Test Reviews Hand Out

7/31/2019 Test Reviews Hand Out

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Test Review Forms 1

PORTFOLIO

TEST REVIEW FORM

Description of the Test:

Title: Wechsler Adult Intelligence Scale-III (WAIS-III)

Author(s): David Wechsler

Publisher: The Psychological Corporation

Copyright Date(s): 1997

Type of Test: Intelligence

Underlying Theory: Measures an individual's potential for purposeful and useful behavior. Itevaluates many cognitive abilities: more than just ability to reason abstractly, to learn, or adapt.

Also aware of nonintellective factors: anxiety, persistence, goal awareness, etc. Responses toitems may indicate psychological disturbances.

Nature of Test Items: comprised of 14 subtest (see below). Each subtest has its own uniquenature. Ranging from question and answer to time performance on replicating block designs.

Number of Test Forms: unknown (appears to be 1 form)

Subtests:

List Names:Verbal Scales

Information: Range of knowledge

Comprehension: JudgementArithmetic: Concentration

Similarities: Abstract thinking

Digit Span: memory, anxiety

Vocabulary: Vocabulary levelLetter-Number-

Sequencing

Performance Scales

Digit Symbol: Visual-motor functioning

Picture Completion: Attention to detailPicture Arrangement: Planning ability

Block Design: Nonverbal reasoning

Object Assembly: Analysis of part-whole relationships

Matrix Reasoning


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Test Review Forms 2

Symbol Search

Each subtest has a scaled score of 10 with a SD of 3.

Reliability Information:

Test-Retest: Done for two age groups 25-34 and 45-54. Given in a 2 to 7 week interval.Reliability coefficient ranges from a low of .67 (Object Assembly 45-54) to a high of .94

(Information 45-54). VIQ = .94 (25-34) and .97 (45-54). PIQ = .89 (25-34) and .90 (45-54). FIQ

= .95 (25-34) and .96 (45-54)

Split-Half: Spearman-Brown for all subtests except for Digit Span and Digit Symbol for age ranges

from 16-17 to 70-74. Reliability coefficient ranges from a low of .52 (Object Assembly 16-17) toa high of .96 (Vocabulary across many of the age ranges). VIQ = .97. PIQ = .93. FIQ = .97.

Alternate-Form: none given

Interitem Consistency: not done. However, correlations between subtests (intrasubtest) and VIQ,

PIQ, and FIQ are given but a Cronbach Alpha was not done.

Inter-Rater: not applicable

Standard Error of Measurement: each subtest has a SEM a low of .49 (Vocabulary 16-17) and high

of 1.91 (Object Assembly 16-17). Average SEM were VIQ 2.74, PIQ 4.14, and FIQ 2.53

Validity Information:

Face Validity: has face validity

Content Validity: has content validity

Criterion-Related Validity: with academic success, tests of achievement, and formal education

Construct Validity: convergence with similar IQ measures, no divergence given

Standardization:


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Test Review Forms 3

Size and Composition of the Standardized Sample: 2,450 people comprised the standardization

sample reflecting ages 16-89Describe the Sampling Procedures: Stratified Random Sampling based on the most current census

data.

Administration Procedures: individual administration procedure, should be done by a trained

evaluator.

Scoring: is done by hand by the evaluator

Interpretation: guidelines for interpreting each interval of scores is given: very superior - mentally

retarded.

Comments:

Appropriate Client Use: people for whom the test was standardized. It is a test of intelligence socaution should be used when interpreting it for occupations, education, and training.

Appropriate for Which Groups of People with Disabilities: generally those people who would not

fall into the categories below.

Groups of People with Disabilities not Appropriate: people who were institutionalized for mental

illness, people with traumatic brain injuries, people with severe behavioral or emotional problems,

people with physical impairments which restrict responses to test items, people whose primary

language is other than English.


