Personal and Confidential

Education Assessment for Corey L.

Identifying Data
Name: Corey L. Date of Birth:
Parents: Mrs. Annie L. Age: 13-8
Address: 1234 Blue Bonnet Lane, Denver, CO Phone: (720) 555-1235
School: Aurora Quest K-8 Grade: 8
Assessment Date: September 2, 2013 Teacher Candidate: Kaci Philpot

Reason for Referral
This assessment was administered for the purpose of teacher candidates practice only.

Background Information
Corey L. is currently enrolled in the eighth grade at Aurora Quest K-8 and is in general education
and gifted and talented classes. He is the oldest child in his family with one younger sister who
attends the same school.
Mrs. Annie gave birth to Corey pre-term, vaginally. He did not endure long hospital stays
and has no health complications other than seasonal allergies. Coreys development was typical,
with the exception of using multiple word sentences at an early age and his vision and hearing
are both good. Corey has not experienced any sort of physical or psychological trauma or any
childhood illness.
Corey attended play groups starting at one year of age and attended preschool prior to
kindergarten. His kindergarten experience was a pleasant one and according to his mother, Corey
was highly social and his teacher said Corey was advanced beyond his peers. Corey is very
active in both academics and sports at his middle school. He participates in baseball, track,
wrestling, and soccer and is a member of the National Junior Honor Society and Odyssey of the
Mind while maintaining a 4.0 grade point average. According to his mother, Coreys strengths
are in reading and writing and he does not experience difficulty in any academic subjects.
According to his mother, Corey seems to manage his busy schedule but she feels that he
needs more time to just relax and be a kid. Corey is social and interacts well with both his peers
and many different types of people older than him. Coreys interests include hiking, collecting
rocks, semi-precious stones, and artifacts, as well as playing video games and writing creatively.

Behavioral Observations
Coreys conversational proficiency seemed advanced for his grade level. He was exceptionally
cooperative throughout the testing session; his activity level seemed typical for his grade. During
the examination, he seemed attentive to the tasks, but at times he appeared tense or worried.
Corey responded promptly, but carefully, to test questions, generally persisting with difficult
tasks.
The achievement test scores may not be based on a fair sample of Coreys abilities. The
results may be questionable because this session was for practice purposes only and Corey was
made aware of this fact.

Tests and Procedures Administered
Woodcock Johnson Test of Achievement-3
rd
Edition, Form A (WJ III ACH)
Clinical Interview

