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Woodcock-Johnson Test of Achievement:

Educational Achievement Report
Victoria Poynter
Towson University


Educational Achievement Report

Demographic Information
Name: Mark Albert
Address: 555 Maple Woods Road Towson, MD
Phone: 222-354-9187
Date of Birth: 10/17/1993
Date(s) of Testing: 4/06/2015
Chronological Age: (21 years, 6 months)
Primary Language of Student: English

School: Towson University

Teacher: REAL
Grade/Educational Setting: Senior
Referred by: Professor Smith
Examiner: Victoria Poynter
Date of Report: 4/30/15
Primary Language of Test: English

Reason for Referral

Mark Albert was evaluated on April 6, 2015. At the time of the evaluation, Mark was
completing his final semester as a senior at Towson University. He is a Business major
concentrating on E-Business and Marketing. According to the academic history, interview with
Marks family, Mark has been experiencing difficulty in many academic areas. For example,
Mark has been performing inconsistently in the areas of reading, mathematics, and written
language. Based on this information, Mark was referred for an educational achievement
Examiner Criteria Statements
In the opinion of the examiner:
__x__ The scores obtained are valid representation of students current educational performance levels.
__x__ The test(s) selected is a valid tool for the stated purpose and is valid for the student.
__x__ Linguistic, cultural, and /or economic differences did not influence testing.
Note: If these criteria are not met, the examiner(s) should state which ones do not apply and why.

Background Information
Family History
Mark is 21 years old and born on October 17, 1993. He is currently a senior in college
that will be graduating in May. In high school he favored History courses and least enjoyed
Science courses. Mark typically got a long very well with his classmates and his teachers. He
spends his day at school going to class as well as working in the study abroad office on
Mondays, Wednesdays, and Fridays. On Tuesdays and Thursdays Mark attends his internship in
Baltimore, MD where he works on his marketing skills with Order Up. When Mark is at his
home in Odenton, MD he lives with his Mom, Dad, and two brothers. Mark believes he is a very
hard worker, but one of his downfalls is that he tends to procrastinate. Mark believes that the best


thing that has happened to him was being able to study abroad in London, England.

Developmental History
Growing up, Mark didnt have any remarkable events that occurred and also does not
have any pertinent medical information. He follows typical eating patterns and loves to eat, as
well as regular sleep patterns. On occasion Mark will stay up late, but this is not on a regular
basis. His brothers names are Bryan and Kevin; Bryan is 18 years old and Kevin is 15 years old.
Mark, Bryan, and Kevin do not have any special needs or require special services in school.
Academic History
Mark attended Piney Orchard Elementary School, Arundel Middle School, Arundel High
School, and currently attends Towson University. Throughout his schooling, he has received
mostly As and Bs. Many of Marks teachers have spoken very highly of him and have enjoyed
having them in their classes. He has not been in any trouble in school before and has not had any
prior educational or psychological evaluations conducted in either the school or private setting.
Mark has received honor roll, principles honor roll, and deans list several times throughout his
schooling. He does not have, however, any previous related services or remedial services such as
speech services, or math and reading tutoring or receive any accommodations or modifications
during testing or classroom instruction.
Social HistoryIn his free time, Matt enjoys playing soccer, Ping-Pong, and video games and watching
sports. He also enjoys having bonfires, playing soccer, and watching sporting events with his
friends; Mark has many friends and enjoys being with his peers. Mark is involved in the club
soccer team as well as intramural sports at Towson University.
Behavioral Observations
Initial Interview with the Examinee
During the initial interview with Mark I was able to see him in a relaxed situation. He
seemed very calm and at ease when I was asking him about his everyday life and school. When I
began asking him about the exam his attitude changed a little. He did not seem very interested in
the exam and did not want to talk about it, but knew he had to participate in the evaluation. After
reassuring Mark, he was a little more eager and confident in his abilities to succeed on the
Behavior during Testing
Mark started out appearing at ease, comfortable, and attentive to the tasks during the
examination. Towards the end of the exam, he was somewhat uncooperative and seemed


