List of Academic Assessment Areas, Composite or Cluster Score Areas and the Subtests that Make Up Each
Academic Area
Test Name
Reading
Woodcock JohnsonIII Tests of
Achievement (WJ-III)
Ages 2 to 90
Composite/Cluster
Score Areas
Broad Reading
Subtests That Make Up
Each
Letter-Word Identification
Reading Fluency
Passage Comprehension
Basic Reading
Letter-Word Identification
Word Attack
Reading
Comprehension
Passage Comprehension
Reading Vocabulary
Weschler Individual
Achievement Test3rd Ed. (WIAT-III)
Ages 4-0 to 19-11
Total Reading
(Grades 1-12)
Reading Comprehension
Basic Reading
(Grades 1-12)
Gray Oral Reading
Tests-4th Ed. (GORT4)
Ages 6 to 18-11
Test of Early Reading
Ability-3rd Ed. (TERA3) Ages 3-6 to 8-6
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Word Reading
Pseudoword Decoding
Reading
Comprehension
and Fluency
(Grades 2-12)
Fluency
Oral Reading
Quotient
Overall Reading
Quotient
Oral Reading Fluency
(depends on grade level)
Word Reading
Pseudoword Decoding
Reading Comprehension
Oral Reading Fluency
Rate
Accuracy
Fluency
Oral Reading
Comprehension
Alphabet
Conventions
Meaning
Descriptors
naming letters and reading words aloud from a list
speed of reading sentences and answering "yes" or "no" to
each
orally supplying the missing word removed from each sentence
or very brief paragraph. (e.g., "Woof," said the _____, biting
the hand that fed it."
naming letters and reading words aloud from a list
reading nonsense words (e.g., plurp, fronkett) aloud to test
phonetic word attack skills
orally supplying the missing word removed from each sentence
or very brief paragraph. (e.g., "Woof," said the _____, biting
the hand that fed it."
orally stating synonyms and antonyms for printed words and
orally completing written analogies (e.g., elephant : big ::
mouse : ___ )
student reads aloud a list of increasingly difficult words
student reads aloud a list of increasingly difficult nonsense
words
student reads passages aloud or silently under un-timed
conditions, and then answers open-ended questions about
each one
student reads passages aloud, and then orally responds to
comprehension questions
student reads aloud a list of increasingly difficult words
student reads aloud a list of increasingly difficult nonsense
words
student reads passages aloud or silently under un-timed
conditions, and then answers open-ended questions about
each one
student reads passages aloud, and then orally
amount of time taken by a student to read a story
student's ability to pronounce each word in story correctly
student's Rate and Accuracy Scores combined
appropriateness of the student's responses to questions
about the content of each story read
measuring knowledge of the alphabet and its uses
measuring knowledge of the conventions of print
measuring the construction of meaning from print
Academic Area
Test Name
Math
Woodcock JohnsonIII (WJ-III)
Age 2 to 90
Composite/Cluster
Score Areas
Broad Math
Math Calculation
Skills
Math Reasoning
Weschler Individual
Achievement Test3rd Ed. (WIAT-III)
Ages 4-0 to 19-11
Mathematics
(Grades K-12)
Subtests That Make Up
Each
Calculation
Math Fluency
Applied Problems
Calculation
Math Fluency
Applied Problems
Quantitative Concepts
Math Problem Solving
Numerical Operations
Math Fluency
(Grades 1-12)
Math Fluency-Addition
Math Fluency-Subtraction
KeyMath-3rd Ed.