TEST RESULTS

WJ I I I ACH




















The Letter-Word Identification subtest of the WJ II ACH measures word identification skills and
does not require the individual to know the meaning of any word. On this subtest, Coreys
performance was in the average range, earning a standard score of 109. As indicated by his
percentile rank of 74, Corey performed as well as or better than 74 percent of all students when
compared to norms for his age.
The Reading Fluency subtest of the WJ III ACH measures the persons ability to quickly
read simple sentences in the test response booklet, decide if the statement is true, and then circle
Name of Subtest Standard Score Classification Percentile Rank
Letter-Word Identification 109 Average 74
Reading Fluency 85 Low Average 16
Story Recall 108 Average 72
Understanding Directions 122 Superior 93
Calculation 91 Average 27
Math Fluency 72 Low 4
Spelling 98 Average 48
Writing Fluency 100 Average 50
Passage Comprehension 120 High Average 91
Applied Problems 122 Superior 93
Writing Samples 134
Very
Superior
99
Story Recall-Delayed 108 Average 72
Picture Vocabulary 121 Superior 92
Yes or No. The individual attempts to complete as many items as possible within a 3-minute
time limit. On this subtest, Coreys performance was in the low average range, earning a
standard score of 85. As indicated by his percentile rank of 16, Corey performed as well as or
better than 16 percent of all students when compared to norms for his age. Coreys performance
on this subtest is not an accurate representation of his reading fluency because he misunderstood
the directions and did not continue beyond the first page and instead read over his answers.
The Story Recall subtest of the WJ III ACH measures aspects of oral language including
language development and meaningful memory. The task requires the student to listen to audio
recordings of stories that increase in complexity then recall as many details of the story he
remembers. On this subtest, Coreys performance was in the average range, earning a standard
score of 108. As indicated by his percentile rank of 72, Corey performed as well as or better than
72 percent of all students when compared to norms for his age.
The Understanding Directions subtest of the WJ III ACH measures oral language
comprehension. The task requires the student to listen to a sequence of audio-recorded
instructions and then follow the directions by pointing to various objects in a colored picture. On
this subtest, Coreys performance was in the superior range, earning a standard score of 122. As
indicated by his percentile rank of 93, Corey performed as well as or better than 93 percent of all
students when compared to norms for his age.
The Calculation subtest of the WJ III ACH is a test of math achievement measuring the
ability to perform mathematical computations. The items administered require the student to
perform addition, subtraction, multiplication, division, and combinations of these basic
operations, as well as some geometric, trigonometric, logarithmic, and calculus operations. The
calculations involve negative numbers, percents, decimals, fractions, and whole numbers.
Because the calculations are presented in a traditional problem format in the response booklet,
the student is not required to make any decisions about what operation to use or what data to
include. On this subtest, Coreys performance was in the average range, earning a standard score
of 91. As indicated by his percentile rank of 27, Corey performed as well as or better than 27
percent of all students when compared to norms for his age.
The Math Fluency subtest of the WJ III ACH measures the ability to solve simple
addition, subtraction, and multiplication facts quickly. The student was given three minutes to
complete as many as possible from a series of simple arithmetic problems in the response
booklet. On this subtest, Coreys performance was in the low range, earning a standard score of
72. As indicated by his percentile rank of 4, Corey performed as well as or better than 4 percent
of all students when compared to norms for his age. This is not an accurate representation of
Coreys math fluency achievement because he appeared to take his time and solve problems
carefully as well as check his answers.
The Spelling subtest of the WJ III ACH measures the ability to write orally presented
words correctly. On this subtest, Coreys performance was in the average range, earning a
standard score of 98. As indicated by his percentile rank of 48, Corey performed as well as or
better than 48 percent of all students when compared to norms for his age.
The Writing Fluency subtest of the WJ III ACH measures skill in formulating and writing
simple sentences quickly. Each sentence must relate to a given picture in the response booklet
and include a given set of three words. The test has a seven minute time limit, and the student is
not graded for punctuation or spelling. On this subtest, Coreys performance was in the average
range, earning a standard score of 100. As indicated by his percentile rank of 50, Corey
performed as well as or better than 50 percent of all students when compared to norms for his
age.
The Passage Comprehension subtest of the WJ III ACH measures comprehension by
requiring the student to read a short passage and identify a missing key word the makes sense in
the context of that passage. On this subtest, Coreys performance was in the high average range,
earning a standard score of 120. As indicated by his percentile rank of 91, Corey performed as
well as or better than 91 percent of all students when compared to norms for his age.
The Applied Problems subtest of the WJ III ACH requires the student to analyze and
solve math problems. To solve the problems, the student must listen to the problem, recognize
the procedure to be followed, and then perform relatively simple calculations. On this subtest,
Coreys performance was in the superior range, earning a standard score of 122. As indicated by
his percentile rank of 93, Corey performed as well as or better than 93 percent of all students
when compared to norms for his age.
The Writing Samples subtest of the WJ III ACH measures skill in writing responses to a
variety of demands. The student must produce written sentences that are evaluated with respect
to the quality of expression. Item difficulty increases by increasing passage length, level of
vocabulary, grammatical complexities, and level of concept abstraction. On this subtest, Coreys
performance was in the very superior range, earning a standard score of 134. As indicated by his
percentile rank of 99, Corey performed as well as or better than 99 percent of all students when
compared to norms for his age.
The Story Recall-Delayed subtest of the WJ III ACH measures aspects of language
development and meaningful memory using previously presented stories. The task requires the
student to recall, after 30 or more minutes on the day or up to 8 days after administration, the
story elements presented in subtest 3: Story Recall. On this subtest, Coreys performance was in
the average range, earning a standard score of 108. As indicated by his percentile rank of 72,
Corey performed as well as or better than 72 percent of all students when compared to norms for
his age.
The Picture Vocabulary subtest of the WJ III ACH measures oral language development
and lexical (word) knowledge and retrieval. The task requires the student to identify pictured
objects. On this subtest, Coreys performance was in the superior range, earning a standard score
of 121. As indicated by his percentile rank of 92, Corey performed as well as or better than 92
percent of all students when compared to norms for his age.
Conclusions
Corey L. is a thirteen-year-old eighth-grade boy who was administered the Woodcock Johnson
Test of Achievement-Third Edition (WJ III ACH) for the purpose of teacher-candidate
administration practice only. Coreys oral language skills are high average when compared to the
range of scores obtained by others at his grade level. His oral expression skills are high average.
Coreys ability to apply academic skills is within the very superior range. His academic skills fall
within the average range and his fluency with academic tasks within the low average range.
When compared to others at his grade level, Coreys standard score is superior in written
expression. His brief reading, brief mathematics, broad written language, and brief writing scores
are high average; his broad reading and broad mathematics scores are in the average range. His
standard score is low average (compared to grade peers) in math calculation skills.
It is important to note that because of Coreys inaccurate math and reading fluency
scores, due to his misunderstanding of the subtest directions and taking his time on math fluency,
his scores in academic fluency, broad reading, broad math, and math calculation skills are NOT
true or accurate representations of his abilities and achievement.
Recommendations to School
Because Corey is attending a school with a high focus on gifted and talented students, I believe
his current placement is appropriate. Corey would benefit from extended assignments in writing
and applied problem solving. Because of Coreys cautious and careful way of completing
assignments, he may benefit from extra time on assignments to analyze and finalize his
assignments.
Recommendations to Parents
Corey would benefit from involvement in Debate Team, DECA, and school committees when he
transitions to the high school setting. Debate would allow Corey to put his high language skills to
use as well as challenge these him in the areas of verbal language, analyzing, and problem
solving.