lethargic. When attempting to give Mark a break during the exam, he insisted on continuing
because he wanted to get it over with. Throughout the exam he responded slowly and carefully
to test questions, generally persisting with difficult tasks. During the timed portions of the exam,
Mark would ask how much time was left as well as ask for reassurance on questions he wasnt as
confident in answering.
Test and Procedures Administered
Interview with Examinee
Woodcock-Johnson Test of Achievement
Due to Marks inconsistency with his grades, the Woodcock Johnson Test of Achievement
III (WJ-ACH III) was administered. The WJ-ACH III is an individually administered test of
achievement measuring five curricular areas- reading, mathematics, written language, oral
language, and academic knowledge. The test provides a comprehensive system for measuring
general intellectual ability, specific cognitive abilities, scholastic aptitude, oral language, and
academic achievement. The WJ-ACH III was selected to be administered to Edward to gain
more information about his general academic performance that include the following skills: (1)
reading skills that include broad reading, basic reading skills, and reading comprehension, (2)
oral language skills that include listening comprehension and oral expression, (3) math skills that
include broad math, math calculation skills, and math reasoning, (4) written language skills that
include broad written language, basic writing skills, and written expression, and (5) an academic
knowledge cluster that assesses academic skills, academic fluency, academic applications, and
phoneme/grapheme knowledge.
Reading Assessment Results
The Broad Reading cluster provides a comprehensive measure of reading achievement
including basic reading skills and reading comprehension. The Standard Battery of the
Woodcock-Johnson includes the following subtests: (1) Letter-Word Identification, (2) Reading
Fluency, and (3) Passage Comprehension, which were administered to Mark.
The Letter-Word Identification subtest measures word identification skills. Mark was
required to identify letters and to pronounce words correctly. Marks performance on this task
was in the >30 age equivalent level. The Reading Fluency subtest measures the ability to
quickly read simple sentences and decide if the sentences are true. Marks performance for this
task was in the 16-4 age equivalent level. The Passage Comprehension subtest measures the
ability to match the pictographic representation of a word with an actual picture of the object. In
addition, Mark was required to point to a picture represented by a phrase. Then Mark was
required to read a short passage and identify a missing key word that makes sense in the content
of that passage. Marks performance on this subtest was in the >30 age equivalent level.


Mathematics Assessment Results

The Broad Math cluster provides a comprehensive measure of math achievement
including problem solving, numeration, fluency, and reasoning. For the Standard Battery, the
following subtests were administered: (1) Calculation, (2) Math Fluency, and (3) Applied
The Calculation subtest is a measure of computational skills and automaticity with basic
math facts and provides a measure of basic mathematical skills. This subtest required Mark to
accurately perform mathematical computations. Also included are problems requiring
manipulation of fractions and more advanced calculations using algebra, geometry, trigonometry,
and calculus. Marks performance on the Calculation section was in the >23 age equivalent
level. The Math Fluency subtest measures the ability to solve simple addition, subtraction, and
multiplication facts quickly. For this test, Marks performance was in the >25 age equivalent
level. The Applied Problems test required Mark to understand and solve practical mathematics
problems that are presented orally. Pictures or the written problem is available for the student to
see. The problems required Mark to listen to the problem, recognize the procedures to be
followed, and them perform relatively simple calculations. Marks performance on this subtest
was in the >30 age equivalent level.
Oral Language Assessment Results
The Oral Language cluster provides a comprehensive measure of oral expression and
listening comprehension. For the Standard Battery, two tests are administered, Story Recall and
Understanding Directions.
The Story Recall subtest measures aspects of oral language including language
development and meaningful memory. During this portion of the test, Mark was required to
recall increasingly complex stories that are presented on an audio tape and Marks performance
in this area was in the >20 age equivalent level. On the Understanding Directions subtest is an
oral language measure. The task required Mark to listen to a sequence of audiotaped instructions
and then follow the directions by pointing to various objects in a colored picture. Marks
performance on this task was in the >21 age equivalent level.
Written Language Assessment Results
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. The tests administered on the Standard Battery included Spelling, Writing
Fluency, and Writing Samples.
The Spelling subtest is a measure of the ability to write orally presented words correctly.
Test items measure prewriting skills and required Mark to produce uppercase and lowercase
letters, and to spell words correctly. Marks performance was in the >30 age equivalent level.