Ages 4-6 to 21-11
(Grades K-12)
Basic Concepts
Math FluencyMultiplication (depends on
grade level)
Numeration
Algebra
Geometry
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Descriptors
involves arithmetic computation with paper and pencil
speed of performing simple calculations for 3 minutes
are oral, math "word problems," solved with paper and pencil
involves arithmetic computation with paper and pencil
speed of performing simple calculations for 3 minutes
are oral, math "word problems," solved with paper and pencil
oral questions about mathematical factual information,
operations signs, etc.
depending 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 algebra
depending 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 calculus
student solves written addition problems within a 60-second
time limit
student solves written subtraction problems within a 60second time limit
student solves written multiplication problems within a 60second time limit
measures 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 roots
measures 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 representing
mathematical relationships
measures 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 modeling
Measurement
Data Analysis and
Probability
Operations
Mental Computation and
Estimation
Addition and Subtraction
Multiplication and Division
Applications
Foundations of Problem
Solving
Applied Problem Solving
Total Test
Composite
Test of
Mathematical
Abilities – 2nd ed
Ages 8-18
Administration:
Individual or group
60-90 minutes
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Math Quotient
Summarizes overall math
proficiency using all
subtests
Vocabulary
Computation
General Information
Story Problems
measures 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 angles
measures an individual's ability to collect, display, and
interpret data as well as his or her understanding of the
concepts associated with chance and probability
measures 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 percentages
measures 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 subtraction
focuses 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 division
measures 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 solutions
measures 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 subtests
Test of Early Math
Ability – 3rd ed
Ages 3-0 through 811
Administration:
Individual
30-40 minutes
Academic Area
Test Name
Writing
Test of Written
Language – 4
(TOWL-4)
Age 9-0 to 17-11
years
Administration:
Individual or group
Composite/Cluster
Score Areas
Overall Writing-7
subtests
numbering skills
number-comparison
facility
numeral literacy
mastery of number facts,
calculation skills
understanding of concepts
Subtests That Make Up
Each
Vocabulary
Spelling
Punctuation
Logical Sentences
Sentence Combining
Contextual Conventions
Story Composition
Contrived Writing5 subtests
Vocabulary
Spelling
Punctuation
Logical Sentences
Sentence Combining
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Descriptors
student writes a sentence that incorporates a stimulus word.
E.g.: For ran, a student writes, “I ran up the hill.”
student writes sentences from dictation, making proper use of
spelling rules.
student writes sentences from dictation, making proper use of
punctuation and capitalization rules.
student edits an illogical sentence so that it makes better
sense. E.g.: “John blinked his nose” is changed to “John blinked
his eye.”
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.”
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, nounverb agreement).
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).
student writes a sentence that incorporates a stimulus word.
E.g.: For ran, a student writes, “I ran up the hill.”
student writes sentences from dictation, making proper use of
spelling rules.
student writes sentences from dictation, making proper use of
punctuation and capitalization rules.
student edits an illogical sentence so that it makes better
sense. E.g.: “John blinked his nose” is changed to “John blinked
his eye.”
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
Spontaneous
Writing-2 subtests
Contextual Conventions
Story Composition
Wechsler Individual
Achievement Test,
3rd Ed.
(WIAT-III)
Ages 4-0 to 19-11
Woodcock Johnson
III Tests of
Achievement (WJ-III)
Age 2 to 90
Written Expression
(Grades K-12)
Alphabet Writing Fluency
(depends on grade level)
Spelling
Spelling
student writes single words that are dictated within the
context of a sentence
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 words
student writes an essay within a 10 or 15-minute time limit
(depending on grade).
writing letters and words from dictation
writing simple sentences, using three given words for each
item and describing a picture, as quickly as possible for seven
minutes
writing sentences according to directions; many items include
pictures; spelling does not count on most items
writing letters and words from dictation
Editing
orally correcting deliberate errors in typed sentences
Writing Fluency
writing simple sentences, using three given words for each
item and describing a picture, as quickly as possible for seven
minutes
writing sentences according to directions; many items include
pictures; spelling does not count on most items
spelling, punctuation/capitalization, letter formation,
conventional structures
vocabulary, grammatical morphemes, and sentence structure
meaningful content, details, relevance, coherence, supporting
ideas, word choice, unity
Sentence Composition
(depends on grade level)
Broad Written
Language
Essay Composition
(depends on grade level)
Spelling
Writing Fluency
Writing Samples
Basic Writing Skills
Written Expression
Writing Samples
Oral and Written
Language Scales:
Written Expression
OWLS
Age 5 to 21
Administration:
Individual or group,
15 to 30 minutes
Page | 5
Written Expression
Scale
drives his red car fast.”
