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For Parents, Advocates, Attorneys: Types of Tests and Evaluations Used in SPED Process
A closer look at the many different types of tests that can be used in the process of getting a complete evaluation/IEP
There are many different types of testing that can be done during an evaluations. They can be done by our school system or independently:
There are about a dozen different intelligence tests (WISC being the most common used).
Achievement test for: reading, spelling, written language, arithmetic/mathematics, comprehensive.
These are assessments listed on this page, click on the type of test or name of test, to take you to that place on the page.
Achievement:
Woodcock-Johnson
Kaufmann
WIAT
Speech and Language:
CELF - oral language
TOPS-R-E - problem solving
TOPS-A - problem solving
Arizona - Articulation
Social Pragmatics:
TOPL
Phonological Awareness (PA):
CTOPP
TPAT
TOPA
LAC
Educational Diagnose
Reading (To test a child's readiness for reading, see Phonological Awareness Tests):
TERA - young child ability
GORT - fluency & comph.
GORT-D - decode,comph.
GSRT- (older test)
TOWRE - accuracy & fluency
WRMT - word Attack & Idef.
DIBELS - phonological awareness, alphabetic understanding, and fluency
Classroom reading checks:
DAR
QRI
Stanford Diagnostic
Writing:
WPT
TOWL
TOWE
Spelling:
KTEA
TWS
Math
KeyMath:
TOMA
Occupational Therapy:
MAP - developmental delays
PDMS - Peabody
TVPS - Gardner Test of Visual Perceptual
MVPT - Motor Free Visual Perceptual
TVMS - Test of Visual Motor Skills
PVMIA - Preschool
Berry-VMI - Visual Motor Integration
Bruininks-Test of Motor Proficiency
SI:
Sensory Profile
SIPT
Social Skills:
SSBS
SSRS
WMS
VABS
SIB
Also check under Social Pragmatics, listed under Speech and Language.
Related resources:
Comprehensive Achievement Assessment of Perceptual Abilities:
The Woodcock-Johnson Psycho-Educational Battery
Test measure:
Cognitive ability, academic achievement, and scholastic interest. provides a co-normed set of tests for measuring cognitive abilities and academic achievement.
Ages: 2.0+, Grades: K.0 - 16.9
Administration time:
Varies; approximately 5 minutes per subtest.
Scores:
SS; GE; AE; PR; RMI; instructional ranges; developmental level bands. Yields individual test scores plus cluster scores.
Purpose:
A diagnostic tools used by evaluators to determine whether a student has learning disabilities. It is important that both the cognitive and achievement portions of the Woodcock-Johnson test be administered. Often only the achievement portion is given which points out the student's academic weaknesses. The cognitive test needs to be given to provide a more complete picture of the student's academic functioning and strengths. The combination of both the cognitive and achievement test results gives valuable information concerning the strengths and weaknesses of the student, the student's learning style, the possible presence of visual perceptual difficulties, and the student's aptitude in academic areas. A student with learning disabilities often scores high in oral language and verbal ability. ( From The Woodcock-Johnson Test: Maximizing Benefits for Students with Learning Disabilities , by Larry Falxa. Note: The WISC can be used for the cognitive test instead of the WJ cognitive section.)
The WJ is divided into two sections, Cognitive and Achievement:
The WJ-R Cognitive part has 7 subtest and the supplement battery of the cognitive test are made up of 14 subtest (total 21). The achievement battery 9 subtest and the supplement battery of the achievement battery test are made up of 5 subtest (total 14 subtest). Giving us a total of 35 subtests in all.
The WJ-III Has 42 subtests, the Cognitive part has 20 subtests. The achievement battery 22 subtest.
WJ-R, subtests and clusters
WJ-III, subtest and clusters
Educators have often reported that when they give WJ to prove what they all ready know, and have found that test does not show the student areas of weakness. It is important to have your child tested in each area of weakness. Using standardize tests in their area of weakness (i.e. reading test, spelling, math test).
See the list of the different diagnostic tests that are available.
Achievement Assessment:
The Kaufmann Educational Achievement Tests (KTEA)
Test measure:
Achievement assessment of core subject areas.
Ages: 6-11, Grades: 1-12
Administration time:
Brief Form 20-30 minutes;
Comprehensive Form (Grades 1-3) 30-60 minutes, (Grades 4-12) 50-75 minutes.
Test purpose:
This test is intended to screen students on global achievement skills to determine the need for follow-up testing and evaluation.
Scores/Interpretation:
Age and grade-based standard scores (M = 100, SD = 15), grade equivalents, percentile ranks, normal curve equivalents (NCEs), and stanines. Provides error analysis for each subtest to help identify a student's strengths and weaknesses. Provides accurate score comparisons for reading decoding, reading comprehension, and math.
Subtest:
Reading decoding - The student reads words aloud to the examiner.
Mathematics application - story type problems printed on easel pages. The student can use a pencil to figure our the answer, but must answer orally.
Spelling - given as a typical spelling test.
Reading comprehension - student reads silently and respond orally.
Mathematics computation - This subtest includes 60 math problems.
Kaufmann report
Wechsler Individual Achievement Test (WIAT)
Test measure:
Achievement assessment of core subject areas.
Ages: 5 - 19
Administration time:
30 - 75 minutes
Test purpose:
The educational achievement of the children and adolescents.
Score:
Age and grade-based standard scores (M = 100, SD = 15), composite score, grade equivalents, percentile ranks and stanines.
Subtest:
Basic reading - decoding and sight reading.
Mathematics reasoning - major curriculum objectives in problem solving, geometry, measurement, and statistics.
Spelling - encoding and spelling ability
Reading Comprehension - comprehension of detail, sequence, cause-and-effect relationships, and inference in very short parphgraph. (Students can look back at the parphgraph and find the find the answers.)
