Example Of Technical Evaluation

The report will critique Woodcock Johnson III Diagnostic Reading Battery (WJ III DRB) and compare my report to the Mental Measurement Yearbook (MMY). The assessment will include the evaluation, in relation to Woodcock et al.’s (1989) WJ III DRB, on the description and purpose of such tests along with ease of use, administrating and interrupting results based on converting raw scores to standard scores including analyzing the results. Finally, assess the overall quality of the test.

According to the technical manual, Test Validity can be defined as the degree to which empirical evidence and theory support the use and interpretation of the test (Schrank & McGrew, 2001). The main constructs and measures attained by the WJ III are resultant from the Cattell Horn Carrol theory of the cognitive abilities (CHC theory). Content validity, which is how well a test measures the behaviors it was intended to measure, was accompanied through requirement of a master test and cluster-content revision blueprint. Each cluster of the Woodcock- Johnson COG battery was created to heighted the range of validity measurement (Schrank & McGrew, 2001). This was done by providing two qualitatively separate narrow abilities included in the broad ability, as defined by CHC theory. The WJ III ACH was also knowledgeable by CHC theory. In order to strengthen

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

This study examined administration and scoring errors made by graduate students when administering the Woodcock-Johnson III Tests of Cognitive Abilities (WJ III COG). In the past studies have been conducted on graduate student errors made on other assessment of cognitive abilities, such as the Wechsler Scales. This study's findings were similar to previous studies.

Hi Brandon, I want to talk to you about the two psychological tests that I would like to conduct, which are called the WAIS-IV and the MMPI-2. The WAIS-IV is used to measure intelligence, and since you are here because you are having considerable difficulty with your classes, I believe this test is appropriate. The WAIS-IV uses several categories, called indexes, to simplify different aspects of

The Woodcock-Johnson IV Test of Achievement (WJ IV) is used for individual ages two to ninety years old. A major strength of this assessment is that it provides a broad coverage of skills that can be assessed for the child to truly learn their strengths and weaknesses. For English as a Second Language students, the administrator can administer certain clusters of subtests to determine a child’s cognitive-academic language proficiency. Also, the test has many accommodations listed to help when testing English Language Learners, visual impairments, and other disabilities to provide the best testing environment for the student. A weakness of this assessment is that since so many subtests exist, it can become very easy to over

Test-retest reliability is conducting the same test with the same respondents at different moments of time. For example, a group of participants is given a personality test and then are given the same is tested at a later time, maybe a month or year later (Kline, 2005).

In order to determine whether THIC was an appropriate measure for assessing IQ, we need to establish first the congruence with guidelines of The British Psychological Society (BPS, 2009). The THIC yields no result when researching the approved Registered Tests database, therefore illustrates cearly that it was not a relevant test to administer. Furthermore, when considering using THIC, a specific test used

This scale was normed on a population of 500 people aged 65 to 90 (mean age of 77.35 years, SD = 7.11). Of the 500 people, only 35% of people had a high school diploma, 19% had college, 20% had a bachelor’s degree and 26% did not graduate high school (Miller, Davidson, Schindler, & Messier, 2013). Two distinct differences between the batteries is that the older adult assessment contains fewer subtest and has a shorter administration time. Another difference between the assessments is that there are fewer stimuli items in the older adult assessment. Regardless of the differences both batteries still asses the same construct, they are just specified to a different age group. Overall the WMS-IV has good reliability. For all indexes, the overall internal-consistency reliability coefficients are in the 90s (Flanagan & Harrison,

Reliability refers to coherence, stability and dependability in test results, generally using internal consistency to express the levels of reliability in the test. The higher reliability indicates the higher level of accordance, stabilization and dependability in test results. Reliability is the precondition of validity (Guba and Lincoln, 1981). The same findings may not generate if the same research is repeated, because many influencing factors may work in the process of research. The process of establishment in reliability research includes: the research rigorously collect and explain data in consistent investigation (internal checks); the process is transparent (sample design, field work, inquiry and rational data). Patton (1987) suggests that the use of triangulation in multiple approaches can increase the reliability in results.

Wechsler Intelligence Scale for Children (WISC-IV; Wechsler, 1949). This seminal intelligence scale assesses a child 's general intellectual ability across four domains, producing four corresponding index scores: (1) the Verbal Comprehension Index (VCI), (2) the Visual Spatial Index (VSI), (3) the Working Memory Index (WMI), and finally (4) the Processing Speed Index (PSI). The VCI measures verbal concept formation, specifically assessing children 's ability to listen to a question, draw upon learned information from both formal and informal education, reason through an answer, and express their thoughts aloud. An example item from this index is similarities, vocabulary, and comprehension. Next, the VSI measures non-verbal and fluid reasoning and assesses children 's ability to examine a problem, draw upon visual-motor and visual-spatial skills, organize their thoughts, create solutions, and then test them. An example item from this index is solving a 3D puzzle. The WMI measures working memory and assesses children 's ability to memorize new information, hold it in short-term memory, concentrate, and manipulate that information to produce some result or reasoning processes; an example item would be letter-number sequencing. This measure is particularly important for higher-order thinking, learning, and achievement. Finally, the PSI measures the speed of information processing and assesses children 's abilities to focus attention and quickly scan, discriminate between, and

Internal consistency--The application and appropriateness of internal consistency would be viewed as reliability. Internal consistency describes the continuous results provided in any given test. It guarantees that a range of items measure the singular method giving consistent scores. The appropriateness would be to use the re-test method in which the same test is given to be able to compare whether the internal consistency has done its job (Cohen & Swerdlik, 2010). For example a test that could be given is the proficiency test which provides three different parts to the test, but if a person does not pass the test the same test is given again.

581-586, 2011). This addition of subtest and composite scores allows for an examination of strengths and weaknesses in individuals and when used in combination with other assessment instruments, like the Wechsler Individual Achievement Test Third Edition (WIAT-III), an individuals general cognitive ability as calculated by the WAIS-IV can be compared to additional more specific areas of functioning to distinguish unforeseen patterns of strengths or deficits (Climie & Rostad, pp. 581-586,

Reliability is defined, within psychometric testing, as the stability of a research study or measure(s). Reliability can be examined externally, Inter-rater and Test-Retest, as well as internally; which is seen in internal consistency reliability methods.

Woodcock Johnson Tests of Cognitive Abilities Third Edition It’s comprehensive battery is strong and well normed. Client can pick and choose the subtests. Limitations: This is an expensive test to administer and it is cumbersome to get full picture of client in one hour with this tool.