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Woodcock-Johnson III: Test of Cognitive Abilities

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Damien Holloway

on 6 March 2014

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Transcript of Woodcock-Johnson III: Test of Cognitive Abilities

Like the WISC-IV, certain answers given by the subject can be queried if marked in the booklet. Queries are listed for each test on the test book.

If unsure of the scoring of certain items, balance the scores (ex. if there are responses that you are unsure how to score, score 1 as correct and 1 as incorrect)

Same concept as the WIAT-III
If beginning administration of subtest at item 1, this is your basal
If you start further into the subtest, a reverse rule is applied
The ceiling is the 6 highest incorrect in a row
The basal is the 6 lowest correct in a row
If provided more than one response, score only the last answer given (correct or incorrect )

Unlike the WISC-IV, administration of subtests can be completed in any order as determined by the administrator, including beginning with the extended version.

Can be completed over multiple sessions, across days.

Start points are estimated by grade (listed for each test in the standard/ extended test book).

Reliability statistics were calculated for all WJ III tests across their range of intended use
and included all norming subjects tested at each technical age level.

Reliabilities for all but the speeded tests (i.e. Visual
Matching, Decision Speed, Retrieval Fluency) and tests with multiple-point scoring systems were calculated using the split-half procedure

Specific Reliabilities can be found in the examiners manuals well as the publishers website

Adequate Validity Evidence
Content validity
Construct Validity
Concurrent Validity

20 tests each measuring a different aspect of cognitive ability

Divided into 2 batteries- standard (1-10) and extended (11-20)

Extended allows for more focus and selective testing

Do not need to administer all tests
Administrators must read the provided script verbatim
(This can be found on the back of the standard/extended test book pages)

Much like the WISC-IV, you CANNOT tell students how they are doing

You rarely have to administer all sections of the test (This is determined on an individual basis)

The test has been designed to alternate between different formats (ex. timed and not timed, verbal and spatial)

Raw Scores are converted to:
Standard Scores
Percentile Rank
Grade and Age Equivalents

Broad measure of general intelligence as well as specific cognitive functions

The test is administered by individuals who have been trained and meet the qualifications to administer the test (Level-C)

Used for:
Determination of Discrepancies
Educational Programming
Planning Individual Programs
Assessing Growth
Program Evaluation
Psychometric Training

Definitions of the cognitive abilities measured by each of the tests are primarily based on the Cattell-Horn-Carrol Theory of Cognitive Abilities

Norm Population:
Ages: 2 - 90+
Data norms were collected from a large, nationally (United States) representative sample of 8,818 subjects *Excerpt from Tech. Manual

Woodcock-Johnson III
Test of Cognitive Abilities

was last published in 2001-old
Questionable reliability (timed tests, length between administration)
No pages specifically for score and analysis (ie. WISC-IV/WAIS-IV/WIAT-III)

Pros and Cons

When starting at item one, it’s automatically the basal so you include all items in the raw score

Like the WISC-IV, if the basal occurs at an item further into the subtest, all preceeding items are given credit when calculating a raw score.
Raw Scores

Basals and Ceilings
can be used to test ages 2-90
has an extended version to further test academic areas
has good norms-updated
Test book and stimulus book are all together in one book.
Has observation checklist, which helps with note taking

For More Information:
Full transcript