Numerical Operations - test ability to write dictated numerals; to solve basic addition, subtraction, multiplication's, and division problems; to solve problems with whole numbers, fractions and decimals and to solve algebraic equations.
Listening Comprehension - Levels of comprehension ranging from understanding of details to make inferential conclusions.
Oral Expression - assess the ability to name targeted words, describe scenes, give directions and explain steps in sequential tests.
Written Expression - Free writing task. It assessment of idea development and organization as well as capitalization and punctuation.
Educational Diagnostic tests
Reading:
Test of Early Reading Ability (TERA)
Measures of the reading ability of young children age 3 years, 6 months - 8 years, 6 months (does not test the child's readiness for reading). Assess their mastery of early developing reading skills. Three subtests: Alphabet - Knowledge of alphabet and uses, Conventions - Book orientation and format, and Meaning - Construction of meaning from print. Testing time 30 minutes. (Recommend to also the child for Phonological Awareness).
The Gray Oral Reading, Third Edition (GORT3)
Is a popular reading test created by William S. Gray. This version provides an objective measure of growth in oral reading and an aid in the diagnosis of oral reading difficulties. The GORT3 comprises two alternate, equivalent forms, each of which contains 13 developmentally sequenced passages with five comprehension questions. The GORT3 provides examiners with a Passage Score that is derived by examining the reader's performance in rate (time taken to read each passage) and deviations from print (errors). The Passage Score is reported in terms of standard scores, percentile ranks, and grade equivalents. Also provided are standard scores, percentiles, and grade equivalents for Oral Reading Comprehension. Unlike the earlier versions, the GORT3 adds normative scores for rate and accuracy . A total score for Oral Reading is also provided. For ages: 7.0 through 18.11, testing time: 15-30 minutes, administrated individually. (1992)
The Gray Oral Reading Test, Forth Edition (GORT-4)
This is the newest version of this test. Some educators find student to score higher on this version of the test.
It provides an efficient and objective measure of growth in oral reading and an aid in the diagnosis of oral reading difficulties. The test consists of two parallel forms, each containing 14 developmentally sequenced reading passages with five comprehension questions and can be given to students ages 6-0 through 18-11. The GORT4 provides examiners with a Fluency Score that is derived by combining the reader's performance in Rate (time in seconds taken to read each passage) and Accuracy (number of deviations from print made in each passage). The number of correct responses made to the comprehension questions provides examiners with an Oral Reading Comprehension Score. All four scores are reported in terms of standard scores, percentile ranks, grade equivalents, and age equivalents. The Fluency Score and the Oral Reading Comprehension Score are combined to obtain an Oral Reading Quotient.
The test -retest study was conducted with all ages for which the test can be administered and illustrates the stability and reliability of the measure. The validity is extensive and includes studies that illustrate that the GORT4 can be used with confidence to measure change in oral reading over time. The GORT-4 has many improvements. Finally, several new validity studies have been conducted, including an examination of the relationship of the Wechsler Intelligence Scale for Children , Third Edition (WISCIII) to the GORT4. You can use the GORT4 in a variety of settings, such as elementary and secondary schools, clinics, and reading centers. The two forms of the test allow you to study an individual's oral reading progress over time. (2001)
The Gray Oral Reading Tests-Diagnostic (GORT-D)
Asses students who have difficulty reading continuous print and who requires an evaluation of specific abilities and weakness. There are seven subtest in the GORT-D. Subtest 1 (Paragraph Reading requires the student to orally read passages and respond to comprehension questions. If the student perform poorly on the first subtest, the remaining subtest are administered. The other subtests are Decoding (Consonant/Cluster Recognition, Phonogram Recognition, Blending), Word Identification (Word recognition and Vocabulary); Word Attack ; Morphemic Analysis; Contextual Analysis and Word Ordering. (2000)
Gray Silent Reading Test (GSRT)
Measures an individual's silent reading comprehension ability ages 7 - 25. (1991)
Test of Word Reading Efficiency (TOWRE)
Measures of word reading accuracy and fluency. It is used to monitor the growth of two kinds of word reading skills that are critical in the development of overall reading ability. Recognizing familiar words as whole units or sight words, and the ability to Sound out words quickly. The TOWRE contains two subtests: the Sight Word Efficiency (SWE) subtest assesses the number of real printed words that can be accurately identified within 45 seconds, and the Phonetic Decoding Efficiency (PDE) subtest measures the number of pronounceable printed non-words that can be accurately decoded within 45 seconds. Each subtest has two forms (Forms A and B) that are of equivalent difficulty, and either one or both forms of each subtest may be given depending upon the purposes of the assessment. Scores are provided in percentiles, standard scores, and age and grade equivalents are provided. (1999)
Woodcock Reading Mastery Test-Revised (WRMT-R)
Measures Word Attack and Word Identification. The test has two alternate, equivalent forms (G and H), that are used to pre-and post-testing. Grade equivalent, percentile and standard score are provided.
The Word Attack subtest assesses the students' word-level phonetic decoding skills. The subtest is comprised of 45 isolated, phonetically regular syllables, nosensense words and low frequency, phonetically regular real words. The use of phonetic nonsense words and syllables allows us to examine decoding in relative isolation form sight-words and vocabulary abilities.
The Word Identification subtest assess the students "word recognition" skill (the ability to read isolated real words). For ages: kindergarten through college and adult population.
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
set of standardized, individually administered measures of early literacy development. They are designed to be short (one minute) fluency measures used to regularly monitor the development of pre-reading and early reading skills.
