Test Name:
Ashley Riviere
A. General Information on the test:
1. Test Name: Woodcock Reading Mastery Test—Revised
2. Test Purpose(s): To measure several important aspects of reading ability for students grades kindergarten through college senior, and adults to 75 and older. Featured test: Passage Comprehension, “(Used to measure) the subject’s ability to study a short passage—usually two to three sentences long—and to identify a key word from missing from a passage,” (8).
3. Who administers the assessment? Teachers
4. How long does it take? About thirty minutes to an hour per section
5. Age/Grade level: Any age beginning at kindergarten
6. Test Type:
a) Criterion-referenced
b) Norm-referenced
7. Environment of the assessment: Quiet, independent
8. Test format: Booklet (standing easel)
9. Scoring procedures: find raw score by counting number of questions correct starting at one (no matter where they started in the test), then use raw score to determine the “W” score. Subtract R Score from W Score to get the difference (DIFF). Refer then to the tables throughout the book as guided by the answer key/ record to find the Relative Performance Index (RPI).
10. Standardization: Students of all ages and grade levels may complete this test. It can be used to measure general education students’ abilities as well as test for the needs of special education students. Teachers may find it useful to evaluate in the area of language arts, however the test uses more vocabulary and critical thinking skills to cover all content areas.
11. Overall achievement or specific dimension: The test identifies the specific guidelines for administration by grade level and age. For example, a student in third grade, according to the test, should be at about a “35” level on reading comprehension and so on. It measures the individual student’s abilities based on an “average” raw score.
12. Reliability: This test, in my opinion, is very reliable for teachers. Certain factors may be considered when administering this test such as the relationship between the examiner and examinee, differences in interpretation, culture and language of the examiner/examinee, and so on.
13. Validity: As far as content validity is concerned, I believe this test is an accurate and appropriate representation of reading comprehension. Using the cloze procedure based on context clues is a pretty good way of examining a student’s ability in language arts and passage comprehension. However, I believe that in order to get an even better idea, the student must read a longer passage and be asked to answer the questions, instead of just a short, two-to-three sentence passage. Students who struggle, for example, with reading comprehension might do just fine on tests with short passages, yet struggle to find meaning in short stories, history articles, or science text book chapters.
14. How frequently should the assessment be monitored? This assessment should be monitored according to the teacher’s discretion. Students taking this test obviously have a teacher with them at all times, but as far as another teacher goes, I don’t think that it is necessary. If the student needed to take the test more than once in a given school year, perhaps more monitoring would be appropriate to help with reliability and accuracy.
15. Benefits: We can measure students’ abilities in large quantities using a universal test such as this.
16. Weaknesses: Given that it is standardized, it is not individualized and may not report specific problems or weaknesses that students have.
B. Test Administration Information From Your Team:
1. Assessment Results: Subtract R Score (389) from W Score (512) to get the difference (DIFF) = 123. Refer then to the tables throughout the book as guided by the answer key/ record to find the Relative Performance Index (RPI) = 99/90. This student’s Percentile Rank (PR) = 99!
2. Interpretations/Recommendations: According to the test results, Olivia reads at a 7th grade level. She is in the 99th percentile for her age and grade level.
3. How to use the results to help the student: For this student, she should probably be in an accelerated reading program because she is a third grader reading at a seventh grade level.
C. In addition to the completeness of your report, the following will also be considered for grading:
1. Report organization
2. Grammar and spelling
3. APA (for students enrolled in EDI 519) [pic][pic][pic][pic][pic][pic]
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