Review of Woodcock Johnson III Diagnostic Reading Battery and Critique the Test
1223 Words5 Pages
Review of Woodcock Johnson III Diagnostic Reading Battery and
Critique the Test
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…show more content…
Based on NRSTs the focused will be 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, evaluate the overall quality. For the purpose of the review, the focus will center on the Woodcock Johnson III Diagnostics Reading Battery.
The WJ III DRB manual Woodcock et al.’s (2001), clearly stated purpose of the test in the introduction. The package did not include an extensive manual; however, there were 12 tests, test records, subject answer booklet, audio recording and scoring and reporting program. There are a battery of test listed under two topics; standard battery and extended battery. The test divided into five categories from Reading, to Oral Language, Math, Written Language and Other Clusters. Compared to Mental Measurement Yearbook (MMY), the package included all aspects of the exam with the extensive manual. The WJ III DRB is a set of 10 individually administered test designed to measure aspects of the reading process: phonological awareness, phonics knowledge, reading achievement, and related spoken communication abilities. It also includes two tests of oral language proficiency: Oral Vocabulary and Oral Comprehension. The Washington Division Rehabilitation Vocational Assessment Training based evaluating individuals, "to determine the amount
This chapter discusses the instructional implications from the Woodcock–Johnson III. This chapter begins with a review of the importance of both quantitative and qualitative observations in conjunction with considering a student's present instructional levels. Next, there is an illustration, which shows the patterns of cluster and test scores, and a comparison of oral language abilities to various areas of achievement can help inform instruction. Furthermore, it discusses the relationship between various cognitive factors and academic performance. The purpose of this chapter is to explore instructional implications from the WJ III. The focus of this chapter is on the WJ III Tests of Achievement (WJ III ACH); it incorporates some information from the WJ III Tests of Cognitive Abilities (WJ III COG) that can assist with interpretation and formulation of diagnostic hypotheses. The chapter concludes with the performance and instructional implications that addresses within three broad areas: academic skills; academic fluency; and oral language, knowledge, and academic applications. Also a case study presents to illustrate how these clusters can help identify a student's instructional needs.
Copyright © 2003 Elsevier Inc. All rights reserved.