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Stability reliability for elementary‐age students on the Woodcock‐Johnson psychoeducational battery‐Revised (achievement section) and the Kaufman Test of Educational Achievement
Author(s) -
ShullSenn Shan,
Weatherly Michael,
Morgan Sandra Kanouse,
BradleyJohnson Sharon
Publication year - 1995
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(199504)32:2<86::aid-pits2310320203>3.0.co;2-f
Subject(s) - woodcock , psychology , reading (process) , test (biology) , reliability (semiconductor) , developmental psychology , achievement test , mathematics education , standardized test , linguistics , ecology , paleontology , philosophy , biology , power (physics) , physics , quantum mechanics
These two studies examined the stability reliability for the Woodcock‐Johnson‐Revised (WJ‐R; Woodcock & Johnson, 1989) and the Kaufman Test of Educational Achievment (KTEA; Kaufman & Kaufman, 1985) with approximately a 2‐week retest interval for elementary‐age students. Results indicated that across grade levels, the Broad Reading Cluster for the WJ‐R remained stable. Most correlations for the clusters for mathematics and written language as well as the subtests for reading, mathematics, and written language were less than .90. Correlations for all composites and subtests for the KTEA exceeded .90. These data illustrate the need for more specific information in test manuals on test‐retest reliability in order to enable examiners to select the most reliable measures.