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Test Review Forms 4

PORTFOLIO

TEST REVIEW FORM


Title: Slosson Intelligence Test

Author(s): Richard Slosson

Publisher: Western Psychological Services

Copyright Date(s): 1961, 1962, 1963, 1975

Type of Test: Intelligence

Underlying Theory: a short intelligence test for screening for both children and adults. It is similar

to the Stanford-Binet and uses a chronological and mental age.

Nature of Test Items: earlier items involve performance by young children (e.g., makes small

throaty noises other than crying; draw a circle) for later years it mostly verbal and arithmeticquestions. Mean of 100 SD of 16.

Number of Test Forms: one form now the L-M

Subtests: none


Test-Retest: .97 with a two-month interval

Standard Error of Measurement: 4.3



Content Validity: items are similar to those of the Stanford-Binet

Criterion-Related Validity: concurrent validity with the Stanford-Binet it has a range of

coefficients from a low of .90 (age 4 years) to a high of .98 (ages 6 and 7). Also, the Cattell Infant

Intelligence Scale .70


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Test Review Forms 5

Construct Validity: none given

Standardization:

Size and Composition of the Standardized Sample: children and adults came from both urban and

rural populations in New York State. The referral came from cooperative nursery schools, public,

parochial and private schools, from junior and senior high schools. The came from gifted as well

as developmentally disabled classes--White, Black, and some American Indian. Some came fromthe Youth Bureau, some from a Home for Boys. The very young children resided in an infant

home. The adults came from the general population, from various professional groups, from a

university graduate school, from a state school for the developmentally disabled and from a county

jail. Many of these individuals were difficult to test as they were disturbed, negativistic,

withdrawn and many had reading difficulties. Some suffered from neurological disorders or otherphysical defects. The only cases which were excluded from this study were individuals who could

not speak English.

Describe the Sampling Procedures: none given

Administration Procedures: detailed instruction to find basal and ceiling (10 in a row right and 10

in a row wrong). Uses mental age divided by chronological age times 100.

Scoring: correct responses are given 1/2 to 3 month's credit for mental age.

Interpretation: given as a percentile but also discusses what scatter may mean (e.g., gifted,

emotionally disturbed, organic brain damage).

Comments:

Appropriate Client Use: use with norm groups people with reading problems, visually impaired,

deaf, or other language handicaps. Not to be used with an interpreter

Appropriate for Which Groups of People with Disabilities: see above

Groups of People with Disabilities not Appropriate: people with hearing impairments that need

interpreters.


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Test Review Forms 6

PORTFOLIO

TEST REVIEW FORM


Title: Minnesota Multiphasic Personality Inventory (MMPI & MMPI-2)

Author(s): S.R. Hathaway and J.C. McKinely MMPI; J.N. Butcher, J.R. Graham, W.G.,Dahlstrom, A.M. Tellegren, and B. Kaemmer MMPI-2

Publisher: The Psychological Corporation

Copyright Date(s):

Type of Test: Assess personality characteristics that affect personal and social adjustment

Underlying Theory: Utilizes criterion-group approach to distinguish abnormal groups from normal.

Criterion-groups consisted of people with hypochondriasis, depression, hysteria, psychopathicdeviance, paranoia, psychasthenia, schizophrenia, and hypomania. Also has two content scales

masculinity-femininity and social-introversion. Has three validity scales to provide information

about the person's approach to test-taking (faking bad or good); 1) Lie (L) scale evaluate anattempt to naively portray oneself in a positive light, 2) Infrequency Scale (F) 64 items that less

than 10% are scored by the normal population, it detects attempts to fake bad, 3) K scale detects

people who attempt to deny problems and present oneself in a positive light, criterion-group was

people with normal patterns but were known to be disturbed.

Nature of Test Items: 550 items covering wide range of categories, from subjects physical

condition to moral and social beliefs. Subject responds by indicating agreement, disagreement, oruncertainty.

