Administer the WJ-III to the student. The Cognitive Standard Battery contains seven tests, each with estimated completion times of five minutes. The Achievement Standard Battery contains 11 tests, with the same estimated completion time per test. Not every instance, school or program requires the Achievement Standard Battery, so check with your school administration.
Tally the student's scores on each test and compare them to the normalized standards for that specific age group. This will tell you if the student has performed above average, average or below average on each test, which determines ability level in letter-word identification, reading fluency, story recall, understanding directions, spelling, writing fluency, passage comprehension, writing samples, delayed story recall, math fluency, calculation and applied problems.
Outline the academic assessment report. All academic assessment reports have required sections. The report should begin with the reason for the assessment, which often is simply a re-evaluation for a student's IEP. This section should also include where and when the test is/was administered. The second section is a student profile on the present levels of academic performance based on teacher's reports. These should have been gathered before giving the WJ-III. The third section lists the assessment tools, which, in this instance, will be the WJ-III. List all tests in the battery you gave to the student. The fourth section is a validity statement; the WJ-III should come with one. Copy it down. The fifth section is an analysis of the results, and the sixth section is a paragraph explanation of each subtest administered.
Write the report. The first four sections are self-explanatory. The fifth and sixth sections require data entry and analysis of the student's score in relation to the age-group's norm. If a student scores an 8.6 on the grade-level equivalent, then that student has performed at an eighth-grade level six months into school; if a student scores a 12.5 on the functional age equivalent, then the student has performed at the level of a student 12 years and 5 months old. Individual breakdowns of each cognitive ability, all in the sixth section, take the longest.