The Wechsler Individual Achievement Test®, Fourth Edition (WIAT®-4) is an individually administered achievement test for use in a variety of clinical, education, and research settings, including schools, clinics, private practices, prisons, and residential treatment facilities. WIAT results can be used to identify an examinee’s academic strengths and weaknesses, inform decisions regarding eligibility for educational services and placement, support the diagnosis of a specific learning disability, and/or design instructional objectives and planning interventions.
It is designed to measure the achievement of students who are in grades Prekindergarten (PK) through 12 or ages 4 years 0 months through 19 years 11 months, as well as adults ages 20 years 0 months through 50 years 11 months. Fall, Winter, and Spring grade-based standard scores, age-based standard scores, percentile ranks, stanines, NCEs, age and grade equivalents, and growth scale values are available.
The WIAT-4, a revision of the Wechsler Individual Achievement Test–Third Edition (WIAT–III; Pearson, 2009), consists of 20 subtests used to evaluate listening, speaking, reading, writing, and mathematics skills. Administration time varies depending on the grade level of the examinee and the number of subtests administered.
WIAT-4 features new subtests and expanded scoring capabilities, including composites for Phonological Processing, Orthographic Processing, and Writing Fluency.
The included Dyslexia Index supports efficient, reliable screening.
New to the WIAT-4, Q-global users can include automated scoring of Essay Composition as part of their assessment at no additional cost.
For WIAT-4, there is an Overview tab, and a Subtests tab where subtest raw scores, qualitative observations, and error analysis information may be entered.
See the sections below for additional details:
Overview Tab
Subtests Tab
Qualitative Observations
Error Analysis
Command Buttons
Administration Settings
This section contains general administration information such as Administration Date, Age at Administration, and Examiner name.
Assessment Demographics
The Assessment Demographics are as follows:
Field Name |
Description |
|---|---|
Current grade level or most recent grade completed |
The examinee's grade level. Note: For ages 20:0–50:11 this field is set to 12+ and disabled. |
Semester |
For ages less than 20:0, the default value is based on the administration date: Fall = Administration dates Aug–Nov Winter = Administration dates Dec–Feb Spring = Administration dates Mar–Jul
You may modify the default value. Caution should be taken when testing in August. If the examinee has not started the fall semester, spring norms from the previous grade should be used. Note: For ages 20:0–50:11 this field will be set to the default value (based on the administration date, as specified above) and disabled. |
| Handedness
|
The examinee’s handedness.
Choose from the following options in the drop-down list: Right Left Ambidextrous |
Race/Ethnicity
|
The examinee’s race/ethnicity.
Choose from the following options in the drop-down list: American Indian/Alaska Native Asian Black/African-American Hispanic/Latino(a) Multiracial Native Hawaiian Pacific Islander White Prefer not to answer Other If "Other" is selected, a text box is displayed for the entry of the Race/Ethnicity value. |
Home language |
The home language of the examinee.
Choose from the following options in the drop-down list: English Spanish Bilingual English & Spanish Bilingual other African Arabic Chinese French German Italian Japanese Korean Portuguese Russian Swedish Tagalog Vietnamese American Sign Language Braille Other
If "Other" is selected, a text box is displayed for the entry of the Home language value. |
Is this a retest? |
Indicates if the examinee is being retested.
If a prior administration of WIAT-4 is present for this examinee, this field defaults to Yes. |
Reason for referral
|
The reason the examinee was referred for testing. |
Enter the subtest raw scores for up to 19 subtests. Subtests available for entry will depend upon the examinee’s grade level.