The measures were developed upon the essential early literacy domains discussed in both the National Reading Panel (2000) and National Research Council (1998) reports to assess student development of phonological awareness, alphabetic understanding, and automaticity and fluency with the code. Each measure has been thoroughly researched and demonstrated to be reliable and valid indicators of early literacy development and predictive of later reading proficiency to aid in the early identification of students who are not progressing as expected. When used as recommended, the results can be used to evaluate individual student development as well as provide grade-level feedback toward validated instructional objectives.
Classroom checks
Diagnostic Assessment of Reading (DAR)
Provides individual diagnostic information in the areas of reading and language: word recognition, word analysis, oral reading, silent reading comprehension, spelling, and word meaning.
Can be used by classroom teacher to get a quick assessment of a child's reading. Appropriate use requires training.
This test is criterion referenced test, not as reliable as norm refered test.
Grades K - 3 version, another version for grades 4 - 8. There are two measures of reading skill oral reading (decoding) and comprehension. A reported instructional level is meaningless in DAR for both decoding and comprehension. There is not one score. Hearing your child is reading at "DAR of level 12" does not give you enough information about student's reading performance.
For Oral reading (decoding) scores of 94% or better indicates independent reading level.
Comprehension should be reported as an independent level and the score in the assessment. Adequate comprehension (score 16-21) is considered passing = independent.
Appropriate reporting would be:
Oral Reading Comprehension
Level: Level:
A - 2 Kindergarten 6 - 9 Very little comprehension
3,4,6,8,10,12,14,16 First grade 10 - 15 Some comprehension
18,20,24,28 Second grade 16 - 21 Adequate comprehension
30,34,38 Third grade 22 - 24 Very good comprehension
40,44 Strong third grade
Qualitative Reading Inventory (QRI)
Is an informal reading inventories. It provides graded word lists and numerous passages designed to assess the oral reading, silent reading, or listening comprehension of a student. It contains narrative and expository passages at each pre-primer through high school level. All are self-contained selections highly representative of the structure and subject matter of materials found in basal readers and content-area textbooks. Passages at the pre-primer through second grade levels are presented with and without pictures. Maps and illustrations are part of the high school selection. Prior to reading, knowledge of concepts important to an understanding of the passage is assessed, which allows the examiner to label a passage as familiar or unfamiliar to each student. The QRI–3 measures comprehension in several ways: through an analysis of the student's retelling, through the answers to explicit and implicit comprehension questions, through the use of look-backs that allow readers to search in the text for information to answer questions not previously answered correctly, and through the use of think-alouds to analyze students' thoughts during reading. This test allows the user to evaluate a reader's comprehension abilities in light of his or her background knowledge about a subject and whether the text was narrative or expository. The reader's answers to explicit and implicit comprehension questions allow the examiner to assess the reader's understanding of the text. The examiner can also assess the reader's understanding of the structure of the text through a qualitative analysis of his or her retelling. Look-backs and think-alouds can be used to assess a reader's awareness and use of various metacognitive strategies for comprehending text.
Stanford Diagnostic Tests
There two separate test, one for reading and mathematics. The Standford Dianostic Reading (SDRT) and Mathematics Test (SDMT). Both tests a student's reading and mathematics strengths and weaknesses.
Both the Standford Diagnostic tests are for Grades: 2 - 12, The test are colored coded, Red=Grade 2, Orange=Grade 3, Green=Grade 4, Purple=Grade 5- 6, Brown=Grade 7-8, Blue=Grade 9-12. There is only one form for the Red, Orange and Green levels - Form J. There are two forms for the Purple, Brown and Blue levels - Forms J and K.
Publisher: The Psychological Corporation.
STANFORD DIAGNOSTIC READING TEST (SDRT) - 4th Editon
The test SDRT is a group administered, norm-referenced multiple-choice test, and has 3 subtests.
Administration time:
The test SDRT is 85 minute test may be given in one sitting or each section may be given on different days or different times. Each section must be given in one sitting.
Score:
Above, at, or close to grade level: No more than one year below grade level.
Below grade level: More than one year below grade level, but no more than three years below grade level at grades 6-10 and two years below grade level at grades 4 and 5.
Significantly below grade level: More than three years below grade level at grades 6-10; more than two years below grade level at grades 4 and 5.
The Total Reading score is not an average of the three scores on the subtests--weighted, unweighted, or otherwise. It is based on the total number of questions answered correctly on all portions of the test and is derived by comparing how the student performed on the whole test with how students from different grade levels at different times of the year have typically performed on the same test.
Subtest:
Reading Vocabulary measures the range of words your child knows, based on grade-level expectations;
Reading Comprehension measures how well your child understands and analyzes various types of reading material; and Scanning Skills measures your child's ability to skim through reading material to find information.
Stanford Diagnostic Mathematics Test
Test Purpose: Designed to identify specific mathematical concepts in which a student is lacking.
Population: Grades 1.5 to 6.5.
Scoring: Covering the mathematical content of grades 1 through 8, the test is divided into four levels, (two grades per level).
Has both norm-referenced and content-referenced interpretations. The three subtests produce raw scores that can be converted into percentile ranks, stanines, grade equivalents, and scaled scores for each of the three subtests and for the total score.
Subtest: Three areas: Number System and Numeration, Computation, and Applications. It may be administered to single individuals or to groups, and permits both norm-referenced and content-referenced interpretations.
Time: (95-110) minutes, it may be administered to single individuals or to groups.
Description: The Stanford Diagnostic Mathematics Test (SDMT) was designed to identify those specific mathematical concepts and skills on which a student is making less than satisfactory progress.
