Graduate students' administration and scoring errors on the Woodcock-Johnson III Tests of Cognitive Abilities

2009 ◽  
Vol 46 (7) ◽  
pp. 650-657 ◽  
Author(s):  
Erica Ramos ◽  
Vincent C. Alfonso ◽  
Susan M. Schermerhorn
Keyword(s):  
Graduate Students ◽  
Cognitive Abilities ◽  
Scoring Errors ◽  
Woodcock Johnson

Woodcock Johnson Tests of Cognitive Abilities, Third Edition

2013 ◽  
pp. 3393-3393
Author(s):  
James Luiselli ◽  
Francesca Happé ◽  
Hillary Hurst ◽  
Stephanny Freeman ◽  
Gerald Goldstein ◽  
...  
Keyword(s):  
Cognitive Abilities ◽  
Woodcock Johnson

Woodcock-Johnson III Tests of Cognitive Abilities—Brazilian Version

2010 ◽  
Author(s):  
Solange Muglia Wechsler ◽  
Carlos Sancineto Nunes ◽  
Patricia Waltz Schelini ◽  
Sonia Regina Pasian ◽  
Silvia Vertoni Homsi ◽  
...  
Keyword(s):  
Cognitive Abilities ◽  
Brazilian Version ◽  
Woodcock Johnson

Monte Carlo Modeling of Contemporary Intelligence Test (IQ) Factor Structure: Implications for IQ Assessment, Interpretation, and Theory

Assessment ◽  
2019 ◽  
pp. 107319111986982 ◽  
Author(s):  
Stefan C. Dombrowski ◽  
Ryan J. McGill ◽  
Grant B. Morgan
Keyword(s):  
Monte Carlo ◽  
Cognitive Abilities ◽  
Model Specification ◽  
Order Structure ◽  
General Factor ◽  
Intelligence Scale ◽  
Assessment Battery ◽  
Theories Of Intelligence ◽  
Factor Analytic ◽  
Woodcock Johnson

Researchers continue to debate the constructs measured by commercial ability tests. Factor analytic investigations of these measures have been used to develop and refine widely adopted psychometric theories of intelligence particularly the Cattell–Horn–Carroll (CHC) model. Even so, this linkage may be problematic as many of these investigations examine a particular instrument in isolation and CHC model specification across tests and research teams has not been consistent. To address these concerns, the present study used Monte Carlo resampling to investigate the latent structure of four of the most widely used intelligence tests for children and adolescents. The results located the approximate existence of the publisher posited CHC theoretical group factors in the Differential Abilities Scales–Second edition and the Kaufman Assessment Battery for Children–Second edition but not in the Wechsler Intelligence Scale for Children–Fifth edition or the Woodcock–Johnson IV Tests of Cognitive Abilities. Instead, the results supported alternative conceptualizations from independent factor analytic research. Additionally, whereas a bifactor model produced superior fit indices in two instruments (Wechsler Intelligence Scale for Children–Fifth edition and Woodcock–Johnson IV Tests of Cognitive Abilities), a higher order structure was found to be superior in the Kaufman Assessment Battery for Children–Second edition and the Differential Abilities Scales–Second edition. Regardless of the model employed, the general factor captured a significant portion of each instrument’s variance. Implications for IQ test assessment, interpretation, and theory are discussed.

Wechsler Administration and Scoring Errors Made by Graduate Students and School Psychologists

2018 ◽  
Vol 37 (6) ◽  
pp. 679-691 ◽  
Author(s):  
Erika Oak ◽  
Kathleen D. Viezel ◽  
Ron Dumont ◽  
John Willis
Keyword(s):  
Graduate Students ◽  
Best Practices ◽  
Continuing Education ◽  
School Psychologists ◽  
Cognitive Tests ◽  
Cognitive Assessments ◽  
Wechsler Scales ◽  
Scoring Errors ◽  
Specific Error

Individuals trained in the use of cognitive tests should be able to complete an assessment without making administrative, scoring, or recording errors. However, an examination of 295 Wechsler protocols completed by graduate students and practicing school psychologists revealed that errors are the norm, not the exception. The most common errors included failure to administer sample items, incorrect calculation of raw scores, failure to record responses verbatim, and failure to query. Significant differences were found between specific error frequencies of students and practitioners. Adequate training in administering the Wechsler scales is clearly essential. Based on the outcome of this study, it is recommended that programs training students to administer cognitive assessments provide ample feedback, and that practicing psychologists maintain best practices and take part in continuing education regarding cognitive assessments.

scholarly journals Using Universal Design to Improve the Visitor Experience at the Georgia Aquarium

2019 ◽  
Vol 63 (1) ◽  
pp. 1493-1497
Keyword(s):  
Graduate Students ◽  
Traffic Flow ◽  
Cognitive Abilities ◽  
Americans With Disabilities Act ◽  
Universal Design ◽  
Visitor Experience ◽  
Interactive Spaces ◽  
Educational Engagement ◽  
Minimum Requirements ◽  
African Penguin

The Americans with Disabilities Act of 1990 requires institutions, like aquariums, to comply with federally mandated minimums for accommodating visitors with different needs. However, these minimum requirements fall short in providing guidelines on how to provide an equitable experience for these visitors in the immersive and often interactive spaces inside an aquarium exhibit. The Universal Design (UD) approach is one way to provide a means of developing exhibits that are functional, educational, entertaining, and aesthetically pleasing for a wider audience. By using UD and human factors principles, a group of undergraduate and graduate students worked with the Georgia Aquarium Education staff to propose solutions for redesigning the African Penguin Exhibit. The designs aim to improve visitor traffic flow, alleviate crowding, enhance educational engagement, and increase safety for all patrons, regardless of their physical and cognitive abilities.

Developing Proficiency in Standardized Cognitive Assessment Scoring: How Much Is Enough?

2018 ◽  
Vol 34 (3) ◽  
pp. 215-233
Author(s):  
Damien C. Cormier ◽  
Ethan R. Van Norman ◽  
Clarissa Cheong ◽  
Kathleen E. Kennedy ◽  
Okan Bulut ◽  
...  
Keyword(s):  
Graduate Students ◽  
Cognitive Assessment ◽  
Significant Contribution ◽  
Training Programs ◽  
Ecological Validity ◽  
Core Competency ◽  
Fourth Edition ◽  
Intelligence Scale ◽  
Scoring Errors ◽  
Larger Sample

This study aims to systematically evaluate the scoring errors made by psychologists in training, in the hopes of providing strong, empirically based guidelines to training programs. Survival analysis was used to determine the number of attempts required for graduate students to achieve proficiency in scoring standardized record forms from the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV). The results suggest that the majority of students will require at least six attempts prior to achieving proficiency in the standardized scoring procedure associated with the WISC-IV. The significant contribution of this study stems from its notably larger sample size ( N = 546 record forms) and increased ecological validity compared with previous studies. As a result, this study is likely to improve training in an area that has been established as a core competency for school, clinical, and counselling psychologists.

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