Subtest (Abbreviation)
Grade Levels |
Raw Score Range |
Description |
|---|---|---|
Phonemic Proficiency (PP) Grades PK–12+ |
0–76 |
The Phonemic Proficiency subtest measures the development of phonological/phonemic skills. Examinees respond orally to items that require manipulation of the sounds within words. Tasks include elision, substitution, and reversal of sounds. Items are presented via audio recording. Corrective feedback is provided by the examiner on all items, and scoring incorporates both speed and accuracy. |
Word Reading (WR) Grades PK–12+ |
0–110 |
The Word Reading subtest is designed to measure letter and letter-sound knowledge and single word reading. In Part 1, examinees identify letters and match letters to sounds. In Part 2, examinees read aloud a list of regular and irregular words. |
Listening Comprehension (LC) Grades PK–12+ |
RV: 0–21
OD: 0–27 |
The Listening Comprehension subtest is designed to measure listening comprehension at the level of the word, sentence, and passage. Listening Comprehension includes two component scores: (1) Receptive Vocabulary (RV): Examinees select the picture that best illustrates the meaning of each target word spoken by the examiner. (2) Oral Discourse Comprehension (OD): Examinees listen to passages presented via audio recording and then respond aloud to comprehension questions asked by the examiner. |
Alphabet Writing Fluency (AWF) Grades PK–4 |
0–37 |
The Alphabet Writing Fluency subtest is designed to measure letter writing fluency. Examinees write as many letters of the alphabet as possible within 60 seconds. |
Reading Comprehension (RC) Grades K–12+ |
Varies by Grade. See RC Item Sets below. |
The Reading Comprehension subtest measures reading comprehension skills at the level of the word, sentence, and passage. Early items require examinees to match pictures with words to demonstrate comprehension. Sentence-level comprehension items require examinees to read a sentence and then answer a literal question about it. To measure passage comprehension, examinees read narrative and expository passages and answers literal and inferential comprehension questions asked by the examiner. Examinees can refer to the passage as needed to answer the questions. |
Math Problem Solving (MP) Grades PK–12+ |
0–71 |
The Math Problem Solving subtest measures a range of math problem-solving skill domains including basic concepts, everyday applications, geometry, and algebra. Examinees point to pictures or respond orally to items that require the application of mathematical principles to real-life situations. |
Orthographic Fluency (OF) Grades 1–12+ |
Set A: 0–70
Set B: 0–100 |
The Orthographic Fluency subtest is designed to measure an examinee’s orthographic lexicon, or sight vocabulary. Examinees read aloud a list of irregular words as quickly as possible during two timed trials. |
Sentence Composition (SC) Grades 1–12+ |
SB: 0–40
CB: 0–36 |
The Sentence Composition subtest is designed to measure sentence formulation skills. Responses are scored based on semantics, grammar, capitalization, and the use of internal and ending punctuation. Sentence Composition includes two component scores: (1) Sentence Building (SB): Examinees write sentences that each include a target word. (2) Sentence Combining (CB): Examinees combine the ideas from two or three given sentences into one sentence. |
Oral Expression (OE) Grades PK–12+ |
EV: 0–17
OW: 1–999
SR: 0–30 |
The Oral Expression subtest is designed to measure oral expression at the level of the word and sentence. Oral Expression includes three component scores: (1) Expressive Vocabulary (EV): Examinees see a picture and hear a definition, and then say the word that best corresponds to the picture and definition. (2) Oral Word Fluency (OW): Examinees name as many things as possible belonging to a given category within 60 seconds. (3) Sentence Repetition (SR): Examinees listen to a sentence and then repeat it verbatim. Sentences increase in length and complexity. |
Oral Reading Fluency (ORF) Grades 1–12+ |
ORF: Varies by set
ORA: Varies by set
ORR: 2–3000 |
For the Oral Reading Fluency subtest, examinees read two passages aloud. The subtest standard score is based on the average number of words read correctly per minute across the two passages. Examinees answer a comprehension question after each passage to encourage reading with comprehension, but comprehension does not factor into the score. Base rate information is provided for accuracy (number of errors) and rate (elapsed time). Reading prosody is evaluated using a qualitative scale. Select the passages administered to the examinee. Once the passages are selected, the following fields for each passage are enabled for entry: · Completion Time (in seconds) · Addition Errors · Other Errors Once these values are entered for both passages, the Oral Reading Fluency (ORF) raw score, the Oral Reading Accuracy (ORA) raw score, and the Oral Reading Rate (ORR) raw score are calculated and displayed automatically. For details on these calculations, see the Oral Reading Fluency Scoring section below. |
Essay Composition (EC) Grades 3–12+ |
0–999 |
The Essay Composition subtest is designed to measure spontaneous writing fluency at the discourse level. Examinees are asked to write a descriptive expository essay within a 10-minute time limit. Essays are scored for semantics, grammar, and mechanics. Content and organization are also evaluated using a qualitative rubric. Essays can be automatically scored using Pearson’s Intelligent Essay Assessor™ (IEA) or manually using the hand scoring method. See the Essay Composition Scoring section below for additional details. |