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).
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).
Conventions
Linguistics
Content
Academic Area
Test Name
Oral Expression
Oral and Written
Language Scales:
Listening
Comprehension/Oral
Expression OWLS
Age 5 to 21
Administration:
Individual
10 to 25 minutes
Clinical Evaluation of
Language
Fundamentals-4th
Ed. (CELF-4) Ages 521 30-60 minutes
Composite/Cluster
Score Areas
Subtests That Make Up
Each
Descriptors
Core Language
Concepts & 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.
evaluate the student’s ability to recall and reproduce
sentences of varying length and syntactic complexity. The
student imitates sentences presented by the examiner
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 reference
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 relationship
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 language
see Word Classes 2-Total
used to evaluate the student’s ability to understand
information 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 presented
used to evaluate the ability to identify different semantic
relationships in sentences. After listening to a sentence, the
Recalling Sentences (All
Ages)
Formulated Sentences (All
Ages)
Word Classes 2–Total (All
Ages)
Word Definitions
(Ages 13-21 only)
Receptive
Language
Word Classes 2–Receptive
Understanding Spoken
Paragraphs
Semantic Relationships
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Expressive
Language
Recalling Sentences
Formulated Sentences
Language Content
Word Classes 2–Expressive
Word Definitions
Understanding Spoken
Paragraphs
Sentence Assembly
Language Memory
Recalling Sentences
Formulated Sentences
Semantic Relationships
Working Memory
Number Repetition 1–
Total
Familiar Sequences 1
Page | 7
student selects the two correct choices from four visually
presented options
evaluate the student’s ability to recall and reproduce
sentences of varying length and syntactic complexity. The
student imitates sentences presented by the examiner
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 reference
see Word Classes 2-Total
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 language
used to evaluate the student’s ability to understand
information 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 presented
used to evaluate the ability to assemble syntactic structures.
The student produces two grammatically correct sentences
from visually and auditorially presented words or phrases.
evaluate the student’s ability to recall and reproduce
sentences of varying length and syntactic complexity. The
student imitates sentences presented by the examiner
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 reference
used to evaluate the ability to identify different semantic
relationships in sentences. After listening to a sentence, the
student selects the two correct choices from
four visually presented options
used 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 fashion
evaluate 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
Woodcock Johnson
III Tests of
Achievement
Age 2 to 90
Oral Language
Standard Skills
Story Recall
Understanding Directions
Oral Language
Extended Skills
Understanding Directions
Picture Vocabulary
Oral Comprehension
Oral Expression
Wechsler Individual
Achievement Test,
3rd Ed. (WIAT-III)
Ages 4-0 to 19-11
Oral Language
(Grades PK-12)
Academic Area
Test Name
Listening
Comprehension
Woodcock Johnson
III Tests of
Achievement (WJ-III)
Age 2 to 90
Composite/Cluster
Score Areas
Listening
Comprehension
Page | 8
Story Recall
Picture Vocabulary
Listening Comprehension
Oral Expression
Subtests That Make Up
Each
Understanding Directions
Oral Comprehension
counting backwards from 20 while being timed
student answers questions about the stories heard earlier
student follows oral directions to point to different parts of
pictures
student follows oral directions to point to different parts of
pictures
student points to named pictures or names pictures
student provides anto- or synonyms to spoken words and completes
oral analogies (e.g., elephant is to big as mouse is to __ )
student answers questions about the stories heard earlier
student points to named pictures or names pictures
student listens to vocabulary words and points to a picture
that illustrates each word, and then listens to passages and
answers questions about each one.
student 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.
Descriptors
student follows oral directions to point to different parts of
pictures
student provides anto- or synonyms to spoken words and completes
oral analogies (e.g., elephant is to big as mouse is to __ )