Number of Test Forms: two MMPI and MMPI-2

Subtests:

Lie Scale Naive attempts to fake goodF Scale Attempt to fake bad

K Scale Defensiveness

Hypochondriasis Physical complaints

Depression Depression

Hysteria ImmaturityPsychopathic Deviate Authority conflict

Masculinity-Femininity Male/female interests

Paranoia Suspicion, hostility

Psychasthenia Anxiety


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Test Review Forms 7

Schizophrenia Alienation, withdrawalHypomania Elated mood, high energy

Social Introversion Introversion, shyness

MMPI-2

Variable Response Deals with random respondingConsistency Scale using matched items with similar content

True Response Measures acquiescence--to agree

Consistency Scale regardless of content of the item

HEA Measures health concerns

TPA Measures type A personality--harddriving, impatient, irritable

FAM Evaluates family disorders and possible

child abuse

WRK Work interference. Examines behaviors

or attitudes likely to interfere with

work performance.


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Test Review Forms 8

Scale < T 45 60 70 T 70 T > Implications for

Marked ScoresLie (L) Willingness to admit

to common human

faults

Sees things in black

and white, there is a

wrong and right wayto behave. Highstandards for self and

others

Unusual score. Fearful of being

judged by others

Infrequency (F) No problems he/she

is aware of

Feeling badly in one

area, not too worriedabout the problem

Feeling badly, life is

not going well

Usually motivated for

therapy because ofpsychological pain

(K) Life is not going wellor has not gone well

in recent past

Life is going alongwell

Great emphasis onlife being good

Inability to seeaspects of personal

hurt

Hypochondriasis (Hs) Does not complain

about physical illnessas much as the

average person

May have had a cold

or not felt well whentaking the test

Illness is a main

focus of concern forthe person

Person does not see

main focus of howpsychological stress

affects his/her bodilycomplaint. Does not

see the need forpsychological help.

Depression (D) Optimistic Feeling blue, mayhave had a down

day

Hurting, may bemotivated for

psychological help

Person usuallymotivated for therapy

Hysteria (Hy) Believes others see

life as too easy

Optimistic, cheerful Denies the

psychological impactof problems, unaware

Lacks insight into

personal problems

Psychopathic Deviate(Pd)

Peaceable Assertive Self centered, angryif others do not put

clients needs first

Difficulty seeingneed to change own

behavior

Masculinity (Mt) Not usual score Aesthetic interests Educated, does not fit

macho role

May have some

behavioral passivity

Femininity Not usual score Rarely seen. Does not

like to seen as atypical woman

Feminine, accepts

feminine role

May have difficulty

wit appropriate sexrole identification

Paranoia (Pa) Nave or wishesothers to see him or

her that way

Sensitive. Suspicious of othersmotives

May be suspicious orwary of therapist

Psychasthenia (Pt) Non-anxious. Mayappear unmotivated

May pb organizedand puctual

Anxious, ruminatesabout problems

Anxiety maymotivate a person tocome in for therapy

Schizophrenia (Sc) Likes structure, non-imaginative

Maybe Creative Confused, hard tofollow, typically has

used wordsidiosyncratically

May have poorjudgment. May feel

different than others

Hypomaniz (Ma) Lacks energy Energetic May be hyperactive,and take one more

than one can finish

May have difficultykeeping to one task

and focusing on onetopic

Social Introversion(Si)

Extroverted. Maylike being in front of

people

Prefers the companyof people he/she

knows.

Introverted. Hurts tobe around others.

Difficulty inovercoming

introversion to comeinto therapy


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Test Review Forms 9


Test-Retest: Using a normal population of 47 individuals over a one year interval, reliabilities

ranged form .57 for the hysteria scale to .83 for the hypomania scale. Over a one week interval onone hundred people from a normal population reliabilities ranged from .46 for the lie scale to .91

from masculinity-femininity. Over a three day interval on thirty individuals form the normal

population reliabilities ranged from .52 for psychopathic deviate scale to .93 for the K scale.

