Wide Range Achievement Test

About the measure

Rating Psychometric

Rating Implementation

Subscales

Scales for reading spelling and maths

Target construct

Oral language: Sentence comprehension skills. Literacy: Word reading and decoding, spelling and reading (composite score of word reading and sentence comprehension) Numeracy : Counting, number identification, problem solving, arithmetic, algebra, geometry and (advanced) operations.

Test Authors

Robertson, G. J. & Wilkinson, G. S.

Publisher

Pearson

Implementation

AgeⓘAge (in years) covered by the survey. Using the measure outside this age range may result in inaccurate information.

5 years to 94 years year(s)

Prior knowledge required

Requires qualified teaching status and a further Post Graduate Qualification in SEN, SpLD or a relevant field.

ScoringⓘStandardised: Can easily be summed or averaged Complex: Requires judgement or assessment on behalf of the scorer

Transparent and clear criteria, Scoring requires care to establish norms

TimeⓘAn estimate of the time (in minutes) taken for an individual to complete one survey

Norm referenced min(s)

Psychometric

UK normsⓘWhether the measure has been calibrated with a UK sample (as opposed to generating psychometric details from a Foreign (e.g. USA) sample).

YES

Norm / Criterion referenced

Norm referenced

Standardisation sample

3007

ReliabilityⓘWhere observations (e.g. teacher or peer report rather than self report) are used, this measure of reliability indicates how closely related each score is. A higher value suggests a more reliable measure.

For all ages, the alternate form reliability coefficient is .88. The delayed testing coefficient is .84 (for all ages).

Criterion validityⓘAn assessment of how well the measures relates to other, well-validated assessments.

WRAT showed concurrent validity with WISC IV, WIAT II, WRAT expanded, KBIT, WRIT, WJ III.

Construct validityⓘFurther to the use of CFA and EFA, this reports any details demonstrating how well the measure is seen to represent the conceptual domain it comes from.

Described as acceptable

Concurrent validityⓘSimilar to Criterion, this is a measure of how well the measure relates to other similar (or dissimilar) domains, as evidence of its validity.

Studies conducted for concurrent validity found low to moderate relationships between full-scale IQ and subtest scores, ranging from .57 (for spelling) and .72 (for reading).