The Woodcock-Johnson III Test

Test scores of individuals outside of this age range would not be considered valid, since there would be no norms to compare the individual’s scores to. Fortunately, there are no gender limitations since the normative sample included both males and females equally at all ages and grades (Pearson, 2009b). The normative sample also included several ethnicities representative of the U.S. population. In addition, the developers intended to reduce cultural bias by adding pictures of multiple cultures in the demonstration illustrations (Pearson, 2009b). However, it is important to note no differential studies were conducted for gender or race and ethnicity (Miller, 2010). Furthermore, the test was only normed in English and has not been translated into any other language (Pearson, 2009b). This will make it difficult for clinicians to administer the test to individuals whose primary language is not

al.,2007). Using previously researched scholar articles and books, the authors were able to base their search, follow certain guidelines and compare their results with other results. Using tests such as the Kruskall-Wallis non-parametric test, Nagel et. al.(2007) were able to examine the differences in performance based on each grade group.

The normative information is limited. All that is known about the normative group is that it consisted of 200 children ages 3-10. This test is appropriate for the age group of children tested, 3-10. Knoff (1992) suggests that, “they fail to elaborate on this assertion, providing no data, documentation, or critical analysis. The CAT remains largely untested, despite the large number of articles published on its use.”

     Standardized tests are administered to allow reliable and valid comparisons to be made among students taking the test. Two major types of standardized tests are currently in use; norm-referenced and criterion-referenced. A norm-referenced test is a test that has been given to representative samples of students such that norms of performance are established. Each student taking the test receives a score that can be compared to the norm or normal or sample of students. The scores are then reported in percentiles. The main purpose of these tests is to rank students along a distribution of performance. Because of this tests are likely to have items that are very difficult for the grade level so students can be

Post hoc comparisons using the Tukey HSD test indicated that the mean score for the no school years’ condition (M= -107.31, SD= 235.97) was not significantly different than the 1 to 6 years of school years completed condition (M=107.311, SD= 235.97). However, the more than 7 years of school completion condition significantly differed from the no school years completed or less than 6 years (M= 805.52, SD= 241.54).

___IV. Practical Aspects - This book tells who the test is intended for and its standardized representative sample

5. Grade or age levels covered: This measure can be administered to individuals ages 13 years and older (Beck, Steer, & Brown, 1996).

32 A standardization sample is representative if the sample a has been subjected to rigorous experimental control b consists of individuals that are similar to the group to be tested c consists a great many individuals d is administered in the same way as the actual test group will be 33 When a test is administered to the general population, norms should be established using a representative sample that a has been administered the test under standard conditions b has been chosen in a completely random fashion c represents all segments of the population in proportion to their numbers d is comprised of a great many individuals 34 Administering a test with precisely the same instructions and format is called a normative conditions b standard conditions c facilitative conditions d group administration 35 Dr Johnson is trying to establish norms for his new test He determined that 50% of the people in the standardization sample should be Hispanic, 20% Caucasian, 15% Asian, and 15% African American He is creating a a normalization group b representative sample c random sample d population statistics 36 The Stanford-Binet intelligence scale was developed by a A Binet b T Simon c A Binet and T Simon d L M Terman 37 The concept of mental age was introduced in A 1900 b 1908 c 1911 d 1916

Standardize test have been a part of American education since the mid-1800s. They have been used by administrators to help measure a

Many different types of tests can be “standardized” in the same way. Test specialists consider the standardized tests to be a fair and objective methods of assessing the academic achievement of students, mainly because the standardized format, coupled with computerized scoring, reduces the potential for favoritism and subjective evaluations. Standardized tests could be used for different educational purposes. As an example, they could be used to determine the student’s academic performance and identify students who need academic support and place students in different course levels or award diplomas. Assessment tests are one forms of standardized tests and it has been designed to measure the skills and knowledge students learned in school, and determine the academic progress they have made over a period of time. For example the assessment test students need to take at the beginning of the first year of college or university. The assessment tests can be used to identify the academic placement for a student too. For educational purposes they can be used to hold schools and educators accountable for educational results and student performance, to evaluate whether students have learned what they are expected to learn, to determine if they have met learning

It is necessary to consider if the results of the assessment are consistent. The ABC Development Inventory used test re-test reliability to ensure the assessment produces the same results over time. This means the same children were given the ABC Development Inventory twice within a short time frame. The test-retest reliability of the ABC Development Inventory was .84 which is considered stable. Split-half reliability was used as an additional reliability measure, which looks at internal reliability. The correlations for split-half reliability was .63 to .81. In terms of internal reliability, .80 and up are ideal. So, the ABC Development Inventory was on the low end in that area. The range of standard error of measure for the ABC Development Inventory was 1.2 months to 5.6 months. This is considered too large of a range to accurately determine true score. Therefore, in terms of reliability, the assessment was not considered to be highly

The study was conducted with the aid of 30 school aged children, ages ranging from 8 years to approximately 10 years and 11 months. Several qualitative statically data were collected to show the results of the study. Included were: descriptive statistics, pivot table and a t test, below I will specifically present each data to help better interpret data collected during intervention.

The reliability of an instrument contributes to the level of usability for empirical research (Whiston, 2009). Further, it refers to the replicability andstability of a measurement and whether it will result in the same assessment in the same individuals when repeated (Frankfort-Nachmias & Nachmias, 2008). When determining the reliability of an assessment, a reliability coefficient of at least .80 indicates a trustworthy level of reliability (Trochim, 2006).

| Based on explicit knowledge and this can be easy and fast to capture and analyse.Results can be generalised to larger populationsCan be repeated – therefore good test re-test reliability and validityStatistical analyses and interpretation are

At the time of testing Jack, a male, was three years, three months, and thirteen days old. For the auditory comprehension portion of the assessment, he had a raw score of 42 and a standard score of 108. Based on the confidence interval, we are 95% confident that his true standard score falls between 99 and 115. These scores indicated a 70% percentile rank. Based on the standard score, we are 95% confident that his true percentile rank does fall between 47 and 84. His age equivalent for the auditory comprehension section was 3 years and 7 months. For the expressive communication portions of the assessment, he had a raw score of 40 and a standard score of 104. We are 95% confident that his true score falls between 97 and 111. His percentile rank for that section was 61%. Based on the standard score, we are 95% confident that his true percentile rank falls between 42 and 77. His age equivalent for the expressive communication section was 3 years and 6 months. The standard score total, which combined his auditory comprehension standard score with his expressive communication standard score was 212. His total raw score was 82. His overall standard score was 106. We are 95% confident that his true score falls between 99 and 112. His total percentile rank was 66%. Based on the total standard score, we are 95% confident that his true percentile rank falls between 47 to 79. His