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Administration and Interpretation of the WoodcockJohnson Psycho-Educational Battery 3rd Edition (WJ-III) EDSP 296 Richard R. Reid, Ph.D. Adjunct Professor, University of Vermont Licensed School Psychologist Green Mountain Psycho-Educational Services Office: 3056 Notch Road Jericho, VT 05465 Phone: (802) 434-4746 Fax: (802) 434-4740 E-Mail:



Three Graduate Selected articles and chapters assigned by the instructor.

COURSE OVERVIEW: The Woodcock-Johnson Psycho-Educational Battery - Third Edition (WJ-III) is a wide-range, comprehensive set of individually administered tests for measuring cognitive abilities, predicted achievement, and achievement. In many respects it represents the state of the art in standardized, norm-referenced test development, and is based on the best contemporary research on measurement of cognitive abilities and academic performance. Normative data are derived from a single representative sample of 8,818 children and adults, ages 2 through 99, who were administered both cognitive and achievement tests, making it one of the few "co-normed" aptitude/achievement measures available. The WJ-III has a variety of educational uses, including the determination of eligibility for special programs and services, individual program planning, and specific diagnostic capabilities. It provides a wide variety of broad scores, as well as cognitive, academic and clinical clusters, useful for informing program development that assists students with special educational needs to access and progress in the general curriculum Through participation in this course students experienced with the WJ-III's predecessor, the WJ-R, will learn about the major new tests, factors, and scoring options that resulted from revision of this popular test. Students will also learn to administer, score, and interpret the WJ-III. Classroom discussions, demonstrations and activities will be supplemented by three complete administrations of the battery, one during class (with supervision), one to a mature subject, and one to a young subject. Results of the third administration will be reported during a final class that will meet in the fall.

In order to provide a theoretical context for the WJ-III, the constructs of intelligence and achievement will be investigated and other tests of ability and achievement will be reviewed. Students who successfully complete this course will have met the proficiency criteria recommended by the WJ-III publisher. The course will also include a discussion of Vermont's special education eligibility criteria as they relate to tests and scoring options. Overall, the course will emphasize applications of course content to the professional responsibilities of each participant.

SYLLABUS PERFORMANCE OBJECTIVES: As result of successful completion of this course the student will: 1. Demonstrate understanding of the broad constructs of intelligence and achievement, and how various measures of intelligence and achievement, including the WJ-III, purport to measure each. Demonstrate the ability to accurately and efficiently administer the WJ-III Demonstrate the ability to generate and interpret WJ-III score profiles using the computer scoring software which comes with the test.

2. 3.

Demonstrate the ability to interpret the WJ-III cognitive and achievement clusters, as well as clinical factors, in order to develop individual learner profiles of strengths and challenges. 5. Demonstrate an understanding of the development, structure, and theoretical base of the WJ-III. Demonstrate the ability to apply selective testing to plan individual assessments which address referral questions. Demonstrate the ability to clearly and concisely report WJ-III results orally and in writing. Demonstrate an understanding of eligibility determination rules and procedures and the ability to apply WJ-III results to the eligibility determination process.



Demonstrate the ability to apply WJ-III results to the process of helping students with special educational needs to access and succeed in the general curriculum.


In order to successfully complete the course, students will: 1. Administer the WJ-III at least three times, once to classmates, once to a mature subject, and once to a young subject. An observation checklist, completed by a classmate, will be submitted as evidence of the first administration. A completed student response booklet and a computer score printout will be submitted as evidence of the second administration. A written report and an oral case study presentation will be prepared for the third administration. Complete a series of exercises (administration quiz) designed to demonstrate proficiency administering the WJ-III. Working in a group, develop a personal definition for intelligence and explore ways that it might be measured. Use that information to "dissect" a commonly used intelligence test (e.g., WISC-III, SB5, DAS, CTONI, K-ABC, UNIT) and present impressions to the class. Working in a group, help complete a "classroom-implications" matrix for one of the WJ-III cognitive factors.




GRADING: This course will use a professional portfolio approach to grading. Each student is encouraged to assemble a personal, professional portfolio which demonstrates competence at administering, scoring and interpreting the WJ-III, with particular emphasis on using the test in determining eligibility for special education and developing learner profiles which help students access and progress in the general curriculum. Portfolios may be submitted as often as necessary for the student and instructor to be satisfied that competence has been demonstrated. At a minimum, the portfolio should include:


An observation checklist completed by a classmate during the first WJ-III administration, which will occur during class in administration triads The WJ-III Examiner's Exercises, with feedback and scoring by the instructor


A computer printout from a WJ-III administration to an adult subject 4. A written psycho-educational evaluation report, using WJ-III results, derived from the participants own professional responsibilities if possible.


Completed peer review rubrics reflecting oral presentation of WJ-III results during assessment conference simulations. Presentation materials prepared by the student to enhance clarity of oral presentations of WJ-III results or eligibility decisions


Portfolio pieces, and other grading criteria, will contribute to the final grade as follows: 1. 2. 3. 4. 5. 6. 7 Attendance and Participation Observed Administration (Observation Checklist) Mature Subject Admin (Scored Response Book & Printout) Examiner Exercises Group Projects Young Subject Administration - Written Report Young Subject Administration - Case Study Presentation 5% 10% 15% 10% 10% 35% 15% 100%

The following standards will be used to determine the final grade for the course: A+ = 97-100 A = 94-96 A- = 90-93 B+ = 87-89 B = 84-86 B- = 80-83 C+ = 77-79 C = 74-76 C- = 70-73

Recognition for accuracy, meeting required timelines, and professional appearance of products are all considered in determination of grades. As a general rule of thumb, all products should be submitted in the same form as would be expected for documents given to parents and colleagues in public schools. Students are expected to do all assigned readings and actively participate in discussions. Any participant who feels that they may need an accommodation to any of the course the requirements presented here must speak with the instructor prior to the start of the third class.

SCHEDULE OF SEMINARS (approximate): Date Seminar TBA

(1) Course overview; Group Activity: What is achievement; What is an achievement test? (2) Review of commonly used achievement tests (3) Review of commonly used achievement tests (Cont)

(4) Overview of the WJ-III; Achievement Clusters (5) Achievement administration fine points; Demonstration (6) WJ-III Achievement administration practice triads (7) Special Education Eligibility (8) Special Education Eligibility (cont) (9) What is an intelligence test?; Context/History/Research Related to cognitive assessment (10) Analysis of specific intelligence tests; What do they assess and how do they assess it? (11) Analysis of specific intelligence tests; What do they assess and how do they assess it? (cont) (12) Overview of the WJ-III; Cognitive Clusters (13) Cognitive administration fine points; Demonstration (14) Interpretation and case studies (15) Participant case study presentations

ACADEMIC HONESTY POLICY: Students are referred to online student handbook, The Cats Tale at for specific information concerning the Academic Honesty Policy. Offenses, sanctions and procedures are therein defined for all students and faculty.

Religious Observance:
The official policy for excused absences for religious holidays: Students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit students who miss work for the purpose of religious observance to make up this work.

Accommodations will be provided to eligible students with disabilities. Please obtain an accommodation letter

from the ACCESS office and see one of the instructors early in the course to discuss what accommodations will be necessary. If you are unfamiliar with ACCESS, visit their website at to learn more about the services they provide. ACESS: A-170 Living Learning Center, University of Vermont, Burlington, VT 05405. PH: 802-656-7753, TTY: call 711 (relay), Fax: 802-656-0739, Email:, Instant Messenger: UVMaccess. General office hours: 8:30am 4:30pm Monday through Friday. Call to make an appointment.