Woodcock Reading Mastery Test Revised (WRM)Academic and Reading Skills

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1 Woodcock Reading Mastery Test Revised (WRM)Academic and Reading Skills PaTTANLiteracy Project for Students who are Deaf or Hard of Hearing A Guide for Proper Test Administration Kindergarten, Grades 1, 2, and 3 Lana Edwards Santoro, Ph.D. Researcher and Educational Consultant Woodcock Reading Mastery Test-Revised Purpose: Norm-referenced assessment that provides diagnostic information for instructional decision making Content: Letter identification, word identification, word comprehension (antonyms, synonyms, analogies), general reading vocabulary, science-mathematics vocabulary, social studies vocabulary, humanities vocabulary, passage comprehension Evaluation: BOY October/November EOY March/April 2 1

2 Woodcock Reading Mastery Test Appropriate for grades K-16; ages 5 75 years Time varies between minutes for each cluster of individually administered tests Internal reliability is as follows: Tests median =.91 (range.68 to.98) Clusters median =.95 (range.87 to.98) Total median =.97 (range.86 to.99) Woodcock Reading Mastery Test Total Reading Full Scale Readiness Visual Auditory Learning Letter Identification Basic Skills Word identification Word Attack Comprehension Word comprehension Passagecomprehension 2

3 Readiness ~ Form G Only Visual Auditory learning A task to determine if the student can associate symbols with words Tests memory, attention, grouping of word parts (i.e., ing with verbs) Letter identification Alphabet recognition Different fonts Print and cursive Basic Skills Test 3: Word identification Reading words Begins with one word on a page and advances to multiple words 106 items in increasing difficulty The student does not need to know what any of the words mean Average score for a kindergarten student is 1 Average score for a student in 12 th grade is 96 3

4 Test 4: Word Attack Basic Skills Reading two types of words Nonsense words Words with very low frequency usage Measures the ability to apply phonic and structural analytic skills Training is provided so the student will know how to approach the test Comprehension Test 5: Word Comprehension 3 subtests Each begins with sample items Training continues until competes the item correctly. Subtest 5A: Antonyms Measures ability to read a word and respond orally with a word opposite in meaning 4

5 Comprehension Subtest 5B: Synonyms Comprehension of reading vocabulary Read a word and state another word similar in meaning Synonyms are a more difficult cognitive processing task than Antonyms. p. 7 Subtest 5C: Analogies Read a pair of words; Comprehension ascertain the relationship, read the first word of the second pair, use the same relationship to supply a word to complete the analogy Demonstrates content embedded word knowledge 5

6 Word Comprehension Reading Vocabularies General reading Science-mathematics Social studies Humanities Comprehension Test 6: Passage Comprehension Modified cloze procedure Short passage with a blank line Student supplies a word that fits in the blank The first 1/3 of the passage are one sentence long and have a picture related to the text 6

7 Materials Examiner protocol Test record booklet Stimulus book/easel pages for student Clipboard Pencil 13 Administration Administer: Test 3: Word Identification Test 4: Word Attack (if possible) Test 5A: Word Comprehension (Antonyms subtest) Test 5B: Word Comprehension (Synonyms subtest) Test 5C: Word Comprehension (Analogies Subtest) The test battery will take an experiencedtester about 45 minutes Test by complete pages 7

8 Basal Rules Start at the points indicated in the tables in the test easel If the student is correct on the first 6 items, a basal is established. If less than 6 are correct, go back a page and administer the whole page. Continue to test backwards starting with the first item on a page until the first 6 on a page are correctly answered Ceiling Rules 6 or more consecutively failed items that end with the last item on a test page. See page 22 for an example of basal and ceiling scoring 8

