Hispanic Test-Session Behavior on the Woodcock Johnson Psychoeducational Battery— Third Edition

Abstract

This study examined potential differential examiner ratings for a large sample of self-identified Hispanics on the Woodcock Johnson Psychoeducational Battery—Third Edition (WJ-III) Test Session Observation Checklist (TSOC). Both between-group (Hispanics vs. non-Hispanics) and within-group analyses (Hispanics disaggregated by first spoken language, language spoken in the home, and mother's highest educational level) were conducted. Four research hypotheses were tested through 44 analyses. Most comparisons were not statistically significant, and across- and within-group differences had minimal influence in analyses that were statistically significant. The authors conclude that there is no compelling evidence of substantial systematic differences in examiner ratings of Hispanics' test-session behaviors on the WJ-III.

The g Factor and Cognitive Test Session Behavior

“…In the previous discussion, the correlation of GATSB with WISC-III and WIAT scores, as well as the correlation of TOF with SB-V scores, all involve observed variables, which include measurement error and test specificity variance (Bollen & Hoyle, 2012). Frisby and Osterlind (2006) described race, sex, and age mean differences in two Test Session Observation Checklist (TSOC) principal components scores for the Woodcock-Johnson Psychoeducational Battery-Third Edition (WJ III) standardization sample, as well as differences between Hispanic and non-Hispanic groups and within subgroups of Hispanics (Frisby & Osterlind, 2007). However, neither study used latent variable modeling.…”