Analytical Reading Inventory (ARI)
Informal Reading Inventory (IRI)
Writing
Writing Process Test (WPT) - This norm-referenced test is a direct measure of writing that requires the student to plan, write, and revise an original composition. The WPT assesses both written product and writing process. The student's analysis is elicited via a checklist of quick, easy questions about the composition. The examiner can also gain insight into the student's awareness of having used metacognitive strategies when planning and recursive behaviors when composing and revising. The test can be administered individually or in groups for people 8 through 19 years of age (or in Grades 2 through 12), and administration usually takes 45 minutes.
Test of Written Language (TOWL) - There are two forms of this test (form A and B, so the test can be repeated with it being contaminated by memory.) Eight subtest: Contextual conventions, Contextual language, Story construction, Vocabulary, Spelling, Style, Logical sentences, and Sentence combining. For students in grade 2 - 12.
Test of Written Expression (TOWE) - Uses two assessment methods to evaluate a student's writing skills. The first method involves administering a series of 76 items that tap different skills associated with writing. The second method requires students to read or hear a prepared story starter and use it as a stimulus for writing an essay (i.e., the beginning of the story is provided, and the writer continues the story to its conclusion). For students between 6 years, 6 months to 14 years, 11 months.
Spelling
Kaufman Test of Educational Achievement (KTEA) - Accesses the student's ability to spell 50 isolated real words that are organized on order of difficulty. This test provides standard scores, percentiles and grade equivalents.
Test of Written Spelling Fourth Edition (TWS-4) - Is a norm-referenced test of spelling administered using a dictated word format. The TWS-4 now has two alternate or equivalent forms (A and B) which make it more useful in test-teach-test situations. The TWS-4 is appropriate for students in Grades 1 through 12 as well as for those in remedial programs. The TWS was developed after a review of 2,000 spelling rules. The words to be spelled are drawn from 10 basal spelling programs and popular graded word lists. The results of the TWS-4 may be used for four specific purposes: to identify students whose scores are significantly below those of their peers and who might need interventions designed to improve spelling proficiency, to determine areas of relative strength and weakness in spelling, to document overall progress in spelling as a consequence of intervention programs, and to serve as a measure for research efforts designed to investigate spelling. Can be administered in 20 minutes to either groups or individuals and yields the following educationally relevant information: standard scores, percentiles, spelling ages, and grade equivalents.
Math
Key Math Diagnostic Arithmetic Test - Revised (Key Math-R) - The student "points-to" and uses "paper and pencil". Takes 30-45 minutes, for ages preschool to grade 6. There are three major areas consisting of 14 subtest. Basic concepts -investigates basic Mathematical concepts and knowledge (Numeration, rational numbers and Geometry), Operations -of basic computation process (addition, subtraction, multiplication, division and mental computations), and Applications- Functional application using mathematics necessary to daily life (Measurement, time, money, estimation, interpretation of data, problem solving).
Test of Mathematical Abilities (TOMA) - The TOMA-2 was developed for use in grades 3 through 12. It measures math performance on the two traditional major skill areas in math (i.e., story problems and computation) as well as attitude, vocabulary, and general application of mathematics concepts in real life. The TOMA-2 has five subtests, four in the core battery (Vocabulary, Computation, General Information, and Story Problems) and one supplemental subtest (Attitude Toward Math).
Speech and Language
Phonological Awareness
Comprehensive Test of Phonological Processing (CTOPP)
Assesses phonological awareness, phonological memory, and rapid naming. There are two version of the test. The first version, developed for children ages 5 and 6, contains seven core subtests and one supplemental test. The second version, for individuals ages 7 through 24, contains six core subtests and eight supplemental tests. The supplemental tests are provided to allow the examiner to more carefully assess specific phonological strengths and weaknesses.
The CTOPP has four principal uses: (a) to identify individuals who are significantly below their peers in important phonological abilities, (b) to determine strengths and weaknesses among developed phonological processes, (c) to document an individual's progress in phonological processing as a consequence of special intervention programs, and (d) to serve as a measurement device in research studies investigating phonological processing. Testing time is 30 minutes, for core subtests.
Test of Phonological Awareness (TOPA)
Test measure:
Measures young children's awareness of the individual sounds in words.
Purpose:
The educational achievement of the children and adolescents. Children who are sensitive to the phonological structure of words in oral language have a much easier time learning to read than children who are not. The TOPA can be used to identify children in kindergarten who may profit from instructional activities to enhance their phonological awareness in preparation for reading instruction.
Ages:
The Early Elementary version of the TOPA can be used to determine if first and second-grade students' difficulties in early reading are associated with delays in development of phonological awareness.
The TOPA is provided in a Kindergarten version suitable for administration any time during the kindergarten year. The Early Elementary version suitable for first and second-grade children.
Administration time:
Both versions can be administered either individually or to groups of children, with group administration taking about 20 minutes.
Score:
Age Equivalency, percentile ranks, and standard scores (M = 100, SD = 15).
Subtest:
There are nine subtest: Rhyming, Segmentation, Isolation, Deletion, Substitution, Blending, Graphemes, Decoding, and Invented Spelling.
The TOPA is a nationally normed, standardized, 20-item test that measures awareness of the individual sounds within words. Specifically, children are asked to identify the ending sounds in words.
The Phonological Awareness Test (TPAT)
Test measure:
Measures young children's awareness of the individual sounds in words.
Purpose:
Same as TOPA, children who are sensitive to the phonological structure of words in oral language have a much easier time learning to read than children who are not. The TPAT can be used to identify children in kindergarten who may profit from instructional activities to enhance their phonological awareness in preparation for reading instruction.
Ages: 5-9 Grades: Kinergarten to 4th grade.
Administration time:
Score:
Age Equivalency, percentile ranks, and standard scores (M = 100, SD = 15).