9 Word Identification MUST know how to pronounce the words in the test (p ) A table of suggested starting points is provided in the easel If the student does not respond to the first item, score it 0 and say the word and ask the student to repeat it NO OTHER WORDS WILL BE READ TO THE STUDENT Write what the student said for incorrect responses Write comments the student says Word Attack If the student scores 0 or 1 on the word identification, a score of 0 can be recorded for Word Attack (For our practice, don t do this) Begin with the 2 sample items; then proceed to item 1 Study the pronunciation guide (p ) The student must answer within 5 seconds The word must be read naturally not sounded out for the final reading WRITE what the student says 9

10 Word Comprehension For all three subtests, the student reads the item aloud and responds orally Only single word responses are acceptable Mispronunciations are not errors WRITE what the student says Begin with the practice item in each subtest Scoring Score as you administer the test Score 1 or 0 by the item Write any comments and erroneous responses Raw score is the sum of correct responses; plus 1 point for every item below the basal 10

11 Scoring Word Comprehension Antonyms and Synonyms combined score Calculate the score for each subtest Add them Convert this raw score to a part score Record in the box labeled 5A+5B part score Covert the Analogies raw score to a part score Sum both part scores for a Word comprehension W score Reading Vocabularies Count the correct responses for the Test 5 subtests The designation for each response is coded on the test record G general reading SM science and math SOC social studies H humanities 11

12 Levels of Interpretive Information Level 1: Analysis of Errors Level 2: Level of Development Level 3: Quality of Performance Level 4: Standing in a Group 23 Level 1: Analysis of Errors Individual item responses Descriptive of a subject s performance on precisely defined skills 24 12

13 Level 2: Level of Development Sum of item scores Raw score Rasch ability score (test W score, subtest part score, cluster W score) Grade equivalent Age equivalent 25 Age and Grade Calculations Age is standard -use the AGS calculator if you wish Grade placement is by tenths of the school year See table in the test protocol or on page 32 13

14 Chronological Age Years Months Days Date of Test: Date of Birth Chronological Age Ex. 8-8 * If the number of days exceeds 15, round up to the nearest month. If the number of days is 15 or less, round down to the nearest month. 27 Raw Scores The number of items the student has answered correctly or incorrectly on a given test. Calculation: (1) Count the number of correct test items (2) Divide the number of correct items by the total number of test items to obtain the percentage correct 14

15 When to Use: Raw Scores Raw score is a starting point for all norm-referenced scores Only appropriate when comparisons to other students or other (nonalternate form) tests are not needed Only way raw score can be used is in reference to criterion or individual-referenced evaluations, not norm-referenced ones Raw scores can provide a better basis for interpretation when they are summarized as percentages (e.g., Summarizing a raw score as 90% correct is more informative than stating that a student had 75 items correct). Advantages and Disadvantages: Advantages o We can express them as the number or percentage correct o Can be used to measure mastery or improvement Disadvantages Raw Scores o Limited interpretability --it is not possible to use them to compare performance across time, students, tests, or content 15

16 Grade and Age-Equivalent Scores Grade and age-equivalent scores express the student s performance developmentally in terms of a corresponding age or grade level Usually, age scores are reported in years and months If Jan, who is 10 years and 3 months old, has an age score of 12-5, her performance theoretically is the same as child who is 12 years and 5 months old. Grade scores are reported in grade levels to the nearest tenth, which corresponds to academic months If Jack, a 4th grader, has a grade equivalent score of 6.1, he is performing at the 6th grade, first month level. Grade and Age-Equivalent Scores When to Use: Note: The American Psychological Association (APA) and the National Council on Measurement (NCME) have recommended against the use of grade-and age-equivalent scores in making any educational decisions 16

17 Grade and Age-Equivalent Scores Advantages and Disadvantages: Critical disadvantages outweigh their simplistic advantage: (1) Both scores, especially grade scores, are based upon the assumption that learning occurs consistently across the year, which has not been proven (2) We cannot say with accuracy that a 4th grader with a grade score of 6.1 performs like all 6th graders in their first month (3) Age and grade-equivalent scores are not measured in equal interval units; therefore they cannot be added or subtracted to examine improvement (4) Age and grade-equivalent scores are often derived by extrapolating and interpolating from normative data Level 3: Quality of Performance Performance on a reference task W-difference score (DIFF); Instructional range; Relative performance index (RPI) 34 17

