Woodcock Johnson III Tests of Achievement Report

Identifying Data: Name: Jeffrey Smith Parents: Mr. and Mrs. David and Elizabeth Smith Address: 9909 Sydney Lane, Highlands Ranch, CO 80130 School: University of Colorado at Denver Examiner: Amber Chesney

Birthdate: 08/05/1995 Age: 18-1 Phone: 720-123-4567 Grade: Freshman Assessment Date: 09/06/2013

Reason for referral: This test is being administered for the educational purposes of the examiner only.

Background information: Jeffrey Smith is currently a student at the University of Colorado at Denver. He began his freshman year approximately one month ago. He is working toward a degree in Electrical Engineering and his career goal is to be a Computer Hardware Engineer. Jeffrey lives with his mother, father, and brother who is two years younger than he is. Jeffreys father is a software tester and his mother is unable to work due to a disability. When Jeffrey was 12 years old, his mother was diagnosed with breast cancer and had a stroke during surgery. A year later, she was diagnosed with a benign brain tumor that was putting pressure on her brain stem. During surgery, she had another stroke which resulted in a permanent disability. Jeffreys mother was unable to live at home from the time of her first diagnosis in 2007 until 2010. Since she has been at home, she has required regular care from a visiting nurse as well as family members. As a young child, Jeffrey was diagnosed with diabetes and is insulin dependent. He manages his illness well and has had no medical issues related to it. In his free time, Jeffrey likes to do anything related to computers. He regularly attends and holds Local Area Network (LAN) events at his home which consist of a group of friends that get together and play a variety of computer games. These events usually go from early evening to late morning the next day. Jeffrey recently attended a regional LAN event in Loveland that lasted for two days. Jeffrey is enjoying his first year of college and is looking forward to achieving his degree and career goals. His test results obtained by the administration of the Woodcock Johnson III, are representative of his abilities.

Behavioral Observations: This assessment was administered over a two hour time period at the examiners home with the examiner and Jeffrey present. Jeffrey appeared confident and self-assured during the entire testing period. He was attentive and exceptionally cooperative. Jeffrey exhibited a very advanced level of conversational proficiency and generally persisted with difficult tasks. When asked if he needed to take a break from testing, Jeffrey indicated that he wanted to continue, but

would like a drink of water. During testing, Jeffery was eager and willing to begin each subtest and exhibited no anxiety or fatigue. Test and Procedures Administered:
Woodcock Johnson III Standard Battery Subtests 1-12 Extended Battery Subtest 13

Cluster Testing Test Results: WJIII Standard Battery Name of Subtest Letter-Word Identification Reading Fluency Story Recall Understanding Directions Calculation Math Fluency Spelling Writing Fluency Passage Comprehension Applied Problems Writing Samples Story Recall-Delayed Standard Score 124 105 91 121 134 105 121 115 108 120 109 83 Classification Superior Average Average Superior Very Superior Average Superior High Average Average High Average Average Low Average Percentile Rank 94 65 39 92 98 64 92 85 70 91 70 12

WJIII Extended Battery Name of Subtest Word Attack Standard Score 120 Classification High Average Percentile Rank 91

WJIII Cluster Tests Name of Cluster Broad Reading Broad Math Broad Written Language Academic Skills Academic Fluency Academic Applications Standard Score 116 126 120 131 108 118 Classification High Average Superior High Average Very Superior Average High Average Percentile Rank 86 96 91 98 71 88

Standard Battery:

The Letter-Word Identification subtest measures the subjects word identification skills. On this subtest, Jeffrey earned a standard score of 124 which gave him a performance level in the superior range. As indicated by his percentile rank of 94, Jeffrey performed as well or better than 94 percent of all students when compared to the norms for his age. The Reading Fluency subtest measures the subjects ability to quickly read simple sentences in the Subject Response Booklet, decide if the statement is true, and then circle Yes or No. On this subtest, Jeffrey earned a standard score of 105 which gave him a performance level in the average range. As indicated by his percentile rank of 65, Jeffrey performed as well or better than 65 percent of all students when compared to the norms for his age. The Story Recall subtest measures aspects of oral language including language development and meaningful memory. On this subtest, Jeffrey earned a standard score of 91, which gave him a performance level in the average range. As indicated by his percentile rank of 39, Jeffrey performed as well or better than 39 percent of all students when compared to the norms for his age. The Understanding Directions subtest is an oral language measure. On this subtest, Jeffrey earned a standard score of 121, which gave him a performance level in the superior range. As indicated by his percentile rank of 92, Jeffrey performed as well or better than 92 percent of all students when compared to the norms for his age. The Calculation subtest is a test of math achievement measuring the ability to perform mathematical computations. On this subtest, Jeffrey earned a standard score of 134, which gave him a performance level in the very superior range. As indicated by his percentile rank of 98, Jeffrey performed as well or better than 98 percent of all students when compared to the norms for his age. The Math Fluency subtest measures the ability to solve simple addition, subtraction, and multiplication facts quickly. On this subtest, Jeffrey earned a standard score of 105, which gave him a performance level in the average range. As indicated by his percentile rank of 64, Jeffrey performed as well or better than 64 percent of all students when compared to the norms for his age. The Spelling subtest measures the ability to write orally presented words correctly. On this subtest, Jeffrey earned a standard score of 121, which gave him a performance level in the superior range. As indicated by his percentile rank of 92, Jeffrey performed as well or better than 92 percent of all students when compared to the norms for his age. The Writing Fluency subtest measures skill in formulating and writing simple sentences quickly. On this subtest, Jeffrey earned a standard score of 115, which gave him a performance level in the high average range. As indicated by his percentile rank of 85, Jeffrey performed as well or better than 85 percent of all students when compared to the norms for his age.

