wide range achievement test wrat4 authors: gary s. wilkinson, phd gary j. robertson, phd
TRANSCRIPT
Wide Range Achievement Test
WRAT4
Authors: Gary S. Wilkinson, PhD Gary J. Robertson, PhD
History WRAT4 test series originated in the 1930s First published for use in 1946 Most recent edition, WRAT3, was published in
1993 Widespread use in a variety of settings as
measures of the basic academic skills necessary for effective learning, communication, and thinking:
ReadingSpelling wordsMathematical calculations
Structure
Two alternate forms (Blue Form and Green Form)
Can be used interchangeably with comparable results
Allows for retesting within short periods of time without practice effects
Can also be administered together (Combined Form) for those interested in a more qualitative assessment and additional opportunity for performance observation
Structure
Four Subtests Word Reading Sentence Comprehension Math Computation Spelling
The Word Reading Subtest and Sentence Comprehension Subtest can be combined into a Reading Composite
ReadingComposite
SentenceComprehension
Subtest
MathComputation
Subtest
SpellingSubtest
WordReadingSubtest
WRAT4 Subtest/Composite Configuration
Word Reading
Measures letter and word decoding through letter identification and word recognition
Sentence Comprehension
Measures an individual’s ability to gain meaning from words and to comprehend ideas and information contained in sentences through the use of a modified cloze technique.
A cloze technique is one where a portion of a sentence or phrase is removed and must be provided by the examinee. E.g., My ____ likes a clean litter box.
Sentence Completion Guidelines
Avoidance of specialized content that would give undue advantage to individuals having such specialized knowledge of the topics selected
Content drawn from a variety of subjects Appropriate for both female and male
participants and all racial/ethnic groups Contain material that is timeless
Sentence Completion Guidelines
Avoidance of topics that might evoke negative affect in examinees
Written for the assigned target grade levels, with difficulty estimate of words contained in an item
Part of speech required for correct responses are varied
As few correct responses (both synonyms and non-synonyms) as possible
Math Computation
Measures an individual’s ability to perform basic mathematics computations through counting, identifying numbers, solving simple oral problems, and calculating written mathematics problems
Spelling
Measures an individual’s ability to encode sounds into written form through the use of a dictated spelling format containing both letters and words
Standardization Sample
National standardization sample n≥3000 Stratification Variables:
Age 5 through 94Grades K - 12Race/EthnicityParent/Self Education LevelGenderRegion: Northeast, South, North Central, West
Sample included students with disabilities (5%)
Reliability
Internal ConsistencyAge
.87 to .96 Median Reliabilities for Subtests and Composites by Form
Reliability
Test-Retest ReliabilityWord Reading .86
Sentence Comprehension .78
Spelling .89
Math Computation .88
Time interval between testing:Within one month
Validity
Internal Evidence of ValidityContent reviewEvidence based on developmental changesItem bias analysis
Differential Item Functioning Expert review
Validity
External Evidence of ValidityCorrelations with individual achievement tests:
WIAT IIReading Comp Math
CompWord Reading .80 .45 Sentence Comprehension.54 .31Math Computation .64 .92
(n=33)
WR
AT
-4
Validity
External Evidence of ValidityCorrelations with individual achievement tests:
WJ 3 Achievement Broad Reading
Broad MathReading Composite .73 .76Math Computation .44 .67
(n=31)
WR
AT
-4
General Administration Guidelines
“Those who use psychological tests should confine their testing and related assessment activities to their areas of competence, as demonstrated through education, supervised training, experience, and appropriate credentialing”
(Standard 12.1 of the Standards for Educational and Psychological Testing, American Educational Research Association, American Psychological Association, & National Council in Measurement in Education, 1999, p. 131)
General Administration Guidelines
Read the professional manual Practice administration of the test Adhere to the standard administration
procedures Establish rapport with participants Maintain objectivity in evaluating responses Maintain confidentiality about the assessment
process and the test results
General Administration GuidelinesSecurity of the testing materials: Primary responsibility of test users Store in a safe place Under no circumstances should Participants be
permitted to see the test items other than in the formal testing session
Correct responses should not be shared Photocopying of record forms, test items, or any part of
the WRAT4 Professional Manual, including the normative tables, is strictly prohibited by copyright law
Unauthorized reproduction compromises the security of the test and could invalidate test results
General Administration Guidelines
The Word Reading subtest, the Sentence Comprehension subtest, and Part 1 of the Spelling and Math Computation subtests must be administered individually
Part 2 of the Spelling subtest and Math Computation subtests can be administered in a small-group format
Administration time varies but is estimated at 15 and 25 minutes for younger children (ages 5 to 7 years) and 30 and 45 minutes for children 8 years or older and adults
Basals and Ceilings: WRAT-4 Basal: Assumption: all items administered before the
basal is scored as correct Ceiling: Assumption: all items administered after the
basal is scored as incorrect. 5/10 rule:
Basal = 5 in a row correct starting with first item administered Ceiling = 10 in a row incorrect ending with last item
administered
5/7 rule: 5/10 rule but with ceiling = 7 in a row.
Combined Form Scores
For an assessment based on more items than the number contained in a single form, you may wish to administer both the Blue and Green forms and combine the results
The back page of the Test Form provides a space to calculate scores for the Combined Form
Instructions for score calculation are included in the manual
Interpretation
Mean of 100, standard deviation of 15 Examine score profile, deviations from the
norm, and large differences between subtest scores
Examine responses for qualitative trends and error patterns
Interpretation
Implications of Reliability and Validity studies: Subtests measure beginning skills with
considerable precision, a direct result of including the 15 preliminary skill items designated Letter Reading, Letter Writing, and Oral Math
All of the subtests measure the beginning and average skill levels with precision throughout the entire age and grade ranges for which the WRAT4 is designed
Interpretation
The Sentence Comprehension subtest and, to an extent, the Word Reading subtest, by their very nature, do not measure the skills of above-average and advanced readers at the later adolescent and early-to-middle adult years with the same degree of precision
For these individuals, a reading comprehension test containing longer reading passages that measure literal and inferential reading skills is recommended
Applications Ease of administration and the simplicity of
make it useful for assessment professionals who can use the results to: Collect initial data for psychological, educational, and
vocational assessments Screen large groups of individuals to identify those
who need to be evaluated more thoroughly for academic problems
Reevaluate individuals diagnosed with learning and/or cognitive disorders
Contribute to research projects needing assessment of basic academic skills for pretesting and posttesting purposes