Split-Half: none

Alternate-Form: none

Interitem Consistency: none

Standard Error of Measurement: none


Face Validity: none

Content Validity: using criterion-group approach content does distinguish groups

Criterion-Related Validity: bases for test construction

Construct Validity: extensive studies done for alcoholism, eating disorders, low-back pain patients,

delinquent behavior, women at risk for child abuse.

Standardization:

Size and Composition of the Standardized Sample: MMPI of a cross-section of the Minnesotapopulation, ranging from 16 to 55 and including both sexes. Also included data on 250 precollege

and college students. MMPI-2 selected 2900 subjects from seven geographic areas of the U.S.

Describe the Sampling Procedures: unknown

Administration Procedures: check reading ability and administer test

Scoring: precise scoring for true/false

Interpretation: Very complicated interpretation procedures which require training. Meehl's twopoint code (two highest scales that are elevated) gives configural patterns for identification.


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Test Review Forms 10

Comments:

Appropriate Client Use: MMPI has been used with a variety of clients.

Appropriate for Which Groups of People with Disabilities: those with reading abilities.

Groups of People with Disabilities not Appropriate: those with out language abilities, possibly

those hearing impaired and visually impaired.


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L: cautious, hesitant to assert own views or opinions; not sarcastic or sharp-

tongued

Self H: has good opinion of self; sees self as accepted personnally talented, andas attractive

(Sa) L: self-doubting; readily assumes blame when things go wrong; often thinks

others are better

Independence H: self-sufficient, resourceful, detached

(In) L: lacks self-confidence, seeks support from others

Empathy (Em) H: comfortable with self and well-accepted by others; understands the

feelings of others

L: ill at ease in many situations; unempathic

Responsibility H: responsible, reasonable, takes duties seriously

(Re) L: not overly concerned about duties and obligations; may be careless or lazy

Socialization H: comfortably accepts ordinary rules and(So) regulations; finds it easy to conform

L: resists rules and regulations; finds it hard to conform; not conventional

Self Control H: tries to control emotions and temper; takes(Sc) pride in being self-disciplined

L: has strong feelings and emotions, and makes little attempt to hide them;

speaks out when angry or annoyed

Good H: wants to make a good impression; tries to do what will please others

(Gi) L: insists on being himself or herself, even if this causes friction or problems

Communality H: fits in easily; sees self as a quite average

Cm) personL: sees self as different from others; does not have the same ideas,

preferences, etc., as others

Well Being H: feels in good physical and emotional health;

(Wb) optimistic about the future

L: concerned about health and personal problems; worried about the future

Tolerance H: is tolerant of others' beliefs and values, even

(To) when different from or counter to own beliefs

L: not tolerant of others; skeptical about what they say


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Achievement H: has strong drive to do well; likes to work in(Ac) settings where tasks and expectation are clearly

defined

L: has difficulty in doing best work in situations with strict rules andexpectations

Achievement H: has strong drive to do well; likes to work inIndepen- settings that encourage freedom and individual

dence (Ai) initiative

L: has difficulty in doing best work in situations that are vague, poorly

defined, and lacking clear-cut methods and standards

Intellectual H: efficient in use of intellectual abilities;

(ie) can keep on at a task where others might get

bored or discouragedL: has a hard time getting started on things, and seeing them through to

completion

Psychological H: more interested in why people do what they

Mindedness do than in what they do; good judge of how people(Py) feel and what they think about things

L: more interested in the practical and concrete than the abstract; looks

more at what people do than what they feel of think

Flexibility H: flexible; likes change and variety; easily (Fx) bored

by routine life and everyday experience; may impatient, and even erratic

L: not changeable; likes a steady pace and well-organized life, may bestubborn and even rigid

Femininity H: sympathetic, helpful, sensitive to criticismMasculinity tends to interpret events from a personal point

(F/M) of view; often feels vulnerable

L: decisive, action-oriented; takes the initiative; not easily subdued; rather

unsentimental

Internality H: introversion

(v.1) L: extraversion

Norm-favoringH: conformity

(v.2) L: nonconformity

Self-Real- H: capable to cope with stresses of life;

ization (v.3) reasonable fulfilled or actualized


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L: lacking resolve, vulnerable to life's trauma; not fulfilled or self-

actualized.

