1/11/2012
Woodcock Reading Mastery
Test – Revised (WRM)Academic
and Reading Skills
PaTTAN Literacy 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
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Woodcock Reading Mastery Test…
• Appropriate for grades K- 16; ages 5 – 75 years
• Time varies between 10 - 30 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
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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 12th grade is 96
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Basic Skills
• Test 4: Word Attack
• 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
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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
Comprehension
• Subtest 5C: Analogies
– Read a pair of words;
– 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
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Word Comprehension Reading Vocabularies
•
•
•
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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
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Materials
•
•
•
•
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Examiner protocol
Test record booklet
Stimulus book/easel pages for student
Clipboard
Pencil
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Administration
• Administer:
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–
–
–
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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 experienced tester about
45 minutes
• Test by complete pages
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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
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Word Identification
• MUST know how to pronounce the words in the test
(p. 28-29)
• 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. 28-29)
• 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
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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
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•
•
•
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
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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
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Levels of Interpretive Information
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•
•
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Level 1: Analysis of Errors
Level 2: Level of Development
Level 3: Quality of Performance
Level 4: Standing in a Group
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Level 1: Analysis of Errors
• Individual item responses
• Descriptive of a subject’s performance on
precisely defined skills
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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
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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
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Chronological Age
Years
• Date of Test:
2000
• Date of Birth
1992
• Chronological Age
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Months
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04
7
Days
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03
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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.
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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
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Raw Scores
When to Use:
• 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).
Raw Scores
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
o Limited interpretability --it is not possible to use
them to compare performance across time,
students, tests, or content
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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
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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)
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Level 4: Standing in a Group
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•
•
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Deviation from a reference point in a group
Rank order
Standard score
Percentile rank
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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 10th 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 99.9.
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
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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.
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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 + 100
Comparison of raw scores, z-scores, T-scores, and
standard scores (Tindal & Marston, 1990, p. 340)
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Standard Scores
When to Use:
• 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)
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Profiles and error analysis include…
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Instructional Level Profile
Percentile Rank Profile
Diagnostic Profiles
Word Attack Error Analysis
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Contact Information
www.pattan.net
Marlene Schechter
PaTTAN Pittsburgh
mschechter@pattan.net
Jane Freeman
PaTTAN Harrisburg
jfreeman@pattan.net
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
Sue Ann Houser
PaTTAN King of Prussia
shouser@pattan.net
John J. Tommasini, Director
Bureau of Special Education
Patricia Hozella, Assistant Director
Bureau of Special Education
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