18 Level 4: Standing in a Group Deviation from a reference point in a group Rank order Standard score Percentile rank 35 18

19 Percentiles Percentile point in a distribution at or below which a percent of the observations lie For example: 10% of observations lie at or below the 10 th percentile. The term percentile refers to the percentage of individuals in a fixed standardization sample with equal or lower scores Percentile rank represents the area of the normal curve, expressed as a percentage, that scores below a certain value If Sue s raw score of 13 has a percentile ranking of 85, then 85% of the population upon which the test is based, scored at or below 13; 15% of the standardization sample scored above 13. Percentiles range from 1 to 99, never 0 or 100 The 50th percentile is equal to the median For increased accuracy, percentiles may be reported in decimals, so some test may range from.1 to Standard Scores Standard scores represent a linear transformation of raw scores into standard deviation units. Standard scores reflects the student s standing relative to others in the distribution on the basis of variation Translating raw scores into a set of equal interval, standard scores means that there will always be a consistent mean and standard deviation Three types: (1) Z-Score (2) T-Score (3) Standard Scaled Scores 19

20 Standard Scores: Z-Scores Z-Score transformation changes raw scores into deviation units, where the group or test mean is equal to 0.0 and the standard deviation is 1.0. Z-Score is a measure of the number of standard deviation units away from the test mean Important interpretative indices: (a) the sign (+ or -) and (b) the size of the score [the greater the score, the more it is below or above the mean] x -X SD x = raw score X = mean SD = standard deviation Standard Scores: T-Scores T-Score transformation takes raw scores and changes them to equal interval units, where the mean is 50 and the standard deviation is 10. Once a raw score is converted to a z-score, the teacher multiplies each score by 10 then adds 50. T = 10z + 50 Virtually all T-scores are positive since it would take a z-score of less than -5.0 to convert to a T-score less than zero. 20

21 Standard Scores: Standard Scaled Scores (SS) With standard scaled scores (SS), raw scores are transformed to a scale where the mean is 100 and the standard deviation is 15 The standard scaled score has become popular on recent tests of intelligence and achievement SS = 15z Comparison of raw scores, z-scores, T-scores, and standard scores (Tindal & Marston, 1990, p. 340) 21

22 When to Use: Standard Scores Can be used to summarize student performance on a range of different measures because they place all measures on a common scale If we want to perform arithmetic operations on the measures (e.g., the pretest performance is to be subtracted from the posttest performance), then we must use standard scores If we want to identify a student s real position in the distribution, then we must use standard scores Standard Scores All three types of standard scores are equal interval units so they may be added, subtracted, and arithmetically transformed Can show at a glance how far a student is from the mean and his or her position on a normal distribution When scores from different tests are compared to each other, standard scores are scale-free and, therefore, can be directly compared Can be used to examine absolute changes in relative performance; we can calculate them by subtracting the pre- from the posttest score Can be used to determine growth and can reflect improvements in relative standing (this cannot be done with raw scores) 22

23 Profiles and error analysis include Instructional Level Profile Percentile Rank Profile Diagnostic Profiles Word Attack Error Analysis 45 Contact Information Marlene Schechter PaTTAN Pittsburgh Jane Freeman PaTTAN Harrisburg Sue Ann Houser PaTTAN King of Prussia Commonwealth of Pennsylvania Tom Corbett, Governor Pennsylvania Department of Education Ronald J. Tomalis, Secretary Dr. Carolyn Dumaresq, Deputy Secretary Office of Elementary and Secondary Education John J. Tommasini, Director Bureau of Special Education Patricia Hozella, Assistant Director Bureau of Special Education 46 23