Validation Scales are the Well Being (raw scores below 20 are faking bad); Good Impression (raw

scores above 31 are faking good) and; Communality (raw scores below 27 are erratic and non-normal patterns of response)


Test-Retest: reliability coefficients range from a low of .43 (Communality, males) to a high of .79

(Intelligence for females).

Split-Half: none

Alternate-Form: reliability coefficients range from .42 (flexibility for females) to .83 on a number

of scales

Interitem Consistency: Cronbach's Alpha coefficient range from .46 (Self Acceptance, males) to .

85 (Self-Realization, males and males and females combined)

Standard Error of Measurement:


Face Validity: not applicable

Content Validity: not applicable

Criterion-Related Validity: used as a bases for construction of the test

Construct Validity: Correlations coefficients are given for 25 other measures from the WAIS to the

Myers Briggs Type Indicator.

Standardization:


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as sources of wisdom and perceptive insight. Betas of minimal type development may be view as

overly conforming, rigid, and unresponsive.

Gama types: are interpersonally focused, but make judgments and decisions on a highly

individualistic basis. They are skeptical and tend to question rather than accept traditional normsand values, but nonetheless remain actively involved in commerce with others. Gammas who have

reached optimal development of their type can be innovative, creative leaders who function on the

cutting edge of their fields. Gammas whose type is minimally realized may be seen as inordinatelyrebellious, selfish, and disruptive.

Delta types: Are internally focused and reserve to the themselves the prerogatives of decision-

making and direction in their lives. They tend to be fairly private and detached, but are alsoreflective. Deltas who have reached optimal realization of their type can be imaginative, creative,

and artistically talented, but their contributions may go unnoticed because they tend not to make a

production of themselves. Deltas whose type is minimally developed can be viewed as self-

defeating, withdrawn, vulnerable, and prone to decompensation.


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PORTFOLIO

TEST REVIEW FORM


Title: Self-Directed Search

Author(s): John L. Holland

Publisher: Psychological Assessment Resources, Inc.

Copyright Date(s): 1975, 1977, & 1985

Type of Test: Vocational Interest

Underlying Theory: Peoples vocations are an expression of their personalities. Peoples vocational

personalities can be assumed under six personality types Realistic, Investigative, Artistic, Social,Enterprising, and Conventional.

Nature of Test Items: Varies with each subtest from the test-taker providing responses, toindicating likes and dislikes, and yes and no.

Number of Test Forms: one

Subtests:

Occupational Daydream allows for responses about careers daydreamed about

Activities allows for responses about work related activities the test-taker may

like or dislike

Competencies allows for responses about work related activities the test-taker can

do well or competently

Occupations allows for responses concerning attitudes and feelings of the test-

taker about a variety of occupations

Self-Estimates allows for responses rating the test-takers estimate on 12 different

work traits


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Test-Retest: for the 1971 version the range of reliability coefficients was from a low of .31(Conventional, high school boys) to a high of .84 (Investigative, college freshman) for an interval

of 3-4 weeks for the high school students and 7-10 months for the college freshman. For the 1977

version the range of reliability coefficients was from a low of .56 (Occupations Conventional) to ahigh of .90 (Competencies, Realistic) for high school students predominantly female with a 1-4

week interval.

Split-Half: Odd-Even, 1977 version had a summary range of reliability coefficients from .83 to .95.

Interitem Consistency: Cronbach's Alpha for 1985 version had a summary range of reliability

coefficients from .86 (Realistic and Conventional) to .91 (Investigative).

Standard Error of Measurement: ranged from a low of 2.71 (females age 14-18, Realistic) to a high

of 3.82 (males age 14-18, Social)



Content Validity: has content validity

Criterion-Related Validity: predictive validity given in percentages of people who entered into

their high point code field of work after 1 to 3 years ranged from a low of 25% (Competency) to a

high of 52% daydream code.

