School Psychology Trainees' Administration and Scoring Errors on the Woodcock-Johnson IV Tests of Achievement

Autor/inn/en	Lockwood, Adam B.; Klatka, Kelsey; Freeman, Kelli; Farmer, Ryan L.; Benson, Nicholas
Titel	School Psychology Trainees' Administration and Scoring Errors on the Woodcock-Johnson IV Tests of Achievement
Quelle	In: Journal of Psychoeducational Assessment, 41 (2023) 1, S.36-48 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lockwood, Adam B.) ORCID (Benson, Nicholas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/07342829221124355
Schlagwörter	Achievement Tests; School Psychology; Counselor Training; Trainees; Error Patterns; Educational Legislation; Equal Education; Federal Legislation; Students with Disabilities; Graduate Students; Doctoral Students; Scoring; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schulpsychologie; Auszubildender; Weibliche Auszubildende; Fehlertyp; Bildungsrecht; Schulgesetz; Bundesrecht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Doktorand; Doktorandin; Bewertung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01