Administration and Scoring Errors on the Woodcock-Johnson IV Tests of Achievement: Before and during COVID-19

Autor/inn/en	Lockwood, Adam B.; Klatka, Kelsey; Parker, Brandon; Benson, Nicholas
Titel	Administration and Scoring Errors on the Woodcock-Johnson IV Tests of Achievement: Before and during COVID-19
Quelle	In: Journal of Psychoeducational Assessment, 41 (2023) 5, S.501-513 (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	10.1177/07342829231166725
Schlagwörter	Achievement Tests; Testing; Scoring; Error of Measurement; COVID-19; Pandemics; Norm Referenced Tests; Special Education Teachers; School Psychologists; Urban Schools; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Bewertung; Messfehler; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Urban area; Urban areas; Stadtregion; Stadt
Abstract	Eighty Woodcock-Johnson IV Tests of Achievement protocols from 40 test administrators were examined to determine the types and frequencies of administration and scoring errors made. Non-critical errors (e.g., failure to record verbatim) were found on every protocol (M = 37.2). Critical (e.g., standard score, start point) errors were found on 98.8% of protocols (M = 15.3). Additionally, a series of paired samples t-test were conducted to determine differences in total, critical, and non-critical errors pre- and during-COVID-19. No statistic differences were found. Our findings add to a growing body of research that suggests that errors on norm-referenced tests of achievement are pervasive. However, the frequency of errors did not appear to be affected by COVID-19 stressors or social distancing requirements. Implications of these findings for training and practice are discussed. Suggestions for future research are also provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01