Construct Validity: Manual indicates over 400 studies of construct validity have been done

Standardization:

Size and Composition of the Standardized Sample: mostly high school students and college

students

Describe the Sampling Procedures: not given

Administration Procedures: self-administered

Scoring: rating and additions done by hand

Interpretation: clear direction for self-interpretation using the occupational finder

Comments:


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Appropriate Client Use: for reading students and adults

Appropriate for Which Groups of People with Disabilities: those that can read or have nosignificant language barriers

Groups of People with Disabilities not Appropriate: those with language barriers and nonreaders


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student, the appropriateness and descriptiveness of responses, and the use of slang in

communication.

Production: assesses how the person produces rather than what is produced: behaviors used while

working, how group size influenced production, ability to shift tasks, organization of work space,need for stimulation to continue work, and desire to participate in tasks and task strategies.


Test-Retest: none

Split-Half: none

Alternate Form: none

Interitem Consistency: Spearman-Brown Prophesy formula: for the Secondary scale overall .99with a range from a low of .95 (social coping & pragmatic language) to a high of .96 (relationships

and production)

Inter-Rater: two teachers yield a inter-rater coefficient of .89

Standard Error of Measurement: SEM 1.60



Content Validity: items were selected by interviews from teachers of students with learningdisabilities.

Criterion-Related Validity: none.

Construct Validity: all subscales were highly correlated .88 to .92. Also the scale was able to

distinguish between mild to moderate problems and moderate to severe problems.

Standardization:

Size and Composition of the Standardized Sample: 82 students (46 mild to moderate; 36 moderateto severe).

Describe the Sampling Procedures: none


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Administration Procedures: teacher observes and scores students after observation

Scoring: hand scored and tabulated

Interpretation: 16 profiles are given to indicate how to interpret the results and strategies are givenfor remediation.

Comments:

Appropriate Client Use: only for students age 13-18 (secondary form) who have been diagnosed

with a learning disability

Appropriate for Which Groups of People with Disabilities:

Students with learning disabilities.

Groups of People with Disabilities not Appropriate: those with other types of disabilities.


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PORTFOLIO

TEST REVIEW FORM


Title: Woodcock Johnson III

Author(s): Richard W. Woodcock and M.B. Johnson (1977)

Publisher: Riverside Publishing. www.woodcock-johnson.com


Type of Test: Assess cognitive abilities, scholastic aptitude, academic achievement, and scholastic

and nonscholastic interests

Underlying Theory: The primary value of the Woodcock-Johnson III battery of tests is that they

provide an indication of a subjects normative status and level of development in the cognitive,achievement, and interest areas they assess. By doing so, they help test administrators decide

whether a subject is in need of psychological and educational assistance and then help in the

development of a program to provide the necessary assistance.

Nature of Test Items: The WJ-III has two parts the Tests of Cognitive Ability (10standard and 10

supplemental subtests) and the Tests of Achievement (12 standard and 10 supplemental subtests).

Number of Test Forms: One battery of tests.

Subtests:

Cognitive Ability Subtests **Standard Measures the Ability

**Verbal Comprehension Identify objects: knowledge of antonyms

and synonyms; completing verbal analogies

**Visual-Auditory Learning To associate new visual symbols with

familiar words and to translate a series of

symbols into verbal sentences

**Spatial Relations Learn to and recall pictographic

representations of words

** Sound Blending Synthesizing language sounds (phonemes)**Concept formation Identify, categorize, and determine rules

**Visual Matching Rapidly locating and circling identical

numbers from a defined set of numbers

** Numbers Reversed Holding a span of numbers in immediate

awareness while reversing the sequence

**Incomplete Words Auditory closure

**Auditory working Memory Holding a mixed set of numbers and words


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in immediate awareness while reorderinginto sequences

