Validation of the Spanish Version of the Woodcock-Johnson Mathematics Achievement Tests for Children Aged 6 to 13

Autor/inn/en	Diamantopoulou, Sofia; Pina, Violeta; Valero-Garcia, Ana V.; Gonzalez-Salinas, Carmen; Fuentes, Luis J.
Titel	Validation of the Spanish Version of the Woodcock-Johnson Mathematics Achievement Tests for Children Aged 6 to 13
Quelle	In: Journal of Psychoeducational Assessment, 30 (2012) 5, S.466-477 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282912437531
Schlagwörter	Foreign Countries; Achievement Tests; Mathematics Tests; Mathematics Achievement; Test Validity; Test Reliability; Elementary School Students; Parents; Effect Size; Gender Differences; Age Differences; Individual Development; Factor Analysis; Spain; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Testvalidität; Testreliabilität; Eltern; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Individuelle Entwicklung; Faktorenanalyse; Spanien
Abstract	This study validated the four mathematics tests of the Spanish version of the Woodcock-Johnson III (WJ-III) Achievement (ACH) battery for use in the first six grades of school in Spain. Developmental effects and gender differences were also examined. Participants were a normal population sample of 424 (216 boys) children aged 6 to 13 years. Results showed that the tests have good test-retest and internal reliability and good construct and criterion-related validity. Significant main effects of schooling were obtained with scores increasing across the six school grades, but scores between fourth and fifth graders did not differ significantly. Overall, boys scored higher than girls on all tests but the effect sizes of these gender differences were small (d less than or equal to 0.12). (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10