دورية أكاديمية
School Psychology Trainees' Administration and Scoring Errors on the Woodcock-Johnson IV Tests of Achievement
| العنوان: | School Psychology Trainees' Administration and Scoring Errors on the Woodcock-Johnson IV Tests of Achievement |
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| اللغة: | English |
| المؤلفون: | Lockwood, Adam B. (ORCID |
| المصدر: | Journal of Psychoeducational Assessment. Feb 2023 41(1):36-48. |
| الإتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Achievement Tests, School Psychology, Counselor Training, Trainees, Error Patterns, Educational Legislation, Equal Education, Federal Legislation, Students with Disabilities, Graduate Students, Doctoral Students, Scoring |
| Laws, Policies and Program Identifiers: | Individuals with Disabilities Education Improvement Act 2004 |
| Assessment and Survey Identifiers: | Woodcock Johnson Tests of Achievement |
| DOI: | 10.1177/07342829221124355 |
| تدمد: | 0734-2829 1557-5144 |
| مستخلص: | Sixty-three Woodcock-Johnson IV Tests of Achievement protocols, administered by 26 school psychology trainees, were examined to determine the frequency of examiner errors. Errors were noted on all protocols and ranged from 8 to 150 per administration. Critical (e.g., start, stop, and calculation) errors were noted on roughly 97% of protocols. Wilcoxon signed-rank tests indicated multiple subtests were more prone to both critical and non-critical (e.g., failure to record answers verbatim, failure to record qualitative observations) errors; critical errors were generally more common on subtests with objective scoring criteria (i.e., Written Expression and Spelling) and non-critical errors were more frequently observed on subtests that required the recording of answers verbatim. Based on these findings, we encourage trainers to place increased scrutiny on trainee's objective scoring performance and on requiring recording responses verbatim. Areas of needed future research studies are also discussed. |
| Abstractor: | As Provided |
| ملاحظات: | https://osf.io/r85ax |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1362367 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0734-2829 1557-5144 |
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| DOI: | 10.1177/07342829221124355 |