of mentioned objects; and c) identify the pictured objects that were mentioned from among several choices.Recalling Sentences (All Ages)evaluate the student’s ability to recall and reproduce sentences of varying length and syntactic complexity. The student imitates sentences presented by the examinerFormulated Sentences (All Ages)used to evaluate the ability to formulate compound and complex sentences when given grammatical (semantic and syntactic) constraints. The student is asked to formulate a sentence, using target words or phrases, while using an illustration as a referenceWord Classes 2–Total (All Ages)used to evaluate the student’s ability to understand relationships between words that share a variety of functional and conceptual relationships. The student is asked to choose the items that best represent the desired relationshipWord Definitions(Ages 13-21 only)used to evaluate the student’s expressive vocabulary. The student is orally presented a word, followed by an introductory sentence that includes the word. The student is then asked to define the word using descriptive languageReceptive LanguageWord Classes 2–Receptivesee Word Classes 2-TotalUnderstanding Spoken Paragraphsused to evaluate the student’s ability to understandinformation presented in spoken paragraphs. The student answers questions about a paragraph presented orally. The questions probe the student’s understanding of the paragraph’s main idea, detail and sequence of events, and the student’s ability to make inferences and predictions from the information presentedSemantic Relationshipsused to evaluate the ability to identify different semanticrelationships in sentences. After listening to a sentence, the student selects the two correct choices from four visually presented optionsExpressive LanguageRecalling Sentencesevaluate the student’s ability to recall and reproduce sentences of varying length and syntactic complexity. The student imitates sentences presented by the examinerFormulated Sentencesused to evaluate the ability to formulate compound and complex sentences when given grammatical (semantic and syntactic) constraints. The student is asked to formulate a sentence, using target words or phrases, while using an illustration as a referenceWord Classes 2–Expressivesee Word Classes 2-TotalLanguage ContentWord Definitionsused to evaluate the student’s expressive vocabulary. The student is orally presented a word, followed by an introductory sentence that includes the word. The student is then asked to define the word using descriptive languageUnderstanding Spoken Paragraphsused to evaluate the student’s ability to understandinformation presented in spoken paragraphs. The student answers questions about a paragraph presented orally. The questions probe the student’s understanding of the paragraph’s main idea, detail and sequence of events, and the student’s ability to make inferences and predictions from the information presentedSentence Assemblyused to evaluate the ability to assemble syntactic structures. The student produces two grammatically correct sentences from visually and auditorially presented words or phrases.Language MemoryRecalling Sentencesevaluate the student’s ability to recall and reproduce sentences of varying length and syntactic complexity. The student imitates sentences presented by the examinerFormulated Sentencesused to evaluate the ability to formulate compound and complex sentences when given grammatical (semantic and syntactic) constraints. The student is asked to formulate a sentence, using target words or phrases, while using an illustration as a referenceSemantic Relationshipsused to evaluate the ability to identify different semanticrelationships in sentences. After listening to a sentence, the student selects the two correct choices fromfour visually presented optionsWorking MemoryNumber Repetition 1–Totalused to evaluate the student’s working memory and the ability to repeat random number sequences. The student is asked to repeat numbers orally in forward or backward fashionFamiliar Sequences 1evaluate the ability to sequence auditory and verbal information as quickly as possible. The student is asked to perform tasks including: saying the days of the week and counting backwards from 20 while being timedWoodcock Johnson III Tests of AchievementAge 2 to 90Oral Language Standard SkillsStory Recallstudent answers questions about the stories heard earlierUnderstanding Directionsstudent follows oral directions to point to different parts of picturesOral Language Extended SkillsUnderstanding Directionsstudent follows oral directions to point to different parts of picturesPicture Vocabularystudent points to named pictures or names picturesOral Comprehensionstudent provides anto- or synonyms to spoken words and completes oral analogies (e.g., elephant is to big as mouse is to __ )Oral ExpressionStory Recall student answers questions about the stories heard earlierPicture Vocabularystudent points to named pictures or names picturesWechsler Individual Achievement Test, 3rd Ed. (WIAT-III)Ages 4-0 to 19-11Oral Language(Grades PK-12)Listening Comprehensionstudent listens to vocabulary words and points to a picture that illustrates each word, and then listens to passages and answers questions about each one.Oral Expressionstudent is shown pictures and is asked to name the concept shown in each picture. Then the student says words from a given category and repeats sentences.Academic AreaTest NameComposite/Cluster Score AreasSubtests That Make Up EachDescriptorsListening ComprehensionWoodcock Johnson III Tests of Achievement (WJ-III)Age 2 to 90Listening ComprehensionUnderstanding Directionsstudent follows oral directions to point to different parts of picturesOral Comprehensionstudent provides anto- or synonyms to spoken words and completes oral analogies (e.g., elephant is to big as mouse is to __ ) ................
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