Preview

Test Review: Wjiii

Better Essays
Open Document
Open Document
1165 Words
Grammar
Grammar
Plagiarism
Plagiarism
Writing
Writing
Score
Score
Test Review: Wjiii
Test Review:
Woodcock-Johnson III Battery

Abstract
This assignment will focus on the Woodcock-Johnson III Battery (WJIII). There will be a review of the general features of the assessment, which will include information about what the purpose of the assessment is and about the authors, and demographic information about the intended test takers, will be reviewed as well. A description of the test will be provided in the review along with discussions of the psychometric properties and items on the WJIII. The review of the assessment items will include the general overview of the behaviors of the WJIII. Additionally, any issues or ethical concerns surrounding the make- up and administration of the test will be evaluated. Lastly, a summary section will be provided to discuss the strengths and weaknesses of the WJIII.

Test Review: Woodcock-Johnson III Battery The authors of the Woodcock-Johnson III battery, created the assessment to determine an individual’s cognitive strengths and weaknesses, the nature of any impairments, and to aid in diagnosis (Child-trends, 2004). However, it has also been used to make decisions concerning educational achievement and scholastic aptitude for school aged individuals (Riverside publishing, 2012). It is a full battery assessment, which consists of two separate tests; the test of cognitive abilities and the test of achievement (Riverside, 2012). The Test of cognitive abilities measures both general and specific cognitive functions, and the test of achievement is used to determine and describe one’s academic strengths and weaknesses (Child-trends, 2004). There are extended versions of each test (Child-trends, 2004). The authors of the WJIII are Richard Woodcock, Kevin McGrew, Nancy Mather, and Fredrick Schrank. The test is published by Riverside Publishing Company (Riverside publishing, 2012). It is designed to measures general and specific cognitive abilities, scholastic aptitude,



References: Child Trends. (2004). Early childhood measures profile. 216-220, Retrieved from: http://www.childtrends.org/files/child_trends-2004_09_01_FR_ECMeasures.pdf Riverside Publishing. (2012). Woodcock-Johnson® III Normative Update (NU) Complete. http://www.riverpub.com/products/wjIIIComplete/details.html Nelson Education Ltd.(2012). Woodcock-Johnson® III Battery. http://www.assess.nelson.com/test-ind/wj-3.html

You May Also Find These Documents Helpful

  • Satisfactory Essays

    Write a paragraph (a minimum of five college-level sentences) below that summarizes what was accomplished in this lab, what you learned by performing it, how it relates to this week’s TCOs and other course material, and just as importantly, how you feel it will benefit you in your academic and professional career. (8 points) ok since this was the same as last week switch router setup, it was entering the same commands basically but seem shorter. So I learned a switch set up is a much longer process, maybe because a switch is hardware based. It relates to this week’s TCO’S by understanding addressing, theory of how switches and bridges are basically the same. As with that this is good to know for a future job so that you can determine where and when you need to use a switch or a bridge to accomplish your network goals.…

    • 786 Words
    • 4 Pages
    Satisfactory Essays
  • Powerful Essays

    NETW202 W1 Lab Report

    • 927 Words
    • 5 Pages

    In your own words, summarize what you have learned concerning network commands available within the Windows operating system.…

    • 927 Words
    • 5 Pages
    Powerful Essays
  • Good Essays

    Psych 535

    • 1187 Words
    • 5 Pages

    For each of the tests of reliability and validity listed on the matrix, prepare a 50-100-word description of test’s application and under what conditions these types of reliability would be used as well as when it would be inappropriate. Then prepare a 50-100-word description of each test’s strengths and a 50-100-word description of each test’s weaknesses.…

    • 1187 Words
    • 5 Pages
    Good Essays
  • Good Essays

    Using standardized tests to assess a person’s cognitive and learning ability is a common practice in all kinds of institutions and has been debated for years. The primary purpose of such tests is to screen out large number of applications that don’t meet the minimum requirements. The key to correct use of such tests is to ensure the content, format and process of taking the test matches with the requirements of the job.…

    • 1125 Words
    • 5 Pages
    Good Essays
  • Satisfactory Essays

    cj01e471 unit 1 assessment

    • 1571 Words
    • 7 Pages

    If a crisis worker hoped that the client would gain insight from some earlier childhood experience to help solve the crisis, she would be using_________ theory…

    • 1571 Words
    • 7 Pages
    Satisfactory Essays
  • Satisfactory Essays

    Test 3 Review

    • 1722 Words
    • 7 Pages

    5. An individual with high levels of stress with positive health outcomes is said to be…

    • 1722 Words
    • 7 Pages
    Satisfactory Essays
  • Powerful Essays

    Lyman, Howard Burbeck. Test Scores and What They Mean. Englewood Cliffs, NJ: Prentice-Hall, 1963. Print.…

