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Woodcock Johnson Test of Achievement
Transcript of Woodcock Johnson Test of Achievement
20 tests of cognitive ability, 22 tests of achievement
Verbal/thinking ability, cognitive efficiency
Reading (5 tests) Oral Language (4 tests) Math (4 tests) Written Language (4 tests) Knowledge (1 test) Supplemental (4* tests)
Standard Battery (12 tests)
Extended Battery (22 tests)
Woodcock Johnson Test of Achievement 3rd Edition
Authors: Richard Woodcock Ph.D., Nancy Mather Ph.D. and Kevin S. McGrew Ph.D.
Battery of 10-42 subtests, 5-10 min each
$444.00 for WJ III ACH Battery
Test measures both cognitive ability and academic achievement
Integrated Gf-Gc Theory
Larger normative sample
WJ III (2001)
Increased use of Cattell-Horn-Carroll Theory
Addition of 7 subtests
5 broad categories added to WJ III COG
WJ III COG divided into verbal/thinking ability and cognitive efficiency
Normative update to WJ III (2007)
Purpose and Nature of Test
Purpose and Nature of Test
Woodcock-Johnson Psychoeducational Battery 1977
Authored by Richard Woodcock Ph.D. and Mary Bonner Johnson
First of it's kind: IQ/Achievement battery
Became diagnostic criteria of learning disabilities
Test cannot be scored by hand, score is a product of normative analysis.
Provides deficiency data for further testing
Co-normative between WJ III COG and ACH
Normative data for grades K-Grad
Normative data for ages 2-90+
Alternate forms reliability was determined via 100-400 item banks arranged on a difficulty gradient.
Forms A and B correlate between 0.85 and 0.96 for various age groups.
Analyzes 5 Broad CHC Factors:
Reading-Writing (i.e. reading/writing fluency)
Mathematics (i.e. calculation)
Comprehension-knowledge (i.e. Story recall)
Auditory processing (i.e. sound spelling)
Long-term retrieval (delayed recall)
Norms grouped by grade, minimum n = 198 (graduate student) maximum n=582 (4th grade)
Population size: 5,948
Further grouped by decade (i.e. 20-29, 30-29, etc.) minimum n=147 (80+) maximum n=1,011 (20-29)
Population size: 8,818
Randomized 10 community and 13 socio-economic variables
Uses continuous-year norms
Benefit to co-norming two tests: discrepancy scores
Oral language ability/achievement
Comparison to normative data for grade
Test-retest reliability for the achievement subtests in the battery vary from 0.69 to 0.96 with an average reliability of 0.83 and a median of 0.88
Inter-rater reliability scores largely not applicable, average reliability of 0.81 for those which it is.
Face validity - W scores correlated to known developmental patterns.
Construct validity - Confirmatory factor analytic models conforming to the ability strata defined by CHC theory
Construct validity - Moderate inter-correlation between unrelated clusters (0.5-0.7)
Flanagan, D. (2001). Comparative Features of the WJ III Tests of Cognitive Abilities (Woodcock-Johnson III: Assessment Service Bulletin No. 1) Itasca, IL: Riverside Publishing.
McGrew, K.S., Werder, J.K., & Woodcock, R.W. (1991). WJ-R Technical Manual. Itasca, IL: Riverside Publishing.
Plake, B., Impara, J., & Spies, R. (2003). Fifteenth Mental Measurements Yearbook. Lincoln, NE: University of Nebraska Press.
Schrank, F. A., McGrew, K. S., & Woodcock, R. W. (2001). Technical Abstract (Woodcock-Johnson III Assessment Service Bulletin No.2). Itasca, IL: Riverside Publishing.
Woodcock, RW, McGrew, KS, & Mather N (2001) WJ OOO Otasca, IL: Riverside publishing
Concurrent Validity - General and Brief Intellectual ability scores of the WJ III COG correlate with Wechsler at ~0.7
Concurrent Validity - WJ III ACH correlates at 0.78 with Wechsler Individual achievement test.
"Substantive Evidence....Broad and narrow abilities are measured" (Shrank, 2001)
"Good concurrent validity overall" (Shrank, 2001)
"Reliabilities are sufficiently high, almost all in the .90’s" (Shrank, 2001)
The WJ III Test of achievment displays superior strengths in measuring the total cognitive profile of an individual
Co-normative data allows valid inferences to be made within a single test
Test could do a better job representing ethnic and socio-economic minorities.