Pseudoword Decoding (PD) Grades 1–12+ |
0–52 |
The Pseudoword Decoding subtest is designed to measure phonic decoding skills. Examinees read aloud a list of pseudowords. |
Sentence Writing Fluency (SWF) Grades 1–12+ |
0–200 |
The Sentence Writing Fluency subtest is designed to measure sentence composition fluency. Examinees write a sentence for each item using a target word, completing as many items as possible within 5 minutes. Scoring incorporates the number of words written, use of the target word, and subject-verb agreement. |
Numerical Operations (NO) Grades K–12+ |
0–61 |
The Numerical Operations subtest measures math calculation skills. For early items, examinees respond orally to questions about number concepts and counting. For later items, examinees write answers to printed math problems ranging from basic operations with integers to geometry, algebra, and calculus problems. |
Decoding Fluency (DF) Grades 3–12+ |
0–90 |
The Decoding Fluency subtest is designed to measure phonic decoding fluency. Examinees read aloud a list of pseudowords as quickly as possible during two timed trials. |
Spelling (SP) Grades K–12+ |
0–63 |
The Spelling subtest measures written spelling from dictation. Examinees write words that are dictated within the context of a sentence. For early items, examinees write letters that represent sounds. |
Math Fluency–Addition (MA) Grades 1–12+ |
0–48 |
The Math Fluency–Addition subtest is designed to measure addition fact fluency. Examinees complete as many written addition problems as possible within 60 seconds. If desired, you may perform item entry to enter the examinee’s responses and the raw score will be calculated automatically. If using item entry, blank responses are considered incorrect. |
Math Fluency–Subtraction (MS) Grades 1–12+ |
0–48 |
The Math Fluency–Subtraction subtest is designed to measure subtraction fact fluency. Examinees complete as many written subtraction problems as possible within 60 seconds. If desired, you may perform item entry to enter the examinee’s responses and the raw score will be calculated automatically. If using item entry, blank responses are considered incorrect. |
Math Fluency–Multiplication (MM) Grades 3–12+ |
0–40 |
The Math Fluency–Multiplication subtest is designed to measure multiplication fact fluency. Examinees complete as many written multiplication problems as possible within 60 seconds. If desired, you may perform item entry to enter the examinee’s responses and the raw score will be calculated automatically. If using item entry, blank responses are considered incorrect. |
Grade |
Set Name |
Raw Score Range |
|---|---|---|
K |
Set A |
0–36 |
1 |
Set B |
0–38 |
2 |
Set C |
0–38 |
3 |
Set D |
0–40 |
4 |
Set E |
0–40 |
5 |
Set F |
0–42 |
6 |
Set G |
0–42 |
7 |
Set H |
0–44 |
8 |
Set I |
0–44 |
9-12+ |
Set J |
0–50 |
Formulas for calculating scores for Fluency and Accuracy:
Value |
Calculation |
|---|---|
Word Count Total (ORWtot) |
ORWtot = Passage 1 Word count + Passage 2 Word count (see Passage Word Counts table below) |
Total Completion Time (ORTtot) Oral Reading Rate Raw Score |
ORTtot = Passage 1 Completion time seconds + Passage 2 Completion time seconds |
Addition Errors Total (ORAEtot) |
ORAEtot = Passage 1 Addition errors + Passage 2 Addition errors |
Other Errors Total (OROEtot) |
OROEtot = Passage 1 Other errors + Passage 2 Other errors |
Oral Reading Fluency Raw Score |
((ORWtot - OROEtot) / ORTtot) * 60 |
Oral Reading Accuracy Raw Score |
ORAEtot + OROEtot |
Passage Word Counts |
|
|---|---|
Passage |
Word Count |
A |
33 |
B |
93 |
C |
97 |
D |
96 |
E |
99 |
F |
113 |
G |
201 |
H |
258 |
I |
298 |
J |
194 |
K |
212 |
L |
163 |
For the Essay Composition subtest, you have the option to either use Pearson’s Intelligent Essay Assessor™ (IEA) to automatically score the essay or to use the hand scoring sheet to score the subtest manually and then enter raw score information into Q-global.
If using automated scoring, transcribe and submit the essay by clicking the Begin button to display the essay entry text box. Follow the onscreen prompts to proceed to scoring. Scores provided by IEA are equated to scores generated by hand scoring, and IEA has been proven to be as reliable as trained human scorers.
Use the following guidelines for entering the essay for automated scoring:
o Handwriting that uses capital letters stylistically (e.g., all letters are capital, or all instance of the letter b are capitalized, etc.): Type letters as lowercase within words, so they will not be penalized as capitalization errors.
o Letter reversals: Type the letter that was intended.
o Give the benefit of the doubt when deciding if a letter is capitalized at the beginning of a sentence or proper noun.
Results of the automated scoring will be available when a report is generated.
You may hand score the essay using the hand scoring method. If hand scoring is used, enter Correct Word Sequence (CWS) and Incorrect Word Sequence (IWS). The raw score will be calculated automatically once these values are entered.
Two subtests provide the ability to document qualitative observations.
Use the following Prosody Scale to rate the examinee’s reading in each of four categories: Stress and intonation, Pacing and smoothness, Appropriate pausing, and Phrasing. Choose the ratings that best describe the examinee’s reading across both passages in the final item set administered.