Subtest:
There are nine subtest: Rhyming, Segmentation, Isolation, Deletion, Substitution, Blending, Graphemes, and Decoding.
The TPAT is a nationally normed, standardized.
There are about a dozen different intelligence tests (WISC being the most common used).
Achievement test for: reading, spelling, written language, arithmetic/mathematics, comprehensive.
These are assessments listed on this page, click on the type of test or name of test, to take you to that place on the page.
Achievement:
Woodcock-Johnson
Kaufmann
WIAT
Speech and Language:
CELF - oral language
TOPS-R-E - problem solving
TOPS-A - problem solving
Arizona - Articulation
Social Pragmatics:
TOPL
Phonological Awareness (PA):
CTOPP
TPAT
TOPA
LAC
Educational Diagnose
Reading (To test a child's readiness for reading, see Phonological Awareness Tests):
TERA - young child ability
GORT - fluency & comph.
GORT-D - decode,comph.
GSRT- (older test)
TOWRE - accuracy & fluency
WRMT - word Attack & Idef.
DIBELS - phonological awareness, alphabetic understanding, and fluency
Classroom reading checks:
DAR
QRI
Stanford Diagnostic
Writing:
WPT
TOWL
TOWE
Spelling:
KTEA
TWS
Math
KeyMath:
TOMA
Occupational Therapy:
MAP - developmental delays
PDMS - Peabody
TVPS - Gardner Test of Visual Perceptual
MVPT - Motor Free Visual Perceptual
TVMS - Test of Visual Motor Skills
PVMIA - Preschool
Berry-VMI - Visual Motor Integration
Bruininks-Test of Motor Proficiency
SI:
Sensory Profile
SIPT
Social Skills:
SSBS
SSRS
WMS
VABS
SIB
Also check under Social Pragmatics, listed under Speech and Language.
Related resources:
Comprehensive Achievement Assessment of Perceptual Abilities:
The Woodcock-Johnson Psycho-Educational Battery
Test measure:
Cognitive ability, academic achievement, and scholastic interest. provides a co-normed set of tests for measuring cognitive abilities and academic achievement.
Ages: 2.0+, Grades: K.0 - 16.9
Administration time:
Varies; approximately 5 minutes per subtest.
Scores:
SS; GE; AE; PR; RMI; instructional ranges; developmental level bands. Yields individual test scores plus cluster scores.
Purpose:
A diagnostic tools used by evaluators to determine whether a student has learning disabilities. It is important that both the cognitive and achievement portions of the Woodcock-Johnson test be administered. Often only the achievement portion is given which points out the student's academic weaknesses. The cognitive test needs to be given to provide a more complete picture of the student's academic functioning and strengths. The combination of both the cognitive and achievement test results gives valuable information concerning the strengths and weaknesses of the student, the student's learning style, the possible presence of visual perceptual difficulties, and the student's aptitude in academic areas. A student with learning disabilities often scores high in oral language and verbal ability. ( From The Woodcock-Johnson Test: Maximizing Benefits for Students with Learning Disabilities , by Larry Falxa. Note: The WISC can be used for the cognitive test instead of the WJ cognitive section.)
The WJ is divided into two sections, Cognitive and Achievement:
The WJ-R Cognitive part has 7 subtest and the supplement battery of the cognitive test are made up of 14 subtest (total 21). The achievement battery 9 subtest and the supplement battery of the achievement battery test are made up of 5 subtest (total 14 subtest). Giving us a total of 35 subtests in all.
The WJ-III Has 42 subtests, the Cognitive part has 20 subtests. The achievement battery 22 subtest.
WJ-R, subtests and clusters
WJ-III, subtest and clusters
Educators have often reported that when they give WJ to prove what they all ready know, and have found that test does not show the student areas of weakness. It is important to have your child tested in each area of weakness. Using standardize tests in their area of weakness (i.e. reading test, spelling, math test).
See the list of the different diagnostic tests that are available.
Achievement Assessment:
The Kaufmann Educational Achievement Tests (KTEA)
Test measure:
Achievement assessment of core subject areas.
Ages: 6-11, Grades: 1-12
Administration time:
Brief Form 20-30 minutes;
Comprehensive Form (Grades 1-3) 30-60 minutes, (Grades 4-12) 50-75 minutes.
Test purpose:
This test is intended to screen students on global achievement skills to determine the need for follow-up testing and evaluation.
Scores/Interpretation:
Age and grade-based standard scores (M = 100, SD = 15), grade equivalents, percentile ranks, normal curve equivalents (NCEs), and stanines. Provides error analysis for each subtest to help identify a student's strengths and weaknesses. Provides accurate score comparisons for reading decoding, reading comprehension, and math.
Subtest:
Reading decoding - The student reads words aloud to the examiner.
Mathematics application - story type problems printed on easel pages. The student can use a pencil to figure our the answer, but must answer orally.
Spelling - given as a typical spelling test.
Reading comprehension - student reads silently and respond orally.
Mathematics computation - This subtest includes 60 math problems.
Kaufmann report
Wechsler Individual Achievement Test (WIAT)
Test measure:
Achievement assessment of core subject areas.
Ages: 5 - 19
Administration time:
30 - 75 minutes
Test purpose:
The educational achievement of the children and adolescents.
Score:
Age and grade-based standard scores (M = 100, SD = 15), composite score, grade equivalents, percentile ranks and stanines.
Subtest:
Basic reading - decoding and sight reading.
Mathematics reasoning - major curriculum objectives in problem solving, geometry, measurement, and statistics.
Spelling - encoding and spelling ability
Reading Comprehension - comprehension of detail, sequence, cause-and-effect relationships, and inference in very short parphgraph. (Students can look back at the parphgraph and find the find the answers.)
