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Woodcock Johnson Test of Achievement

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Ben McCalla

on 3 December 2013

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Transcript of Woodcock Johnson Test of Achievement

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)
General Information
Woodcock Johnson Test of Achievement 3rd Edition
Riverside Publishing
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
Revision History
WJ-R (1989)
Integrated Gf-Gc Theory
Larger normative sample
Item revisions
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)
General Information
Purpose and Nature of Test
Practical Evaluation
Normative data
Reviewer comments

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
Ages 2-90+
Normative Data
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.
Practical Evaluation
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)
Normative Data
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
Normative Data
Benefit to co-norming two tests: discrepancy scores
Percentile rank
SD discrepancy
Intra-Ability discrepancy
Ability/Achievement Discrepancy
Predicted/actual achievement
Oral language ability/achievement
Practical Evaluation
Comparison to normative data for grade
Standard Score
Percentile Rank
W score
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.
Reviewer Comments
"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.
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