Category |
Definition |
Ratings |
|---|---|---|
Stress and intonation |
The emphasis put on particular words and how the reader varies the tone and pitch to reflect meaning of text as speakers would in oral language. Ignore the increasingly common "up speech" with a rising intonation at the end of every sentence, which is colloquial. |
1 The reader rarely or never reads with correct stress and intonation. Very monotone in voice, there is little sense of trying to make text sound like natural language.
2 Less than half of the time, the reader uses stress and intonation correctly. The reader uses voice to make text sound natural less than half the time; focus is mainly on saying the words.
3 At least half of the time, the reading sounds like natural language with only a few parts read without correct tone and emphasis to match the meaning of the text. Reading volume is appropriate throughout the text.
4 The reading sounds like natural language. Almost all of the reading is characterized by stress on appropriate words to correctly reflect the meaning of the text. |
Pacing and smoothness |
The overall flow of a sentence, as well as the overall passage, without unnecessary or lengthy pauses and repetitions. |
1 The reader rarely or never reads with appropriate smoothness. About 75%–100% of the time, the reader reads with extended pauses, hesitations, false starts, repetitions, and/or multiple attempts.
2 The reader reads smoothly less than half of the time. More than half of the time, the reader reads with extended pauses, hesitations, false starts, repetitions, and/or multiple attempts that are disruptive to the sentences or overall passage.
3 The reader reads smoothly at least half of the time. Breaks in smoothness are caused by difficulties with specific words and/or structures, extended pauses, hesitations, false starts, repetitions, and/or multiple attempts.
4 The reader consistently reads smoothly almost all of the time. Single-word difficulties are resolved quickly through self-correction. There are very few or no extended pauses, hesitations, false starts, repetitions, and/or multiple attempts; and any do not distract from the overall flow. |
Appropriate pausing |
Stopping appropriately for punctuation (e.g., short pause at a comma, full stop at periods). |
1 The reader rarely or never uses appropriate pausing; the entire text is read straight through. Any pausing is done at random with little or no regard for punctuation.
2 Less than half of the time, the reader uses appropriate pausing to reflect the punctuation and structure of the text.
3 At least half of the time, the reader uses appropriate pausing to reflect the punctuation and structure of the text.
4 Almost all of the reading is characterized by appropriate pausing to reflect punctuation and structure of the text. Any errors are not disruptive to the passage. |
Phrasing |
Putting words together in meaningful groups so that reading sounds like more formal oral language, such as giving a speech. |
1 The reader rarely or never uses phrased reading. About 75%–100% of the passage is read on a word-by-word basis with few multiple-word groupings. Any word groupings are unrelated to overall passage meaning or punctuation.
2 Phrased reading is used for less than half the passage. The reader reads almost entirely in two-word phrases with some three- or four-word groupings. Word groupings tend to be unrelated to overall passage meaning or punctuation.
3 Phrased reading is used for at least half of the passage. The reader reads in three- or four-word phrase groups with a few smaller groups possible.
4 The reader reads almost entirely in larger and complete, meaningful phrase groups and sentences. There may be only a few shorter groupings due to pauses or self-corrections, but these do not detract from the overall structure of the story. |
See also the WIAT-4 Administration Manual.
Review the list of elements and indicate which elements were included or not included in the examinee’s essay.
Ten WIAT-4 subtests yield error analysis information. The Record Form is used to show the error categories that correspond to each item for Phonemic Proficiency, Listening Comprehension: Oral Discourse Comprehension, Reading Comprehension, Sentence Composition, Essay Composition, and Numerical Operations (within-item error analysis).
For each of these subtests, count the errors made within each error category, record the sum of errors in the boxes provided, and then transfer the information to the applicable Q-global fields.
For five subtests, Word Reading, Math Problem Solving, Pseudoword Decoding, Numerical Operations, and Spelling, enter the items answered incorrectly for each subtest as indicated.
The Compute Error Analysis button is enabled when a raw score is entered for a subtest that has error analysis available. Clicking the Compute Error Analysis button calculates the age-based and grade-based standard scores based on the raw score(s) that have been entered. Scores will appear only for subtests that have error analysis available.
Review the age-based and grade-based subtest standard scores to help determine subtests for which to complete error analysis information. Subtests for which error analysis is recommended appear with a blue exclamation point icon next to the scores (the blue exclamation point icon will only appear when subtests are in collapsed mode). Error analysis is recommended when the age-based and/or grade-based standard score for the subtest falls below a predefined threshold of 85.
