Woodcock Johnson Tests of Achievement In 2014, Fredrick A. Schrank, Nancy Mather, and Kevin S. McGrew released the Woodcock-Johnson IV Tests of Achievement (WJ IV). The newest release was expanded and is now composed of three parts: the WJ IV Tests of Cognitive Abilities, the WJ IV Tests of Achievement, and the WJ IV Tests of Oral Language. The individually administered test can be administered in parts and can each be used independently or in any combination to identify academic strengths and/or weaknesses (Schrank, Mather, & McGrew, 2014).
According to Venn (2007) the WJIV is a comprehensive assessment tool used for measuring “general intelligence, specific cognitive abilities, scholastic aptitude, oral language, and achievement (pg. 158). …show more content…
The interpretation of tests scores measures an individual’s set of unique abilities in cognitive development, oral language, and academics. The interpretive overview provides a summary of the examinee’s performance on tests and clusters and any variation and comparison procedures for all administered batteries (LaForte, McGrew, & Schrank, 2014).
Furthermore, LaForte, McGrew, and Schrank (2014) states the WJ IV is based on the theoretical foundation from the Cattell-Horn-Caroll theory of cognitive ability and evidence to support the interpretation of the WJ IV, Validity Content was addressed using the master-test and cluster-content according to the CHC theory. The Content validity refers to the learning area measured by the test. In addition, the CHC theory and research were the “basis for the overarching test battery design blueprint” (LaForte, McGrew, & Schrank, 2014 pg. 14). The difference between broad and narrow ability used in the CHC theory is important because the WJ IV test was created to measure a person’s narrow ability. The cluster interpretation was used to improve content validity when measuring broad abilities such as general intelligence, reading, and fluid reasoning (LaForte, McGrew, & Schrank, …show more content…
The coefficients of this model resulted in low to moderate providing proof that an individual’s cognitive ability are related but distinct from one another. The Concurrent Validity used special study reports to demonstrate the WJ IV test and clusters measures and interprets an individual’s general intellectual ability. The coefficients of this model suggest that the WJ IV Tests of Achievement is comparable to other achievement tests measuring intellectual ability (LaForte, McGrew, & Schrank, 2014). The procedures used in validating the WJ IV formed a diagnostic tool that can be used in confidence in both educational and psychological
According to Venn (2007) the WJIV is a comprehensive assessment tool used for measuring “general intelligence, specific cognitive abilities, scholastic aptitude, oral language, and achievement (pg. 158). …show more content…
The interpretation of tests scores measures an individual’s set of unique abilities in cognitive development, oral language, and academics. The interpretive overview provides a summary of the examinee’s performance on tests and clusters and any variation and comparison procedures for all administered batteries (LaForte, McGrew, & Schrank, 2014).
Furthermore, LaForte, McGrew, and Schrank (2014) states the WJ IV is based on the theoretical foundation from the Cattell-Horn-Caroll theory of cognitive ability and evidence to support the interpretation of the WJ IV, Validity Content was addressed using the master-test and cluster-content according to the CHC theory. The Content validity refers to the learning area measured by the test. In addition, the CHC theory and research were the “basis for the overarching test battery design blueprint” (LaForte, McGrew, & Schrank, 2014 pg. 14). The difference between broad and narrow ability used in the CHC theory is important because the WJ IV test was created to measure a person’s narrow ability. The cluster interpretation was used to improve content validity when measuring broad abilities such as general intelligence, reading, and fluid reasoning (LaForte, McGrew, & Schrank, …show more content…
The coefficients of this model resulted in low to moderate providing proof that an individual’s cognitive ability are related but distinct from one another. The Concurrent Validity used special study reports to demonstrate the WJ IV test and clusters measures and interprets an individual’s general intellectual ability. The coefficients of this model suggest that the WJ IV Tests of Achievement is comparable to other achievement tests measuring intellectual ability (LaForte, McGrew, & Schrank, 2014). The procedures used in validating the WJ IV formed a diagnostic tool that can be used in confidence in both educational and psychological