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Direct linkLockwood, Adam B.; Klatka, Kelsey; Parker, Brandon; Benson, Nicholas – Journal of Psychoeducational Assessment, 2023
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%…
Descriptors: Achievement Tests, Testing, Scoring, Error of Measurement
Lockwood, Adam B.; Sealander, Karen; Gross, Thomas J.; Lanterman, Christopher – Journal of Psychoeducational Assessment, 2020
Achievement tests are used to make high-stakes (e.g., special education placement) decisions, and previous research on norm-referenced assessment suggests that errors are ubiquitous. In our study of 42 teacher trainees, utilizing five of the six core subtests of the Kaufman Test of Educational Achievement, Third Edition (KTEA-3), we found that…
Descriptors: Achievement Tests, Preservice Teachers, Testing, Scoring
Villarreal, Victor – Journal of Psychoeducational Assessment, 2019
The "Rating Scale of Impairment" (RSI; Goldstein & Naglieri, 2016b) is a norm-referenced measure of functional impairment. The RSI measures impairment in six domains, as well as overall impairment, based in part on the International Classification of Functioning, Disability, and Health. Functional impairment, as defined by the ICF…
Descriptors: Rating Scales, Norm Referenced Tests, Disabilities, Test Construction
Wakabayashi, Tomoko; Claxton, Jill; Smith, Everett V., Jr. – Journal of Psychoeducational Assessment, 2019
The Child Observation Record (COR), initially developed in 1993 by HighScope Educational Research Foundation, is an observation-based instrument that provides systematic assessment of young children's knowledge and abilities in all major areas of development. Teachers or caregivers spend a few minutes each day writing brief notes or…
Descriptors: Observation, Evaluation Methods, Early Childhood Education, Kindergarten
Karren, Benjamin C. – Journal of Psychoeducational Assessment, 2017
The Gilliam Autism Rating Scale-Third Edition (GARS-3) is a norm-referenced tool designed to screen for autism spectrum disorders (ASD) in individuals between the ages of 3 and 22 (Gilliam, 2014). The GARS-3 test kit consists of three different components and includes an "Examiner's Manual," summary/response forms (50), and the…
Descriptors: Autism, Pervasive Developmental Disorders, Rating Scales, Norm Referenced Tests
Norfolk, Philip A.; Farmer, Ryan L.; Floyd, Randy G.; Woods, Isaac L.; Hawkins, Haley K.; Irby, Sarah M. – Journal of Psychoeducational Assessment, 2015
The representativeness, recency, and size of norm samples strongly influence the accuracy of inferences drawn from their scores. Inadequate norm samples may lead to inflated or deflated scores for individuals and poorer prediction of developmental and academic outcomes. The purpose of this study was to apply Kranzler and Floyd's method for…
Descriptors: Intelligence Tests, Psychometrics, Sample Size, Norm Referenced Tests
Hess, Markus; Scheithauer, Herbert; Kleiber, Dieter; Wille, Nora; Erhart, Michael; Ravens-Sieberer, Ulrike – Journal of Psychoeducational Assessment, 2014
The Social Skills Rating System (SSRS) developed by Gresham and Elliott (1990) is a multirater, norm-referenced instrument measuring social skills and adaptive behavior in preschool children. The aims of the present study were (a) to test the factorial structure of the Parent Form of the SSRS for the first time with a German preschool sample (391…
Descriptors: Foreign Countries, Rating Scales, Norm Referenced Tests, Interpersonal Competence
Doty, Sara J.; Hixson, Michael D.; Decker, Dawn M.; Reynolds, Jennifer L.; Drevon, Daniel D. – Journal of Psychoeducational Assessment, 2015
Two studies explored the technical adequacy of various measures of advanced phonics skills. In Study 1, the advanced phonics measures consisted of pseudowords, real words, or a combination of both. Participants included 39 students in the third grade. Test-retest correlations for all measures were above 0.8 and interrater reliability was high.…
Descriptors: Achievement Tests, Reading Tests, Phonics, Reliability
Rosli, Roslinda – Journal of Psychoeducational Assessment, 2011
This article presents a review of the "KeyMath-3 Diagnostic Assessment" (KeyMath-3 DA), a norm-referenced individually administered diagnostic test. This review focuses only on the KeyMath-3 DA Form-A starter kit, which includes a manual, two easels, and record forms. The KeyMath-3 DA is an updated mathematics diagnostic test with the content…
Descriptors: Diagnostic Tests, Mathematics Tests, Norm Referenced Tests, Scoring
Cress, Cynthia; Lambert, Matthew C.; Epstein, Michael H. – Journal of Psychoeducational Assessment, 2016
Strength-based assessment of behaviors in preschool children provides evidence of emotional and behavioral skills in children, rather than focusing primarily on weaknesses identified by deficit-based assessments. The Preschool Behavioral and Emotional Rating Scales (PreBERS) is a normative assessment of emotional and behavioral strengths in…
Descriptors: Factor Analysis, Preschool Children, Early Childhood Education, Behavior Rating Scales
Barbu, Otilia C.; Levine-Donnerstein, Deborah; Marx, Ronald W.; Yaden, David B., Jr. – Journal of Psychoeducational Assessment, 2013
This study examined reliability and validity of the Devereux Early Childhood Assessment (DECA), based on samples of parents and teachers' ratings of 1,145 entering kindergartners in the Southwest. Confirmatory factor analysis showed that DECA presented good reliability and validity for manifest variables, corroborating previous findings. Three…
Descriptors: Test Reliability, Test Validity, Young Children, Kindergarten
Frame, Laura B.; Vidrine, Stephanie M.; Hinojosa, Ryan – Journal of Psychoeducational Assessment, 2016
The Kaufman Test of Educational Achievement, Third Edition (KTEA-3) is a revised and updated comprehensive academic achievement test (Kaufman & Kaufman, 2014). Authored by Drs. Alan and Nadeen Kaufman and published by Pearson, the KTEA-3 remains an individual achievement test normed for individuals of ages 4 through 25 years, or for those in…
Descriptors: Achievement Tests, Elementary Secondary Education, Test Validity, Test Reliability
Simek, Amber N.; Wahlberg, Andrea C. – Journal of Psychoeducational Assessment, 2011
This article reviews Autism Spectrum Rating Scales (ASRS) which are designed to measure behaviors in children between the ages of 2 and 18 that are associated with disorders on the autism spectrum as rated by parents/caregivers and/or teachers. The rating scales include items related to behaviors associated with Autism, Asperger's Disorder, and…
Descriptors: Autism, Mental Disorders, Test Reviews, Behavior Rating Scales
Montgomery, Janine Marie; Newton, Brendan; Smith, Christiane – Journal of Psychoeducational Assessment, 2008
The Gilliam Autism Rating Scale-Second Edition (GARS-2) is a screening tool for autism spectrum disorders for individuals between the ages of 3 and 22. It was designed to help differentiate those with autism from those with severe behavioral disorders as well as from those who are typically developing. It is a norm-referenced instrument that…
Descriptors: Autism, Rating Scales, Test Reviews, Norm Referenced Tests
Pappas, Danielle – Journal of Psychoeducational Assessment, 2006
This article reviews the "ADHD Rating Scale-IV: Checklist, norms, and clinical interpretation," is a norm-referenced checklist that measures the symptoms of attention deficit/hyperactivity disorder (ADHD) according to the diagnostic criteria of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV; American Psychiatric…
Descriptors: Test Reviews, Attention Deficit Disorders, Hyperactivity, Attention
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