The initial Passage Comprehension subtest items involve symbolic learning, or the ability to match a rebus (pictograph representation of a word) with an actual picture of the object. On this subtest, Jeffrey earned a standard score of 108, which gave him a performance level in the average range. As indicated by his percentile rank of 70, Jeffrey performed as well or better than 70 percent of all students when compared to the norms for his age. The Applied Problems subtest requires the subject to analyze and solve math problems. On this subtest, Jeffrey earned a standard score of 120, which gave him a performance level in the high average range. As indicated by his percentile rank of 91, Jeffrey performed as well or better than 91 percent of all students when compared to the norms for his age. The Writing Samples subtest measures skill in writing responses to a variety of demands. On this subtest, Jeffrey earned a standard score of 109, which gave him a performance level in the average range. As indicated by his percentile rank of 70, Jeffrey performed as well or better than 70 percent of all students when compared to the norms for his age. The Story Recall-Delayed subtest measures aspects of language development and meaningful memory using previously presented stories. On this subtest, Jeffrey earned a standard score of 83, which gave him a performance level in the low average range. As indicated by his percentile rank of 12, Jeffrey performed as well or better than 12 percent of all students when compared to the norms for his age. While Jeffrey was able to remember a few items from stories previously read, he was unable to remember the key items that were necessary in order to score needed points for this subtest.

Extended Battery: The Word Attack subtest measures skill in applying phonic and structural analysis skills to the pronunciation of unfamiliar printed words. On this subtest, Jeffrey earned a standard score of 120, which gave him a performance level in the high average range. As indicated by his percentile rank of 91, Jeffrey performed as well or better than 91 percent of all students when compared to the norms for his age.

Cluster Tests: The Broad Reading cluster provides a comprehensive measure of reading achievement including reading decoding, reading speed, and the ability to comprehend connected discourse while reading. On this cluster, Jeffrey earned a standard score of 116, which gave him a performance level in the high average range. As indicated by his percentile rank of 86, Jeffrey performed as well or better than 86 percent of all students when compared to the norms for his age. The Broad Math cluster provides a comprehensive measure of math achievement including problem solving, number facility, automaticity, and reasoning. On this cluster, Jeffrey earned a standard score of 126, which gave him a performance level in the superior range. As

indicated by his percentile rank of 96, Jeffrey performed as well or better than 96 percent of all students when compared to the norms for his age. The Broad Written Language cluster provides a comprehensive measure of written language achievement including spelling of single-word responses, fluency of production, and quality of expression. On this cluster, Jeffrey earned a standard score of 120, which gave him a performance level in the high average range. As indicated by his percentile rank of 91, Jeffrey performed as well or better than 91percent of all students when compared to the norms for his age. The Academic Skills cluster is an aggregate measure of reading decoding, math calculation, and spelling of single-word responses providing an overall score of basic achievement skills. On this cluster, Jeffrey earned a standard score of 131, which gave him a performance level in the very superior range. As indicated by his percentile rank of 98, Jeffrey performed as well or better than 98percent of all students when compared to the norms for his age. The Academic Fluency cluster is a combination of test 2: Reading Fluency, Test 6: Math Fluency, and Test 8: Writing Fluency and provides an overall index of academic fluency. On this cluster, Jeffrey earned a standard score of 108, which gave him a performance level in the average range. As indicated by his percentile rank of 71, Jeffrey performed as well or better than 71 percent of all students when compared to the norms for his age. The Academic Applications cluster is a combination of Test 9: Passage Comprehension, Test10: Applied Problems, and Test 11: Writing Samples. These three tests require the application of academic skills to academic problems. On this cluster, Jeffrey earned a standard score of 118, which gave him a performance level in the high average range. As indicated by his percentile rank of 88, Jeffrey performed as well or better than 88 percent of all students when compared to the norms for his age.

Conclusions: Jeffrey is an 18 year old young man who is attending his first year of college at the University of Colorado at Denver. He was administered the Woodcock Johnson III Test of Achievement in order to allow the examiner to practice administering the test. Jeffrey scored at levels of average and above in all the subtests given except the Story Recall-Delayed subtest. In this subtest, he scored in the low average range. While he did recall some parts of the stories in this subtest, he failed to identify elements that were required in order to obtain a point for those sections of the scoring protocol. Overall, Jeffery was cooperative and eager to participate in the test and has been doing well in his first semester of college.

Recommendations to the student: The following recommendations will assist the student in being able to retain more information when he is reading: Read in a quiet area free of distractions. Using metacognitive reading strategies while reading will help the student to retain more of what he is reading: Think out loud Connect text to prior knowledge and experiences Use text to draw conclusions, make predictions and connections, and form opinions Ask yourself questions about the text before, during, and after reading Decide what is important in the text Summarize main points Give your reading a purpose Visualize what you are reading