    • 2569 Words
    • 7 Pages
    Powerful Essays
  • Better Essays

    e thesis of this article is that tests of intelligence d cognitive ability are cultural genres (Cole, 85; Greenfield, in press; Lave, 1986). This thesis is identified with a theoretical perspective that has come to be known as cultural psychology (Bruner, 1990; Cole, 1990; Price-Williams, 1980; Shweder, 1990; Stigler, Shweder, & Herdt, 1990). I develop this thesis by showing how ability tests presuppose a particular cultural framework. Most important, I demonstrate that this framework is not universally shared. Therefore, when it comes to tests of ability and intelligence, it is often the case that " y o u can't take it with you." There is, however, an alternative point of view, briefly summarized as " y o u can take it with you." This view, generally identified with a perspective called crosscultural psychology (Berry, Poortinga, Segall, & Dasen, 1992; van de Vijver & Leung, 1997), is that ability tests are intrinsically transportable from one culture to another. With appropriate linguistic translation, administration by a "native" tester, and (less frequently) the provision of familiar content, the notion is that ability tests…

    • 10059 Words
    • 41 Pages
    Better Essays
  • Powerful Essays

    self reflection BSB124

    • 2143 Words
    • 9 Pages

    Schutte, N., Malouff, J., Hall, L., Haggerty, D., Cooper, J., Golden, C., & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25, 167-177.…

    • 2143 Words
    • 9 Pages
    Powerful Essays
  • Powerful Essays

    This paper discusses the pros and cons of the Wechsler Adult Intelligence Scale (WAIS-III). First, important definitional, theoretical issues, including the nature of intelligence, a brief history, and pros and cons are discussed. Next, the development, reliability, validity, and assets and limitations of the WAIS-III are examined. This is followed by discussion of the meaning of IQ scores, use of successive level interpretation and cautions and guidelines for administration. Last, subtests, assessing special population groups, short forms, profile forms, and what a report on intellectual assessment should contain are briefly discussed, followed by summary and conclusion.…

    • 4122 Words
    • 17 Pages
    Powerful Essays
  • Good Essays

    Like previously mention, the two main individual intelligence tests are the Stanford-Binet Intelligence Test and the Wechsler tests known as the Wechsler Intelligence Test for Children (WISC) and the Wechsler Adult Intelligence Scale (WAIS) for adults. The Stanford-Binet Intelligence Scale (SBIS-V) is used today to test assesses fluid reasoning, quantitative reasoning and working memory as well as the ability to compare verbal and nonverbal performance. While the Wechsler Intelligence Scale for Children (WISC-IV) is a test that is used to test a person’s verbal comprehension, working memory, and processing speed while still in school. Last but not least, the Wechsler Adult Intelligence Scale (WAIS) is an IQ test for older children and older…

    • 759 Words
    • 4 Pages
    Good Essays
  • Good Essays

    In 1983 a professor of education at Harvard University, Dr. Howard Gardner, developed the theory of multiple intelligences. This theory states that there are eight different ways in which a person is intelligent. These different forms of intelligence are as follows: linguistic, or word smart; logical-mathematic, or reasoning/numbers smart; spatial, or picture smart; bodily-kinesthetic, or body smart; musical, or music smart; intrapersonal, or self-smart; and naturalist, or nature smart (“Multiple Intelligences” para. 1-2). It is not difficult to pinpoint which of these intelligences standardized testing primarily measures. For students who are not linguistically or mathematically gifted, the tests do not accurately show the students’…

    • 581 Words
    • 3 Pages
    Good Essays
  • Better Essays

    Intellectual Power Paper

    • 1123 Words
    • 4 Pages

    “Intelligence includes the ability to reason abstractly, the ability to profit from experience, and the ability to adapt to varying environmental contexts” (Bee & Boyd, 2012, p. 167). Tests to measure intelligence were first developed in 1905 by Frenchmen, Alfred Binet and Theodore Simon. The purpose of the tests was to measure these abilities to help children who difficulties in school. At that time, the French government began requiring all children to attend school, they wanted to be able to identify those with difficulties. The tests were made to measure skills that children would use in school “including measures of vocabulary, comprehension of facts and relationships, and mathematical and verbal reasoning” (Bee & Boyd, 2012, p. 167). The original tests developed by Binet and Simon were revised in 1916 and 1937 by Lewis Terman while at Stanford University. He wanted to revise the tests for children in the United States, and they were termed the Stanford-Binet tests. There were six different tests for different ages. When taking the test, the child would take the individual tests designed by age until he reached a test that he could not complete. A formula was used to determine the Intelligence Quotient (as known as IQ) of the child based on their scores. Binet and Simon compared the children’s actual chronological age to their “mental age” defined as “the age level of IQ test terms a child could successfully answer” (Bee & Boyd, 2012, p. 168). There have been revisions over the years in how IQ scores are calculated and today they are calculated by comparing a child’s score with that of children of the same age. There has been a need for changes in computing IQ scores because IQ scores have increased gradually over the last five decades. If a child today were to take the tests given in the early 1930s, he would score higher than the average of 100.…

    • 1123 Words
    • 4 Pages
    Better Essays
  • Good Essays

    Intellectual Power

    • 637 Words
    • 3 Pages

    Gottfredson L. & Saklofske D. (2009). Intelligence: Foundations and Issues in Assessment. Canadian Psychology © 2009 Canadian Psychological Association. Vol. 50, No. 3, 183–195…

    • 637 Words
    • 3 Pages
    Good Essays
  • Good Essays

    Personality

    • 792 Words
    • 4 Pages

    Costa PT Jr, Fozard JL, McCrae RR, Bosśe R. (1976). Relations of age and personality dimensions to cognitive ability factors. Retrieved from:…

    • 792 Words
    • 4 Pages
    Good Essays