Wj 111 Research Paper
Woodcock-Johnson 111 Complete Battery
The Woodcock-Johnson 111 Complete Battery (WJ-111) intelligence assessment is more than just an intelligence test. It has been suggested that we consider using the term general ability as opposed to the term intelligence testing because it seems to have negative connotations (Whiston, 2013). The WJ-111 is based off of the Cattell, Horn, and Carrol model in that it studies cognitive ability.
The WJ-111 a battery exam and intelligence test which means that it is able to assess general intellectual ability and specific cognitive abilities, scholastic aptitude, oral language, and academic achievement for all clients age range from two through ninety (Whiston, 2013; McGrew & Woodcock, 2001). Therefore, the WJ-111-COG (measure general and specific cognitive functions) and the WJ-111-ACH (determines academic strengths and limitation) combined make up the WJ-111. A standard version and an extended versions are available for both tests. Both the WJ-111-ACH and the WJ-111COG are normed “the WJ-111 instrument is often used to examine intra-individual discrepancies in achievement, variations in …show more content…
The RIT assesses how students respond to academic interventions and is administered by the teachers. Ethical Code E.2.a. Limits of Competence states that professionals “use only those testing and assessment services for which they have been trained and are competent” (ACA, 2005, p. 11). It is absolutely not ethical for teachers to employ such an assessment if they do not have the knowledge, experience, or skill in assessing a multi-culturally diverse student. Understanding the cultural limitations of each assessment is equally important because some assessments are biased and some are not sensitive to diversity. If the teachers are not aware of this, then they misinterpret the findings of the assessment
The Woodcock-Johnson 111 Complete Battery (WJ-111) intelligence assessment is more than just an intelligence test. It has been suggested that we consider using the term general ability as opposed to the term intelligence testing because it seems to have negative connotations (Whiston, 2013). The WJ-111 is based off of the Cattell, Horn, and Carrol model in that it studies cognitive ability.
The WJ-111 a battery exam and intelligence test which means that it is able to assess general intellectual ability and specific cognitive abilities, scholastic aptitude, oral language, and academic achievement for all clients age range from two through ninety (Whiston, 2013; McGrew & Woodcock, 2001). Therefore, the WJ-111-COG (measure general and specific cognitive functions) and the WJ-111-ACH (determines academic strengths and limitation) combined make up the WJ-111. A standard version and an extended versions are available for both tests. Both the WJ-111-ACH and the WJ-111COG are normed “the WJ-111 instrument is often used to examine intra-individual discrepancies in achievement, variations in …show more content…
The RIT assesses how students respond to academic interventions and is administered by the teachers. Ethical Code E.2.a. Limits of Competence states that professionals “use only those testing and assessment services for which they have been trained and are competent” (ACA, 2005, p. 11). It is absolutely not ethical for teachers to employ such an assessment if they do not have the knowledge, experience, or skill in assessing a multi-culturally diverse student. Understanding the cultural limitations of each assessment is equally important because some assessments are biased and some are not sensitive to diversity. If the teachers are not aware of this, then they misinterpret the findings of the assessment