Contemporary Issues

Kauffman, James M.; Nelson, Claire; Simpson, Richard L.; Ward, Devery Mock

doi:10.4324/9781315517698-3

Cited by 2 publications

(1 citation statement)

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“…Special education eligibility identification is subject to error (Kauffman et al, 2017) and mislabeling a student can have significant consequences. Labeling a non-disabled student (i.e., false positive) may lead to significant stigmatization and self-fulfilling prophecies of failure.…”

Section: Importance Of Norm-referenced Tests Of Achievementmentioning

confidence: 99%

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

Lockwood

Klatka

Parker

et al. 2023

Journal of Psychoeducational Assessment

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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.

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Section: Importance Of Norm-referenced Tests Of Achievementmentioning

confidence: 99%