The Writing Fluency subtest measures skill in formulating and writing simple sentences
quickly. Each sentence must include a set of three stimulus words and describe an accompanying
picture. Marks performance on this subtest was in the >21 age equivalent level. The Writing
Samples subtest measures skill in writing responses to a variety of demands. Marks
performance on this task was in the >30 age equivalent level.
Interpretation of Assessment Findings
Marks oral language skills are high average when compared to the range scores obtained
by others at his age level. Marks ability to apply academic skills is within the superior range.
Overall, his academic skills are within the high average range and his fluency with academic
tasks is within the average range.
When compared to others at his age level, Marks standard scores are superior in broad
written language, written expression, and brief writing. His brief reading, broad mathematics,
and brief mathematics scores are in the high average range. His standard scores are average
(compared to age peers) in broad reading and math calculation skills.
It is clear from the assessment results that Mark scored the lowest on the Reading
Fluency subtest. Letter-Word Identification, Spelling, Passage Comprehension, Applied
Problems, and Writing Samples were the five subtests that he scored the highest on and received
equivalent scores for each; it is clear that these are Marks areas of strength.
Most of the scores do reflect expected performance according to the chronological age of
the examinee. His performance in the classroom reflects high achievement; therefore the results
of this assessment show mostly an accurate measure of Marks academic achievement. There are
no significant discrepancies in performance between the broad areas of reading, math, oral
language, and written language.
Reading Assessment Results
In the area of Reading, Mark performed exceptionally in the areas of Letter-Word
Identification and Passage Comprehension, but bellow his age level in Reading Fluency. On the
Letter-Word Identification and Passage Comprehension subtests, Mark scored above a thirty year
old on both sections. On the other hand, he scored age equivalent to sixteen years, four months
on the Reading Fluency subtest. Overall, Mark is excelling in the areas of Letter-Word
Identification and Passage Comprehension, but could use reinforcement in the area of Reading
Mathematics Assessment Results
In the area of Broad Mathematics, Mark performed above his age level in Math Fluency,
Calculation, and Applied Problems. On the Calculation subtest, Mark scored at the age
equivalent of a twenty three year old; on the Math Fluency subtest, he scored at the age
equivalent of a twenty five year old; on the Applied Problems, Mark scored at the age equivalent
of a thirty year old. These scores show that Mark is proficient in the area of Broad Mathematics.


