Two achievement tests that do have well established adult norms
are the Wide Range Achievement Test - Revised or 3(WRAT-3) and the
Tests of Achievement-Revised (WJ-R). The WRAT subtests, however,
measure reading comprehension or a person's ability to communicate
effectively using written language. These are important
components of one's academic achievement. In contrast, the WJ-R, breaks
achievement down into many different levels. It also measures achievement
across subject areas such as the sciences, social studies and humanities.
Since it provides a comprehensive assessment of educational achievement
the WJ-R is listed as a primary measure of current academic achievement.
The WRAT can be used to update or provide more information about a
specific area of academic strength or weakness.
There are also tests of specific types of academic achievement. Such
include the TOWL, Woodcock Reading Tests of Achievement, Nelson Denny Test
of Reading, etc. These tests can be used as supporting documentation.
Tests of educational achievement must be standardized and well normed.
For this reason tests that a center may have written to use as a screening
tool for reading or math would not be acceptable as documentation of
academic underachievement. Such tests, though useful for an individual
adult education center, have not been normed on a large population
representative of the overall population of those who might take the GED.