Once error analysis scores are calculated (triggered by clicking the Compute Error Analysis button) expand the subtest tile to enter error analysis information. The information required varies by subtest. See the sections below for each specific subtest.
If any raw scores are modified, the calculated age-based and grade-based standard scores will need to be recalculated. You will see a warning message to let you know about this condition. If you need to update the raw score, click the Compute Error Analysis button again to recalculate the scores.
When error analysis information is completed for a subtest, it can be included in the Error Analysis section of the report, and goal statements specific to error categories can also be included. Select the applicable report configuration options to include this information on the WIAT-4 Score Report.
Calculate the total number of incorrect and non-instant items in each error category. See the Error Analysis table on the Record Form. Enter the last item administered for each section and error category totals into the provided fields under Error Analysis for the subtest.
Note: Please ensure that the totals entered do not conflict with the total subtest raw score. Also verify that subtest discontinuation rules are followed.
Error analysis for the Word Reading subtest is available for examinees who were administered Part 2 of the subtest. No items are initially listed for Word Reading. The first item administered is set to 1. Select the last item administered (range: 4-75) to display the applicable item set.
An expandable section is displayed for each item in the item set. Expand the incorrect items and click one or more checkboxes to identify specific errors and provide goal statements specific to the error categories.
Note: Please ensure that the total entered errors do not conflict with the total subtest raw score. Also verify that subtest discontinuation rules are followed.
Calculate the total number of incorrect items in each error category. Enter the first and/or last item administered for each section and error category totals from the Record Form into the provided fields under Error Analysis for the subtest.
Note: Please ensure that the totals entered do not conflict with the total subtest raw score. Also verify that subtest reversal and discontinuation rules are followed.
Calculate the total number of incorrect items in each error category and enter error category totals from the Record Form into the provided fields under Error Analysis for the subtest.
Note: Please ensure that the totals entered do not conflict with the total subtest raw score.
No items are initially listed in the Error Analysis section for Math Problem Solving. Select the first and last item administered in order to display the applicable item set. The range of values for the first and last item administered varies based on the examinee’s grade level. The first item administered is set to 1 and cannot be changed for examinees in grade PK.
The examinee’s item set is displayed with the error category for each item listed next to the item number. Click the checkbox to the left of each incorrect item to identify those items with errors and provide goal statements specific to the skill categories in which the examinee had errors.
Note: Please ensure that the total entered errors do not conflict with the total subtest raw score. Also verify that subtest reversal and discontinuation rules are followed.
For the Sentence Building and Sentence Combining components, the total incorrect items in each error category are entered as part of raw score entry. For error analysis, enter the number of items attempted by filling in the last item administered for each subtest component.
Error analysis categories for Essay Composition are listed. Check all that apply.
No items are initially listed in the Error Analysis section for Pseudoword Decoding. The first item administered is set to 1. Select the last item administered (range: 4-52) in order to display the applicable item set.
An expandable section is displayed for each item in the item set. Expand the incorrect items and click one or more checkboxes to identify specific errors and provide goal statements specific to the error categories.
Note: Please ensure that the total entered errors do not conflict with the total subtest raw score. Also verify that subtest discontinuation rules are followed.
No items are initially listed in the Error Analysis section for Numerical Operations. Select the first and last item administered in order to display the applicable item set and entry fields for within-item error analysis. The range of values for the first and last item administered varies based on the examinee’s grade level. The first item administered is set to 1 and cannot be changed for examinees in grades K and 1.
The examinee’s item set is displayed with the error category for each item listed next to the item number. Click the checkbox to the left of each incorrect item to identify those items with errors and provide goal statements specific to the skill categories in which the examinee had errors.
Note: Please ensure that the total entered errors do not conflict with the total subtest raw score. Also verify that subtest reversal and discontinuation rules are followed.
To complete within-item error analysis, fill in the number of errors for all three within-item error analysis categories. Reference the Within-item error analysis table on the Record Form. If one of the within-item error analysis categories is not applicable, fill in 0 for the corresponding field.
No items are initially listed for Spelling. Select the first and last item administered in order to display the applicable item set. The range of values for the first and last item administered varies based on the examinee’s grade level. The first item administered is set to 2 and cannot be changed for examinees in grades K and 1.
An expandable section is displayed for each item in the item set. Expand the incorrect items and click one or more checkboxes to identify specific errors and provide goal statements specific to the error categories.
Note: Please ensure that the total entered errors do not conflict with the total subtest raw score. Also verify that subtest reverse and discontinue rules are followed.
If you click the Back link without saving the record, you will see a message confirming the navigation and asking whether you would like to stay on the page.
Clicking Save updates saves the record.
When data entry is complete, you can click Proceed to Reports to save the record and generate a report.