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Reliability and standard error or measurement (SEM) statistics are reported in the technical manual for all WJ III tests and clusters across their range of intended use (McGrew & Woodcock, 2001). The reliabilities for all but the
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1Grade 18.0 represents the beginning of the year for secondyear graduate students.
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speeded tests and tests with multiple-point scoring systems were calculated using the split-half procedure (odd and even items) and corrected for publication test length using the SpearmanBrown correction formula. The reliabilities for the multiple-point and speeded tests were calculated using the unique standard error of measurement for each subject from Rasch analysis (McGrew & Woodcock, 2001). The reliability of cluster scores were calculated by a formula from Mosier (1943; McGrew & Woodcock, 2001). One-day interval test-retest reliabilities are reported for 165 subjects on the eight WJ III speeded tests. Test-retest correlation studies with an interval of less than one year to 10 years, involving more than 1,600 subjects, are also reported. The WJ III test and cluster median reliabilities for eight adolescent and adult age ranges are presented in Tables 14.7 and 14.8.2 As summarized in Table 14.7, 18 of the cognitive test median reliabilities meet or exceed the .80 level standard and 12 meet or exceed the .90 standard. All 22 achievement test median reliabilities exceed .80 and 11 meet or exceed the more stringent .90 standard. Across the WJ III cognitive and achievement batteries almost all of the 42 clusters meet or exceed the .90 reliability standard (Table 14.8). The WJ III cognitive and achievement clusters, the recommended unit for interpretation and decision making for the WJ III, possess strong reliabilities across the adolescent and adult age ranges.
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For many WJ III tests and clusters, validity evidence has accumulated across three different versions of the battery. For example, five of the Standard COG tests (Visual Auditory Learning, Sound Blending, Concept Formation, Visual Matching, and Numbers Reversed) have retained the same general format across all three versions of the battery. Two additional tests (Spatial Relations and Incomplete Words) have two generations of accumulated research evidence. The remaining test (Verbal Comprehension) is comprised of four subtests for which validity data is present across all three versions. Summarizing all generations of validity evidence presented in the respective technical manuals (McGrew, Werder, and Woodcock, 1991; McGrew & Woodcock, 2001; Woodcock, 1978) and by independent researchers is beyond the scope of this chapter. Much of this information can be found in the three respective technical manuals and other publications (McGrew, 1986, 1994). Instead, the current chapter will focus on summarizing WJ III-specific validity evidence for the adolescent and adult age ranges. Post-WJ III publication validity research (with subjects from the adolescent and adult age ranges) is also presented. Content Validity Although content validity has been a focus in all three editions of the WJ III, content validity evidence derived from a theoretically based test design specification framework received special attention during the WJ III revision. As described previously, the CHC theory served as the test-design blueprint for the WJ III (see Figure 14.1). The use of the strong CHC theory, a theory based on evidence accumulated over nearly 60 years of research, maximizes the substantive (content) validity vis- -vis the specification of a well-bounded construct domain. Although confirmatory factor analysis and developmental evidence are presented in the technical manual to support the WJ III test narrow ability classifications, the WJ III narrow ability test classifications rest primarily on expert and logical task
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Validity is the most important consideration in test development, evaluation, and interpretation and refers to the degree to which evidence and theory support the interpretations of test scores entailed by proposed uses of tests (AERA, 1999). Furthermore, validity is not a single-point event; it involves accumulating multiple sources of validity evidence over time.
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2A detailed breakdown of reliabilities by specific age groups can be found in the WJ III technical manual (McGrew & Woodcock, 2001).
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