Numerical Operations - test ability to write dictated numerals; to solve basic addition, subtraction, multiplication's, and division problems; to solve problems with whole numbers, fractions and decimals and to solve algebraic equations.
Listening Comprehension - Levels of comprehension ranging from understanding of details to make inferential conclusions.
Oral Expression - assess the ability to name targeted words, describe scenes, give directions and explain steps in sequential tests.
Written Expression - Free writing task. It assessment of idea development and organization as well as capitalization and punctuation.
Educational Diagnostic tests
Reading:
Test of Early Reading Ability (TERA)
Measures of the reading ability of young children age 3 years, 6 months - 8 years, 6 months (does not test the child's readiness for reading). Assess their mastery of early developing reading skills. Three subtests: Alphabet - Knowledge of alphabet and uses, Conventions - Book orientation and format, and Meaning - Construction of meaning from print. Testing time 30 minutes. (Recommend to also the child for Phonological Awareness).
The Gray Oral Reading, Third Edition (GORT3)
Is a popular reading test created by William S. Gray. This version provides an objective measure of growth in oral reading and an aid in the diagnosis of oral reading difficulties. The GORT3 comprises two alternate, equivalent forms, each of which contains 13 developmentally sequenced passages with five comprehension questions. The GORT3 provides examiners with a Passage Score that is derived by examining the reader's performance in rate (time taken to read each passage) and deviations from print (errors). The Passage Score is reported in terms of standard scores, percentile ranks, and grade equivalents. Also provided are standard scores, percentiles, and grade equivalents for Oral Reading Comprehension. Unlike the earlier versions, the GORT3 adds normative scores for rate and accuracy . A total score for Oral Reading is also provided. For ages: 7.0 through 18.11, testing time: 15-30 minutes, administrated individually. (1992)
The Gray Oral Reading Test, Forth Edition (GORT-4)
This is the newest version of this test. Some educators find student to score higher on this version of the test.
It provides an efficient and objective measure of growth in oral reading and an aid in the diagnosis of oral reading difficulties. The test consists of two parallel forms, each containing 14 developmentally sequenced reading passages with five comprehension questions and can be given to students ages 6-0 through 18-11. The GORT4 provides examiners with a Fluency Score that is derived by combining the reader's performance in Rate (time in seconds taken to read each passage) and Accuracy (number of deviations from print made in each passage). The number of correct responses made to the comprehension questions provides examiners with an Oral Reading Comprehension Score. All four scores are reported in terms of standard scores, percentile ranks, grade equivalents, and age equivalents. The Fluency Score and the Oral Reading Comprehension Score are combined to obtain an Oral Reading Quotient.
The test -retest study was conducted with all ages for which the test can be administered and illustrates the stability and reliability of the measure. The validity is extensive and includes studies that illustrate that the GORT4 can be used with confidence to measure change in oral reading over time. The GORT-4 has many improvements. Finally, several new validity studies have been conducted, including an examination of the relationship of the Wechsler Intelligence Scale for Children , Third Edition (WISCIII) to the GORT4. You can use the GORT4 in a variety of settings, such as elementary and secondary schools, clinics, and reading centers. The two forms of the test allow you to study an individual's oral reading progress over time. (2001)
The Gray Oral Reading Tests-Diagnostic (GORT-D)
Asses students who have difficulty reading continuous print and who requires an evaluation of specific abilities and weakness. There are seven subtest in the GORT-D. Subtest 1 (Paragraph Reading requires the student to orally read passages and respond to comprehension questions. If the student perform poorly on the first subtest, the remaining subtest are administered. The other subtests are Decoding (Consonant/Cluster Recognition, Phonogram Recognition, Blending), Word Identification (Word recognition and Vocabulary); Word Attack ; Morphemic Analysis; Contextual Analysis and Word Ordering. (2000)
Gray Silent Reading Test (GSRT)
Measures an individual's silent reading comprehension ability ages 7 - 25. (1991)
Test of Word Reading Efficiency (TOWRE)
Measures of word reading accuracy and fluency. It is used to monitor the growth of two kinds of word reading skills that are critical in the development of overall reading ability. Recognizing familiar words as whole units or sight words, and the ability to Sound out words quickly. The TOWRE contains two subtests: the Sight Word Efficiency (SWE) subtest assesses the number of real printed words that can be accurately identified within 45 seconds, and the Phonetic Decoding Efficiency (PDE) subtest measures the number of pronounceable printed non-words that can be accurately decoded within 45 seconds. Each subtest has two forms (Forms A and B) that are of equivalent difficulty, and either one or both forms of each subtest may be given depending upon the purposes of the assessment. Scores are provided in percentiles, standard scores, and age and grade equivalents are provided. (1999)
Woodcock Reading Mastery Test-Revised (WRMT-R)
Measures Word Attack and Word Identification. The test has two alternate, equivalent forms (G and H), that are used to pre-and post-testing. Grade equivalent, percentile and standard score are provided.
The Word Attack subtest assesses the students' word-level phonetic decoding skills. The subtest is comprised of 45 isolated, phonetically regular syllables, nosensense words and low frequency, phonetically regular real words. The use of phonetic nonsense words and syllables allows us to examine decoding in relative isolation form sight-words and vocabulary abilities.
The Word Identification subtest assess the students "word recognition" skill (the ability to read isolated real words). For ages: kindergarten through college and adult population.
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
set of standardized, individually administered measures of early literacy development. They are designed to be short (one minute) fluency measures used to regularly monitor the development of pre-reading and early reading skills.