**Visual-Auditory Learning-Delayed Recalling and relearning pictographicrepresentations of words from hours to 8

days laterAnalysis-Synthesis Analyzing puzzles (using symbolic

formulations) to determine missing

components

General Information Identifying where objects are found and

what people typically do with an object

Memory for Words Repeating a list of unrelated words in

correct sequence

Retrieval Fluency Naming as many examples as possible from

a given category

Auditory Attention Identifying auditorily-presented words amid

increasingly intense background noisePicture Recognition Identifying a subset of previously presented

pictures within a filed of distracting pictures

Decision Speed Locating and circling two pictures mostsimilar conceptually in a row

Rapid Picture Naming Recognizing objects, then retrieving andarticulating their names rapidly

Planning Tracing a pattern without removing thepencil from paper or retracing any lines

Pair Cancellation Identifying and circling instances of arepeated pattern rapidly

Achievement Subtests **Standard Measures Skill in **Letter-Word Identification Reading identification skills by identifying

isolated letters and words

**Reading Fluency Reading printed statements rapidly and

responding true and false (Yes or No)

**Story Recall Listening to and recalling details of stories

**Passage Comprehension Reading a short passage and identifying amissing key word

**Understanding Directions Listening to a sequence of instructions and

then following directions

**Calculation Performing mathematical calculations

**Applied Problems Analyzing and solving practicalmathematical problems

**Math Fluency Adding, subtracting, and multiplying rapidly

**Writing Samples Writing responses to a variety of demands

**Spelling Spelling orally presented words

**Writing Fluency Formulating and writing simple sentences

**Writing Samples Writing meaningful sentences for a given

purpose


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**Story Recall-Delayed Recalling previously-presented storyelements

Reading Vocabulary Reading words and supplying appropriatemeanings

Quantitative Concepts Knowledge of mathematical concepts andvocabulary

Word Attack Reading phonically regular non-words

Picture Vocabulary Identifying Objects

Oral Comprehension Identifying objects

Editing Identifying and correcting errors in written

passages

Academic Knowledge Responding to questions about science,

social studies, and humanities

Spelling of Sounds Spelling letter combinations that are regular

patterns in written English

Sound Awareness Providing rhyming words; removing,substituting, and reversing parts of words to

make new words

Punctuation & Capitalization Applying punctuation and capitalization

rules


Test-Retest: Reliability Coefficients ranged from .69 for Pair Cancellation ages 26-79 to .95 Math

Fluency ages 7-11.

Split-Half: none

Alternate Form: none

Interitem Consistency: Subtest reliability coefficients range from a low of .86 Phonemic

Awareness to a high of .98 for several test in the Cognitive Ability Tests. Reliability coefficients

range from a low of .56 Story Recall to a high of .99 for Letter-Word Identification.

Inter-Rater: Reliability Coefficients in the Writing Sample test ranged from .90 for subjects in

Grade 9 to .99 for subjects in grade 3. For the Writing Fluency test coefficients ranged from .96subjects in College to .99 subjects Adults.

Standard Error of Measurement: SEM for the Cognitive Standard battery ranged from a low of

1.41 Thinking Ability Age 4 to a high of 6.60 Cognitive Efficiency age 19. SEM forAchievement Standard batter ranged from a low of 1.66 Total Achievement age 9 to a high of 8.14

for Broad Math age 20-29.


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Content Validity: items were selected by contributions from outside experts, experienced teachersand psychologists.

Criterion-Related Validity: none.

Construct Validity: Confirmatory factor analyses were done. Nine factors were identified.

Standardization:

Size and Composition of the Standardized Sample: 8,818 subjects were participants in the

normative sample. Norm ages ranged from pre-school (2) to adult (90). Data were obtained in 27states.

Describe the Sampling Procedures: Stratified random sampling

Administration Procedures: Battery of tests can be administered, scored, and interpreted by a

variety of personnel including school psychologists, and special education teachers. People should

be trained before administration.

Scoring: hand scored and by observation.

