Psychological Assessment in School Settings

Braden, Jeffery P.

doi:10.1002/9781118133880.hop210012

Cited by 3 publications

(1 citation statement)

References 76 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…En el contexto de proyectos educativos de gran alcance, como lo es el proyecto Leer, los propósitos para estas evaluaciones pueden contemplar detección, diagnóstico, intervención, evaluación, selección y certificación (Braden, 2003). En este proyecto, hasta ahora se han incluido evaluaciones dirigidas a la detección y el diagnóstico (línea base).…”

Section: Psicometría Y Validez De La Informaciónunclassified

Construyendo Sistemas de Monitoreo y Evaluación Eficaces para Proyectos de Educación: Experiencias del Proyecto Leer

Mencía-Ripley

Matuk

Vincitore

2017

cyed

View full text Add to dashboard Cite

Resumen 12Los proyectos locales en materia educativa son cada vez más numerosos y ambiciosos en su alcance. Dichos proyectos presentan oportunidades idóneas para diseñar intervenciones efectivas, sistematizarlas y producir un alto volumen de trabajos científicos. Para ello, es crucial crear sistemas robustos de medición que permitan la toma de decisiones basadas en evidencia, la corrección de aspectos de la intervención que no se comportan de la manera esperada, y la medición misma del impacto del proyecto. Este abordaje permite realizar proyectos educativos efectivos, apegados a la ética y la protección de poblaciones vulnerables.Palabras clave: cooperación educacional; psicometría; evaluación. Local education projects are increasing in number and scope. These projects are ideal spaces in which to design effective interventions, standardize them, and produce a high volume of scientific literature. To achieve this, it is imperative to create robust measurement systems. Said systems must allow the project to make evidence based decisions, correct intervention aspects that do not work as expected, and to properly measure impact. This approach allows implementers to implement effective projects ethically, with the protection and well-being of vulnerable populations in mind.Keywords: educational cooperation; psychometrics; evaluation.3. Universidad Iberoamericana (UNIBE), Santo Domingo, República Dominicana. ORCID:0000-0002-6343-1217. l.sanchez1@prof.unibe.edu.do La realización del presente documento es posible gracias al generoso apoyo del pueblo americano, a través de la Agencia de los Estados Unidos para el Desarrollo Internacional (USAID). Los contenidos son responsabilidad de UNIBE y no necesariamente reflejan la visión de USAID o del gobierno de los Estados Unidos.

show abstract

Section: Psicometría Y Validez De La Informaciónunclassified

Construyendo Sistemas de Monitoreo y Evaluación Eficaces para Proyectos de Educación: Experiencias del Proyecto Leer

Mencía-Ripley

Matuk

Vincitore

2017

cyed

View full text Add to dashboard Cite

show abstract

Structure of the Woodcock–Johnson III cognitive tests in a referral sample of elementary school students.

Strickland¹,

Watkins²,

Caterino³

2015

Psychological Assessment

View full text Add to dashboard Cite

The structure of the Woodcock-Johnson Cognitive Battery-Third Edition (WJ Cog) has been extensively explored via confirmatory factor analysis (CFA) with its normative sample, but there has been little research to verify that the same structure holds for students referred for special education services. Likewise, research on the structure of the WJ Cog with exploratory factor analysis (EFA) methods has been rare. Consequently, this study applied both EFA and CFA methods to the scores of 529 elementary school students referred for special education services (95.5% eligible) on the 14 tests of the WJ Cog extended battery. EFA results suggested only 2 or 3 factors, whereas CFA results favored the theoretical 7 factors posited by McGrew and Woodcock. In this theoretical model, a strong general factor accounted for 27% of the total variance and 57% of the common variance, whereas the 7 group factors combined accounted for 21% of the total variance and 43% of the common variance. Reliability, as quantified by ωH, was good for the general factor, marginal for the Gs factor, and poor for the other group factors. Nine of the 14 WJ Cog tests displayed uniqueness values that exceeded their communality. On the basis of this evidence from a referral sample, interpretation of the WJ Cog should be restricted to the Gs and g factors: the Gs factor because it exhibited considerable independence and precision of measurement and the g factor because it has emerged in all investigations of the WJ Cog.

show abstract

Evaluating the prevalence and impact of examiner errors on the Wechsler scales of intelligence: A meta-analysis.

Styck¹,

Walsh²

2016

Psychological Assessment

View full text Add to dashboard Cite

The purpose of the present investigation was to conduct a meta-analysis of the literature on examiner errors for the Wechsler scales of intelligence. Results indicate that a mean of 99.7% of protocols contained at least 1 examiner error when studies that included a failure to record examinee responses as an error were combined and a mean of 41.2% of protocols contained at least 1 examiner error when studies that ignored errors of omission were combined. Furthermore, graduate student examiners were significantly more likely to make at least 1 error on Wechsler intelligence test protocols than psychologists. However, psychologists made significantly more errors per protocol than graduate student examiners regardless of the inclusion or exclusion of failure to record examinee responses as errors. On average, 73.1% of Full-Scale IQ (FSIQ) scores changed as a result of examiner errors, whereas 15.8%-77.3% of scores on the Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory Index (WMI), and Processing Speed Index changed as a result of examiner errors. In addition, results suggest that examiners tend to overestimate FSIQ scores and underestimate VCI scores. However, no strong pattern emerged for the PRI and WMI. It can be concluded that examiner errors occur frequently and impact index and FSIQ scores. Consequently, current estimates for the standard error of measurement of popular IQ tests may not adequately capture the variance due to the examiner.

show abstract

Psychological Assessment in School Settings

Cited by 3 publications

References 76 publications

Construyendo Sistemas de Monitoreo y Evaluación Eficaces para Proyectos de Educación: Experiencias del Proyecto Leer

Construyendo Sistemas de Monitoreo y Evaluación Eficaces para Proyectos de Educación: Experiencias del Proyecto Leer

Structure of the Woodcock–Johnson III cognitive tests in a referral sample of elementary school students.

Evaluating the prevalence and impact of examiner errors on the Wechsler scales of intelligence: A meta-analysis.

Contact Info

Product

Resources

About