Oral Language Results

In the area of Oral Language, Mark performed on age level and just below age level. On
the Story Recall subtest, Mark scored the age equivalent of a twenty year old. This is just below
his age level and slightly below average. On the subtest Understanding Directions, Mark scored
the age equivalent of a twenty one year old. This is in line with this age level and therefore
average. Mark could use some reinforcement in the area of Story Recall, however.
Written Language Results
In the area of Written Language, Mark performed in the superior range on both the
Spelling and Writing Samples subtests. On the other hand, he performed average on the Writing
Fluency subtest. On the Spelling and Writing samples subtests, Mark scored at the age equivalent
of a thirty year old, but on the Writing Fluency subtest, he scored at the age equivalent of a
twenty one year old. In general, Mark performed well, but not as well as some other subjects.
Summary/Discussion (Conclusion)
Mark is a 21 year 6 month old student who attends Towson University. Mark was referred
for an educational evaluation to evaluate his educational achievement due to deficits in his
studies lately. Mark has much strength, especially in the area of Mathematics. Mark scored over
his age equivalent level in all of the Mathematics subtests. Weakness Mark has includes reading
fluency and story recall. On these subtests, Mark scored below his age equivalent level. On all
other subtests Mark scored either on age level or above age level. Mark does not seem to have
any disabilities and did quite well on the assessment. These results will assist in determining
interventions and instructional strategies that may be useful in the classroom as well as guide
decision making for future learning.
Recommendations and/or Proposed I.E.P. Goals
1. Mark will participate in Echo Reading with his teacher twice a week. The teacher will
read the text aloud, then Mark will imitate, or echo the teacher. At the end of every two
weeks, the teacher will require to read passages aloud that will progressively increase in
difficulty. The teacher will track the number of hesitations and reading errors during each
reading and compare the data (Reading Fluency).
2. Mark will participate in Repeated Reading once a week with his parents. He will practice
difficult words in isolation, reading the same passage several time to boost fluency.
Administering a reading fluency assessment at the end of each month will monitor his
progress (Reading Fluency).
3. Mark will participate in Mental Imagery daily, with his teacher, to improve text recall. He
will construct mental pictures of what he is reading and pay close attention to images,


graphs, etc. in the text. At the end of each month, Mark will take a story recall
assessment (Story Recall).

4. Mark will participate in Daily Writing with his teacher to improve his writing fluency.
The Daily Writing will be a 5-minute timed write that will cover a different topic each
time. Mark will write as much as he can that pertain to the topic. The number of clearly
written sentences will be kept track of and at the end of each month, the teacher will
compare the data from the writings (Writing Fluency).
5. Mark will participate in Write-Say method to increase his spelling abilities. The teacher
will say a word aloud and Mark will have to write it down. This will occur weekly and
the teacher will compare the results, based on incorrect and correct spelling of the words,
after each week (Spelling).

Victoria Poynter: Special Education Teacher
Maplewood County Public Schools




Administering this formal assessment has enhanced my understanding of the CEC 4 and
InTASC Standard 6. InTASC Standard 6 addresses Assessment and the use of multiple methods
of assessment to engage learners, monitor progress, and guide decision-making. I now have a
better understanding of how I would use the WJ-III to guide decision-making for a student and in
the classroom. Using the results can allow me, as a teacher, to see where a students strengths and
weaknesses are. I also have a better understanding of how using multiple methods of assessment
for a student is important to get an accurate measure of achievement. Although the WJ-III is a
great measure of academic achievement, using other forms of assessment along side of it can
allow the teacher to get a larger picture of student achievement and consider other factors that
may have influenced the results of the assessment. CEC Standard 4 addresses suing instructional
strategies. Like previously stated, the results of the assessment allow me to see a students
strengths and weaknesses. Using instructional strategies and modifying learning environments
for individuals can help improve those weaknesses as well as enhance their strengths.
Generating the Educational Achievement Report (EAR) has enhanced my understanding
of the Psycho-Educational process. Throughout the process of administering the WJ-III and
generating the EAR I have been able to administer and evaluate clinical interviews regarding
both familial and educational information. I have also been able to administer and evaluate the
educational achievement of the examinee. Practice in both of these areas has allowed me to feel
more confident in not only administering a formal assessment, but also evaluating the results of a
formal assessment.
In the future, I would choose not to administer the assessment to someone that would
make it hard to be professional with. Because I administered the assessment to my boyfriend, it


was challenging to stay professional with him. In the case of administering the assessment to a
student, I would make sure that the student was fully focused for the entire exam. Even if the
student does not want to take a break, but seems lethargic and unfocused, I will make sure to
give the student time to take a break and regroup before finishing the exam. When interpreting
the formal assessment, I would make sure to consult a colleague that may also have the student
in their class to gain insight as well as make sure the scores arent reflecting outside influences
and are influencing the students actual ability. Having a colleague also look over the scores of
the assessment can decrease the likelihood of mistakes as well.