Date of Award

2010

Degree Name

School Psychology

College

Graduate School of Education and Professional Development

Type of Degree

Ed.S.

Document Type

Thesis

First Advisor

Sandra S. Stroebel

Second Advisor

Peter N. Prewett

Third Advisor

Katherine Porter

Abstract

This study examines the use of the updated and original norms of the Woodcock Johnson-III (WJ-III), Tests of Achievement in making educational decisions. The method used to collect data included placing into the original Compuscore program, raw scores acquired from the updated norms to determine if a difference between the two scoring programs is evident. This procedure was used to obtain scores derived from the original and the updated norms for each Math subtest on the standard battery of the WJ-III (form A) for grades 1, 3, 6, 9, and 12. Results of the study showed the two scoring systems yielded scores that were generally very similar with scores based on the updated and original not differing by more than 1 to 3 points. However there were a few exceptions, with a significant difference between original and updated norms by 8 to 12 points. This study includes suggestions for Practitioners when using the updated norms.

Subject(s)

Achievement tests.

Woodcock-Johnson Test of Achievement.

Woodcock-Johnson III.

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