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Woodcock-Johnson Psycho-Educational Battery Revised
Transcript of Woodcock-Johnson Psycho-Educational Battery Revised
What is the test? Who can the test be administered to?
Wide- range comprehensive set of individually administered tests for measuring cognitive abilities, scholastic aptitude, and achievement
Achievement test that can be utilized for people ranging from age 2 to 95
What is the test comprised of?
Divided into two parts: Woodcock Johnson Tests of Cognitive Ability (WJ-R COG) and the Woodcock-Johnson Tests of Achievement (WJ-R ACH)
Both of these are subdivided into a Standard Battery and a Supplemental Battery
The batteries can be used by themselves or they can be utilized with the supplemental batteries
Authors and Manufacturer
Richard W. Woodcock & Nancy Mather
Riverside Publishing in 1989, 1990
Purpose of test
Results obtained from the test can determine a weakness which can be addressed in the form of IEPs
Standard Battery of the WJ-R ACH test measures scholastic achievement
WJ-R ACH Standard Battery
Supplementary Test Battery
Writing Fluency (Punctuation and Capitalization, Spelling, Usage, Handwriting
Pricing for the Test
$475.00 for a complete Woodcock-Johnson Revised Kit which included the Cognitive and Form A Achievement, $29.95 per technical manual and $195.00 per computer scoring system
Test normed on 6,539 subjects in over 100 geographically diverse communities
How it is broken down:
Preschool sample: 705 subjects
K-12 sample: 3,245 subjects
College/University sample: 916 subjects
Adult non-school sample: 1,493 subjects
Subjects randomly selected within a stratified sampling design that controlled for 10 specific community and subject variable: gender, age, college level, job etc.
Not all variables were relevant at all levels
What tests are within the WJ-R COG standard battery?
Seven tests in the standard battery:
Memory for Names
Memory for Sentences
What tests are in the supplementary battery?
Memory for Words
Delayed Recall-Memory for Names
Delayed Recall- Visual-Auditory Learning
Ease of Administration & Scoring Guidelines
Reliability coefficients fall in the mid .90s for the major clusters on the Cognitive and Achievement scales
Reliabilities for the subtests on the Standard & Supplemental Cognitive Batteries range from mid .70s to low .90s (most fell in .80s)
Internal consistency reliabilities for the subtests on the Achievement scale was higher with the majority falling in the high .80s and low .90s
Exception: Writing Fluency subtest- r =.76
Coefficients were observed to be in the high .50s to mid .60s
All 14 subtests of the Extended battery were higher: mid .60s to low .70s
Type of Information Gained for Instruction
Administrator of the test gains an insight into problem areas for students as well as achievement levels
Results -->Intervention implemented through IEPs
Ease of interpreting the results
Very easy to interpret
Norms table for the user to utilize as well as in the test manual there are examples of what the raw score is and gives an example when explaining what the score means
Easy to administer, directions are in the test blank
Doesn't require a long period of time to administer
Multitude of tests to administer with additional sub tests should more information be required or desired
Manual provides a range of interpretative information with the type of scores available and after obtaining the raw score grade and age level equivalents are available on the test blank for the administrator to utilize
Who is qualified to give?
Administrator of the test: requires that the administrator study and practice because the supplemental batteries require a high level of preparation and experience
Training of 8 steps that has the administrator self-study, practice, administer tests while under observation and finally administering the test to subjects
Administration Time Estimates
50- 60 minutes for the nine tests in the WJ-R Achievement Standard Battery
15 minutes for the Writing Sample
8 other tests require about five minutes to administer
The Early Development Scales a problem is present:
Language Functions & The Non-verbal child
Lack of consistent reliability at or above .90 argues against the use of a single WJRCA-R [WJ-R COG]
cognitive cluster score as the sole basis for an important educational decision
--> use more than one test and one cluster score in order to make an important decision: labeling students, intervention, etc.
Overall Opinions of Test Utility
Great test to be implemented
Easy to administer and score
Age range that the test can be given to is vast which indicates achievement abilities can be determined at any age
Reliability falling in the mid .90s indicates that the test items are homogeneous, increases confidence when giving the test to subjects
Descriptive Categories for Interpretation
Directions in the test blank for the administrator with what they have to say, do, etc.
Scoring of the test is done during the examination
Administrator scores each question with a 1 or a 0
Exception: Writing Fluency: 2, 1, 0
If the subject answers the question a few times the administrator must score the last answer
Raw score= number of correct items plus a score of 1 for every item in the test below the basal
Scales of measurement: Age Equivalents, Grade Equivalents, Relative Mastery Indexes, Percentile Ranks, and Standard Scores.
What do some of these tests measure?
Letter-Word Identification-> tests the ability to math a rebus(pictograph) with an actual picture of the object as well as identify isolated letters and words that appear on the subject's side of the test
Calculation--> subjects perform mathematical calculations: addition, subtraction, multiplication, trigonometry, basic operations, calculus operations, logarithmic operations.
Dictation--> measures prewriting skills such as drawing lines and copying letters as well as measures the skills in providing written responses to questions requiring knowledge of letter forms, spelling, punctuation, capitalization, word usage
Applied Problems--> measure the subject's skills in analyzing and solving practical problems in mathematics
*Closer to 1 the more the observed score approximates the true score---> better reliability