The measures were developed upon the essential early literacy domains discussed in both the National Reading Panel (2000) and National Research Council (1998) reports to assess student development of phonological awareness, alphabetic understanding, and automaticity and fluency with the code. Each measure has been thoroughly researched and demonstrated to be reliable and valid indicators of early literacy development and predictive of later reading proficiency to aid in the early identification of students who are not progressing as expected. When used as recommended, the results can be used to evaluate individual student development as well as provide grade-level feedback toward validated instructional objectives.
Classroom checks
Diagnostic Assessment of Reading (DAR)
Provides individual diagnostic information in the areas of reading and language: word recognition, word analysis, oral reading, silent reading comprehension, spelling, and word meaning.
Can be used by classroom teacher to get a quick assessment of a child's reading. Appropriate use requires training.
This test is criterion referenced test, not as reliable as norm refered test.
Grades K - 3 version, another version for grades 4 - 8. There are two measures of reading skill oral reading (decoding) and comprehension. A reported instructional level is meaningless in DAR for both decoding and comprehension. There is not one score. Hearing your child is reading at "DAR of level 12" does not give you enough information about student's reading performance.
For Oral reading (decoding) scores of 94% or better indicates independent reading level.
Comprehension should be reported as an independent level and the score in the assessment. Adequate comprehension (score 16-21) is considered passing = independent.
Appropriate reporting would be:
Oral Reading Comprehension
Level: Level:
A - 2 Kindergarten 6 - 9 Very little comprehension
3,4,6,8,10,12,14,16 First grade 10 - 15 Some comprehension
18,20,24,28 Second grade 16 - 21 Adequate comprehension
30,34,38 Third grade 22 - 24 Very good comprehension
40,44 Strong third grade
Qualitative Reading Inventory (QRI)
Is an informal reading inventories. It provides graded word lists and numerous passages designed to assess the oral reading, silent reading, or listening comprehension of a student. It contains narrative and expository passages at each pre-primer through high school level. All are self-contained selections highly representative of the structure and subject matter of materials found in basal readers and content-area textbooks. Passages at the pre-primer through second grade levels are presented with and without pictures. Maps and illustrations are part of the high school selection. Prior to reading, knowledge of concepts important to an understanding of the passage is assessed, which allows the examiner to label a passage as familiar or unfamiliar to each student. The QRI–3 measures comprehension in several ways: through an analysis of the student's retelling, through the answers to explicit and implicit comprehension questions, through the use of look-backs that allow readers to search in the text for information to answer questions not previously answered correctly, and through the use of think-alouds to analyze students' thoughts during reading. This test allows the user to evaluate a reader's comprehension abilities in light of his or her background knowledge about a subject and whether the text was narrative or expository. The reader's answers to explicit and implicit comprehension questions allow the examiner to assess the reader's understanding of the text. The examiner can also assess the reader's understanding of the structure of the text through a qualitative analysis of his or her retelling. Look-backs and think-alouds can be used to assess a reader's awareness and use of various metacognitive strategies for comprehending text.
Stanford Diagnostic Tests
There two separate test, one for reading and mathematics. The Standford Dianostic Reading (SDRT) and Mathematics Test (SDMT). Both tests a student's reading and mathematics strengths and weaknesses.
Both the Standford Diagnostic tests are for Grades: 2 - 12, The test are colored coded, Red=Grade 2, Orange=Grade 3, Green=Grade 4, Purple=Grade 5- 6, Brown=Grade 7-8, Blue=Grade 9-12. There is only one form for the Red, Orange and Green levels - Form J. There are two forms for the Purple, Brown and Blue levels - Forms J and K.
Publisher: The Psychological Corporation.
STANFORD DIAGNOSTIC READING TEST (SDRT) - 4th Editon
The test SDRT is a group administered, norm-referenced multiple-choice test, and has 3 subtests.
Administration time:
The test SDRT is 85 minute test may be given in one sitting or each section may be given on different days or different times. Each section must be given in one sitting.
Score:
Above, at, or close to grade level: No more than one year below grade level.
Below grade level: More than one year below grade level, but no more than three years below grade level at grades 6-10 and two years below grade level at grades 4 and 5.
Significantly below grade level: More than three years below grade level at grades 6-10; more than two years below grade level at grades 4 and 5.
The Total Reading score is not an average of the three scores on the subtests--weighted, unweighted, or otherwise. It is based on the total number of questions answered correctly on all portions of the test and is derived by comparing how the student performed on the whole test with how students from different grade levels at different times of the year have typically performed on the same test.
Subtest:
Reading Vocabulary measures the range of words your child knows, based on grade-level expectations;
Reading Comprehension measures how well your child understands and analyzes various types of reading material; and Scanning Skills measures your child's ability to skim through reading material to find information.
Stanford Diagnostic Mathematics Test
Test Purpose: Designed to identify specific mathematical concepts in which a student is lacking.
Population: Grades 1.5 to 6.5.
Scoring: Covering the mathematical content of grades 1 through 8, the test is divided into four levels, (two grades per level).
Has both norm-referenced and content-referenced interpretations. The three subtests produce raw scores that can be converted into percentile ranks, stanines, grade equivalents, and scaled scores for each of the three subtests and for the total score.
Subtest: Three areas: Number System and Numeration, Computation, and Applications. It may be administered to single individuals or to groups, and permits both norm-referenced and content-referenced interpretations.
Time: (95-110) minutes, it may be administered to single individuals or to groups.
Description: The Stanford Diagnostic Mathematics Test (SDMT) was designed to identify those specific mathematical concepts and skills on which a student is making less than satisfactory progress.
Analytical Reading Inventory (ARI)
Informal Reading Inventory (IRI)
Writing
Writing Process Test (WPT) - This norm-referenced test is a direct measure of writing that requires the student to plan, write, and revise an original composition. The WPT assesses both written product and writing process. The student's analysis is elicited via a checklist of quick, easy questions about the composition. The examiner can also gain insight into the student's awareness of having used metacognitive strategies when planning and recursive behaviors when composing and revising. The test can be administered individually or in groups for people 8 through 19 years of age (or in Grades 2 through 12), and administration usually takes 45 minutes.
