Study on Administration Errors for Woodcock-Johnson III Tests of Cognitive Abilities

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

It is made up of four major parts: standards for particular applications, technical standards for test construction and evaluation, professional standards for test use, and standards for administrative procedures. A test that is technically adequate meets the criteria for validity, reliability, and norms. Validity is “the appropriateness, meaningfulness, and usefulness of the specific inferences” that can be made from the test results. (American Psychological Association 9) Validity is the degree to which a test measures what it is intended to measure. Reliability is the extent to which the test results are dependable and consistent. Unrelated to the purpose of the test, errors in measurement can be viewed through inconsistencies in the performance, motivation, or interests of students being tested. Norms can be shown in age or grade equivalence, standard scores, and percentiles. They are generally shown in charts showing the performance groups of students who have taken the test. Norms show the comparison of the performance of new groups of test takers with the samples of students on whom the test was standardized. Goodwin and Driscoll (59-60) note that standardized tests have the following qualities: They provide a “systematic procedure for describing behaviors, whether in terms of numbers or categories.” They have an established format and set materials. Also, they present the same tasks and

Participants were recruited using an availability sample. Each of the researchers collected four acquaintances and collected data, then submitted each response to build a conjoined data set. The group consisted of 106 females and 120 males, for a total of 226 participants between the ages of 11 and 57 years of age (M = 23.99, SD = 8.46). Our sample was made up of individuals indicating their ethnicity as 54.9% as White/Caucasian (N = 124), with 28.8% identifying themselves as Hispanic/Latino/a (N = 65), with 8% identifying themselves as Black/African-American (N = 18), with 3.5% identifying themselves as more than one ethnicity/race (N = 8), with 2.7% identifying themselves as Asian/Pacific Islander (N = 6), with 1.8%

Five major criticism of test The five criticisms of tests are “1) Tests Create Anxiety. 2) Test Categorize and Label Students. 3) Tests Damage Students’ Self-Concepts. 4) Tests Create Self-Fulfilling Prophecies. 5) Consequences on Teaching.” (Miller, Linn, & Gronlund, 2013)

Our textbook shows that some counselors believe that using assessments can have a negative effect but it never gives any quantities data behind it. They could give what culture biases affect those taking the assessments. Since the textbook talks about assessments creating labels tend to be harmful more information can be found how severe these labels on clients are. More research can be done on how to create more culturally inclusive assessments. Another thing that can be studied is which assessments are more effective. If counselors knew what assessments are more effective they could use this to better serve

The sample was a total of 25 Stage 2 Psychology students from Woodville High School who underwent the investigation. This investigation only covers a small group of the population,

doctoral university in the southeastern region of the USA. The were a total of 29

The participants in this study were in the region of 70 University of Central Oklahoma students from a system online called SONA that specializes in the recruitment of participants. Most of the participants were accumulated from the psychology pool. The participants included 31 females and 9 males. Their ethnicities varied from 21 white, 4 Asian, 7 African American, 8 Hispanic/Latino. All participants were volunteers and given course credit for participation in this study.

Cognitive ability tests differentiate individuals based on their mental rather than physical capacities. Cognitive ability test can be used for hiring process, if the employer can show that it is related to the job or valid. These tests has adverse impact against African-Americans and Hispanics, and also on minorities.

The Wechsler Intelligence Tests and the Stanford-Binet Intelligence Scales are strong measures of IQ; however, administrative errors may lead to misinterpretations. In either case, misinterpretations of low or high IQ scores will have significant impact on the client; whether this impact is positive or negative depends on the misinterpretations. Usually there are television shows that demonstrate errors in IQ testing. The intelligent character, who receives a low IQ score, will doubt his potential; but a high IQ score, for the character portrayed as less intelligent, may increase their potential. Now imagine what will happen to either character if the examiner came to them and explain the possibility of incorrect test scores. Some error due

The distribution of the participants by gender included 26 females and 6 males. The age of the participants ranged from 19 to 41 years old (M= 20.725, SD=5.15). All subjects are students who attend the University of Kentucky and are enrolled in PSY 427 Cognitive Psychology class instructed by Dr. Gottlob.

The practice of using standardized testing by schools over many years as a way of measuring student’s abilities and understanding of the material is slowly starting to change. Some schools in the New York State are shortening the test period to increase the class time as it “take(s) up too much class time, both in days of testing and in test preparation” (HARRIS). The student is usually given a limited time to complete a scantron-based test which will later be used by the education system to determine the student’s success rate. The pressure and anxiety among students are increasing as the test is getting more complicated and getting more valued than student’s overall achievements. The education system is

to help industry and commerce make the most of its human resources. However, psychological test data can also confront us with problems which are difficult to handle. Many of the controversies which surround test use reflect existing problems in society. For example, differences in test scores between blacks and whites in the United States are generally considered to be a reflection of the long-term effects of social disadvantage. Research shows that these differences in test scores are not due to bias in the tests. They are real, and are predictive of real social outcomes, to differences in academic attainment, differences in job performance, and so on. Given the potential power of psychological tests as a tool, it is vital that they are used carefully and appropriately. Use of tests should always be under the supervision of a competent psychologist, or other suitably qualified, accredited person, and should always be carried out with due regard for local cultural factors and for professional and ethical codes of practice. In the United Kingdom, a national system of certification of test user competencies is now in place which is based on standards for test use. In most countries, the national psychological association can provide information and guidance covering the supply and use of tests, and standards for test construction. Across countries, the International Test Commission liaises between national psychological associations and provides guidance on technical issues

The target population was high school students. To withdraw relatively equal sample of students from every grade level, eighteen freshmen and twenty-three sophomores from two English classes were chosen. The upper-class participants included twenty-six juniors and twenty-four seniors from two AP Psychology classes. In total, the sample size were 91 participants, with 42 female participants and 49 male participants.

The population is male and female introductory psychology college students. There were 300 college students that varied from age 18 – 55 years old. About 55.9% were