Review of Woodcock Johnson III Diagnostic Reading Battery and
Critique the Test
Abstract
The report will critique Woodcock Johnson III Diagnostic Reading Battery (WJ III DRB) and compare my report to the Mental Measurement Yearbook (MMY). The assessment will include the evaluation, in relation to Woodcock et al.’s (1989) WJ III DRB, on the description and purpose of such tests along with ease of use, administrating and interrupting results based on converting raw scores to standard scores including analyzing the results. Finally, assess the overall quality of the test.
Introduction of Woodcock Johnson III Diagnostic Reading Battery
Norm-referenced standardized tests (NRST) used for different administration over the decades. The NRST classifies individuals. It highlights achievements differences between and among students to develop reliable scores. In school systems NRSTs helps identified students for remedial programs. The U.S. Congress, Office of Technology Assessment (1992), establish a standardized test as one that uses (NAGC - ED Norm- and Criterion-Referenced Testing. (n.d.) (Retrieved from http://www.nagc.org/index.aspx?id=314). Similar procedures for application and scoring in order to ensure that results from different people are comparable (Bond, 2010). NRST compares the performance of students with other students from large groups. Using a standardized test like the NRST will grade students in order from high to low achievers. A valid population must be from the widest range of the student population. Accordingly, the assessment must also report the status of student achievement “broken down by gender, ethnicity, disability, economic disadvantage, English proficiency, and...
... middle of paper ...
... WJ III DRB is a quality test that can help examiners gain insight of examinees reading abilities and identify their weakness.
References
Stiggins, R.J. (1994). Student-Centered Classroom Assessment. New York: Merrill
U.S. Congress, Office of Technology Assessment (1992). Testing in America's Schools: Asking the Right Questions. OTA-SET-519 (Washington, D.C.: U.S. Government Printing Office).
Cizek, G. J. (2003). [Review of the Woodcock-Johnson III.] In B. S. Plake, J. C. Impara, & R. A. Spies (Eds.), The fifteenth mental measurements yearbook (pp. 1020-1024). Lincoln, NE: Buros Institute of Mental Measurements.
Sandoval, J. (2003). [Review of the Woodcock-Johnson III.] In B. S. Plake, J. C. Impara, & R. A. Spies (Eds.), The fifteenth mental measurements yearbook (pp. 1024-1028). Lincoln, NE: Buros Institute of Mental Measurements.
Haney, Craig; Zimbardo, Philip. American Psychologist, Jul98, Vol. 53 Issue 7, p709, 19p, 2 Black and White Photographs,
“Students are taking between ten and twenty standardized tests, depending on the grade. A total average of one hundred thirteen different ones by graduation.”(Locker) A few years ago the United States, along with other nations, was given a test to assess the academic strengths and weaknesses of each nation and rank them accordingly. When the results were released and the United States was ranked near the bottom, it was decided to start incorporating more testing through school. Between benchmark, TLI, PARCC, and common core standards, teaching technique was forced to change. Standardized testing has had a negative effect on teachers and students, implementing inadequate grading standards and the common core curriculum, such testing has made
The United States of America has placed low on the educational ladder throughout the years. The cause of such a low ranking is due to such heavy emphasis on standardized testing and not individual student achievement. Although the United States uses standardized testing as a crutch, it is not an effective measure of a student’s ability, a teacher’s competency, or a school’s proficiency.
The development of psychology like all other sciences started with great minds debating unknown topics and searching for unknown answers. Early philosophers and psychologists such as Sir Francis Bacon and Charles Darwin took a scientific approach to psychology by introducing the ideas of measurement and biology into the way an indi...
Eysenck, M.W., 2003. Psychology For AS Level 2nd ed., Hove & New York: Psychology Press.
The experiments were quite simple, in that there was a seemingly harmless task to be performed, and the participants were instructed to choose the estimation of the lengths of a line when compared to two ...
Davis, S. F., & Palladino, J. J. (2003). Psychology. (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
tests were primarily employed as measures of student achievement that could be reported to parents, and as a means of noting state and district trends (Moon 2) . Teachers paid little attention to these tests, which in turn had little impact on curriculum. However, in the continuing quest for better schools and high achieving students, testing has become a central focus of policy and practice. Standardized tests are tests that attempt to present unbiased material under the same, predetermined conditions and with consistent scoring and interpretation so that students have equal opportunities to give correct answers and receive an accurate assessment. The idea is that these similarities allow the highest degree of certainty in comparing result...
Studies using blind or blindfolded subjects have tested and proved the theory of mental rotation (Carpenter & Eisenberg, 1978). Carpenter and Eisenberg’s study, as well as many others which have studied mental rotation with a variety of variables (such as gender, dominant hand and intelligence), all essentially measure the effect of mental rotation through the time it takes for an individual to correctly identify whether or not an object is different, or if it’s simply the orientation that has changed (Silvia et. al., 2013). The way in which this is typically tested is by asking a subject to compare two objects (which can be 3-dimensional objects, 2-dimensional objects, or simply letters from the ...
In Johnson and Scott’s study participants were told they would be taking part in a lab study. Whilst seated in a ‘waiting room’ they would hear an argument in the adjoining room. In the ‘low-anxiety’ condition, a man would walk through the waiting area carrying a pen with his hands covered in grease. In the ‘high-anxiety’ condition, the same argument was heard, accompanied by the sound of breaking glass, then the same man would walk through holding a paper knife covered in blood.
As with the mental map experiments, the fact that reaction time depends directly on the degree of rotation has been taken as evidence that we solve the...
Schacter, D. L., Gilbert, D. T., & Wegner, D. M. (2010). Psychology. (2nd ed., p. 600). New York: Worth Pub.
The purpose of these three distinct methods of measuring mental chronometry is to separate the subcomponents that theoretically comprise a mental reaction RT (O'Shea & Bashore, 2012). The first method, referred to as a-method, actually originated from work done by an astronomer Aldof Hirsch (Canales 2001). Hirsch’s studies were conducted in the 1860’s and consisted of repeated exposure of a single stimulus to a subject. The subjects were simply instructed to give a fixed response when they perceived the stimulus. The assumption was that the RT, being the time from presentation to response, was a representation of the time needed for the processes associated with transmission of basic stimuli and the activation of motor information through the nervous system. This was a process that did not involve any decision making regarding the stimulus given and choice of response and due to these task restrictions, this type of stimulus-response paradigm is termed ‘simple reactions’.
Gross, r, Mcileen,R, Coolican, H, Clamp, A, Russel, J, (2000) Psychology 2nd edition Hodder & Stoughton
Muller-Lyer illusion is one of the most studied perceptual illusions experiment in cognitive psychology. The illusion experiment was created by Psychiatrist Franz Carl Muller-Lyer in 1889. The Muller-Lyer illusion reveals that when three horizontal lines with the same length are presented together. The first line has two outward wings at its end; the second doesn’t have wings; and the last line has two inward wings at its end. Muller-Lyer illusion says that the line with outward wings looks longer than the line without wings, and the other line with inward wings looks shorter than the one without wings. In our CogLab experiment, it is designed to have only a line with outward wings and another line that has no wings showing to the participants; their task was to choose which line is longer than the other in the experiment. In this experiment, the constant stimuli experimental method will keep the length of the line with outward wings constant throughout the experiment. The result will tell us participants’ judgments of physical length may be deluded by the presence of outward wings. Participants tend to perceive that the line with wings looks longer than a line without wings. (CogLab, Muller-Lyer Illusion, Cengage Learning)