Test of Written Language (TOWL) - There are two forms of this test (form A and B, so the test can be repeated with it being contaminated by memory.) Eight subtest: Contextual conventions, Contextual language, Story construction, Vocabulary, Spelling, Style, Logical sentences, and Sentence combining. For students in grade 2 - 12.
Test of Written Expression (TOWE) - Uses two assessment methods to evaluate a student's writing skills. The first method involves administering a series of 76 items that tap different skills associated with writing. The second method requires students to read or hear a prepared story starter and use it as a stimulus for writing an essay (i.e., the beginning of the story is provided, and the writer continues the story to its conclusion). For students between 6 years, 6 months to 14 years, 11 months.
Spelling
Kaufman Test of Educational Achievement (KTEA) - Accesses the student's ability to spell 50 isolated real words that are organized on order of difficulty. This test provides standard scores, percentiles and grade equivalents.
Test of Written Spelling Fourth Edition (TWS-4) - Is a norm-referenced test of spelling administered using a dictated word format. The TWS-4 now has two alternate or equivalent forms (A and B) which make it more useful in test-teach-test situations. The TWS-4 is appropriate for students in Grades 1 through 12 as well as for those in remedial programs. The TWS was developed after a review of 2,000 spelling rules. The words to be spelled are drawn from 10 basal spelling programs and popular graded word lists. The results of the TWS-4 may be used for four specific purposes: to identify students whose scores are significantly below those of their peers and who might need interventions designed to improve spelling proficiency, to determine areas of relative strength and weakness in spelling, to document overall progress in spelling as a consequence of intervention programs, and to serve as a measure for research efforts designed to investigate spelling. Can be administered in 20 minutes to either groups or individuals and yields the following educationally relevant information: standard scores, percentiles, spelling ages, and grade equivalents.
Math
Key Math Diagnostic Arithmetic Test - Revised (Key Math-R) - The student "points-to" and uses "paper and pencil". Takes 30-45 minutes, for ages preschool to grade 6. There are three major areas consisting of 14 subtest. Basic concepts -investigates basic Mathematical concepts and knowledge (Numeration, rational numbers and Geometry), Operations -of basic computation process (addition, subtraction, multiplication, division and mental computations), and Applications- Functional application using mathematics necessary to daily life (Measurement, time, money, estimation, interpretation of data, problem solving).
Test of Mathematical Abilities (TOMA) - The TOMA-2 was developed for use in grades 3 through 12. It measures math performance on the two traditional major skill areas in math (i.e., story problems and computation) as well as attitude, vocabulary, and general application of mathematics concepts in real life. The TOMA-2 has five subtests, four in the core battery (Vocabulary, Computation, General Information, and Story Problems) and one supplemental subtest (Attitude Toward Math).
Speech and Language
Phonological Awareness
Comprehensive Test of Phonological Processing (CTOPP)
Assesses phonological awareness, phonological memory, and rapid naming. There are two version of the test. The first version, developed for children ages 5 and 6, contains seven core subtests and one supplemental test. The second version, for individuals ages 7 through 24, contains six core subtests and eight supplemental tests. The supplemental tests are provided to allow the examiner to more carefully assess specific phonological strengths and weaknesses.
The CTOPP has four principal uses: (a) to identify individuals who are significantly below their peers in important phonological abilities, (b) to determine strengths and weaknesses among developed phonological processes, (c) to document an individual's progress in phonological processing as a consequence of special intervention programs, and (d) to serve as a measurement device in research studies investigating phonological processing. Testing time is 30 minutes, for core subtests.
Test of Phonological Awareness (TOPA)
Test measure:
Measures young children's awareness of the individual sounds in words.
Purpose:
The educational achievement of the children and adolescents. Children who are sensitive to the phonological structure of words in oral language have a much easier time learning to read than children who are not. The TOPA can be used to identify children in kindergarten who may profit from instructional activities to enhance their phonological awareness in preparation for reading instruction.
Ages:
The Early Elementary version of the TOPA can be used to determine if first and second-grade students' difficulties in early reading are associated with delays in development of phonological awareness.
The TOPA is provided in a Kindergarten version suitable for administration any time during the kindergarten year. The Early Elementary version suitable for first and second-grade children.
Administration time:
Both versions can be administered either individually or to groups of children, with group administration taking about 20 minutes.
Score:
Age Equivalency, percentile ranks, and standard scores (M = 100, SD = 15).
Subtest:
There are nine subtest: Rhyming, Segmentation, Isolation, Deletion, Substitution, Blending, Graphemes, Decoding, and Invented Spelling.
The TOPA is a nationally normed, standardized, 20-item test that measures awareness of the individual sounds within words. Specifically, children are asked to identify the ending sounds in words.
The Phonological Awareness Test (TPAT)
Test measure:
Measures young children's awareness of the individual sounds in words.
Purpose:
Same as TOPA, children who are sensitive to the phonological structure of words in oral language have a much easier time learning to read than children who are not. The TPAT can be used to identify children in kindergarten who may profit from instructional activities to enhance their phonological awareness in preparation for reading instruction.
Ages: 5-9 Grades: Kinergarten to 4th grade.
Administration time:
Score:
Age Equivalency, percentile ranks, and standard scores (M = 100, SD = 15).
Subtest:
There are nine subtest: Rhyming, Segmentation, Isolation, Deletion, Substitution, Blending, Graphemes, and Decoding.
The TPAT is a nationally normed, standardized.