Interpretation: Subtests give information about normative status of individual in areas of cognitive

ability

Comments:

Appropriate Client Use: only for people ages 2-90

Appropriate for Which Groups of People with Disabilities:

Students with learning disabilities.

Groups of People with Disabilities not Appropriate: those with language barriers and nonreaders.


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PORTFOLIO

TEST REVIEW FORM


Title: Wide Range Achievement Test III (WRAT3)

Author(s): Gary S. Wilkinson

Publisher: Wide Range: Willmington, Delaware


Type of Test: Achievement

Underlying Theory: The purpose of the WRAT3 is to measure the codes which are needed to learnbasic skills of reading, spelling, and arithmetic. Absolute scores, standard scores, and grade scores

are provided for each of these three subtests which can be used to comare the achievement levelsof one person to another from kindergarten through adulthood. When used in conjunction with a

test measuring general intelligence which has the same standard deviation units as the WRAT3, it

can be a valuable tool in determination of learning ability or learning disability.

The WRAT3 was intentionally designed to eliminate, as totally as possible, the effects of

comprehension.

When dealing with areas of learning disabilities, especially reading, it is essential to determine

whether the problem is due to an inability to learn the codes which are necessary to acquire the

skill or whether the problem is due to an inability to derive meaning from the codes.

Since the WRAT3 scores are free from the contaminating effects of comprehension, it is possible

to compare WRAT3 standard scores with comprehension scores from other tests such as theWechsler scales. One can then determine precisely where the individual is having difficulty and

can prescribe those remedial/educational programs which will target treatment for the specific

defect. It is a grave mistake to emphasize comprehension if the person lacks the coding skills to

learn the mechanics of reading. It is an equally grave mistake to emphasize reading mechanics inan already good reader whose problems is an inability to comprehend or get meaning.

Nature of Test Items: Reading words, Spelling words, completing mathematics caluclations

Number of Test Forms: two Blue form and Tan form

Subtests: Reading, Spelling, Arithmetic


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Test-Retest: Reliability coefficients ranged from .91 to .98

Split-Half: The Rasch person separation indices were performed which are equivalent to the KR20

estimation of internal consistency. Reliability coefficients ranged from .98 to.99

Alternate-Form: The two forms had reliability coefficients that raged from .82 Arithmetic to .99

Reading

Interitem Consistency: Reliability coefficient alpha was computed which ranged from .85 to .95.

Inter-Rater: none

Standard Error of Measurement: Ranged from +/- 12 to +/- 6



Content Validity: Easy items, hard items, and in-between items have been selected to measure therespective variables measured by the WRAT3. Many of the items were first developed with

previous editions of the WRAT dating back to 1938.

Criterion-Related Validity: WRAT3 was correlated with the WISC III and WAIS-R Verbal Scale

with a low verbal correlation of .53 and a high of .72. California Test of Basic Skills 4th Ed. on the

Verbal reading a low of .62 and high of .67. California Achievement Test Form E Total readinga low of .49 and high of .72/ Standford Achievement Test a Total reading a low of .75 and a high

of .87.

Construct Validity: The WRAT3 scores demonstrated an ability to discriminate between studentsthat were Gifted, Learning Disabled, [Mild Cognitively Delayed], and Normal.

Standardization:

Size and Composition of the Standardized Sample: 4,433 subjects from 4 regions of the US East,

North Central, South, and West. Ages ranging from 5 years to 74 years.

Describe the Sampling Procedures: Stratified Random Sampling


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Administration Procedures: Individually administered timed tests on Reading Words and small

group of no more than 5 on Spelling, and Arithmetic.

Scoring: Hand scored, points awarded for correct answers.

Interpretation: Interpretation tables are given.

Comments:

Appropriate Client Use: for people ages 5 through 74

Appropriate for Which Groups of People with Disabilities: for students and adults that read andcommunicate

Groups of People with Disabilities not Appropriate: Visually impaired, non-reading, and with

communication disorders.

Date post:	05-Apr-2018
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