Academic Skills Subscales The Brief Battery for the WJJ-NU consists 9 tests given in the entire exam with three broad academic tests that include:

Broad Written Language, Broad Math, and Broad Reading.

The Brief Battery of the tests include: Applied Problems, Letter-Word Identification, calculation, Spelling, Passage Comprehension, Writing Samples, Fluency, Reading, Writing Fluency and Math Fluency.

Describe the age range: Ages 2-90+ (K to graduate school)

State the purpose of the instrument:

The instrument is designed to administer achievement measurement as well as designing the diagnostic capabilities for clinical, educational and research purposes. The Brief Battery instrument is also to assist professionals with the tool to yield information in a lesser testing time. Moreover, the testing tool is used as screen tool, instrument for monitor, tool for revaluation the progress of students, and assessing students' academic strengths and weakness. The instrument can also be used as problem solving models.

4. Describe the examiner qualifications:

Qualifications of those qualified to administer the WJ III NU are based on the established criteria of the APA (American Psychological Association) and AERA (American Educational Research Association). The qualified examiners must have thorough knowledge of scoring procedures and exact administration. Examiners to analyze, interpret, and report the Brief Battery ought to have completed a graduate program as well as having the knowledge of diagnostic decision making.

5. List the types of scores (such as standard scores, percentile rank, etc.) The raw score for the subsets are converted into the Standard Scores based on bell curve of Median, Mode and Mean, Mode value of 100 and SD (Standard Deviation) of 15. A score of 69 and lower is very low. A 80-89 refers to a low average range.

90 to 110 - average range,

111-120-high average range,

121-130 refers to a superior range, and 131 and above is a very superior range.

The score also available include W scores using the Rasch ability scale, and W difference scores. Other scores include standard scores, cluster score, percentile ranks, and standard error for measurement.

6. List the instrument's technical data regarding validity, reliability and standardization / normative process:

Reliability refers to perfectibility, consistency and dependability of what is being measured. The examiner has to follow the explicit rules and scripts to achieve high reliability. Reliability is between zero to one. If the test or subtest is closer to one, it has higher reliability. In the WJ NU III, the mean reliability should range from .81 to .97 for subjects of between 5 and 19 years of age, and .83 to .98 for the adult.

The concurrent validity, content validity, and construct validity are used for the WJ NU III.

The content validity refers to the extent the contents of test are valid. The WJ III NU is valid when adhering to CHC cluster and cognitive abilities .The test is designed to assume students have identical cultural and linguistic background to eliminate bias.

7. State the approximate administration time:

Between 5 and 10 minutes per subtest.

8. Explain this instrument's adaptation or uses for students with special needs (such as limited English proficiency or disabilities):

The instrument is good for student with limited English proficiency because it is very effective in evaluating their English language proficiency.

9. Describe the strengths of the instrument:

The computer software to score the WJ III NU is time efficient. The WJ III NU is effective to assess student's academic functioning and simple to score, administer, report and record. Moreover, scoring the WJ III NU is simple

10. State any weaknesses of the instrument:

The weakness of the WJ III NU is that there is no enough writing to deliver accurate grade in the writing portion. In math portion, multiple step problems are very few. It is very difficult to achieve high reliability in writing.

11. Additional comments, information, and observations:

The Diagnostic test can be combined with Woodcock-Johnson III to deliver 14 additional interpretive clusters.

12. References (provide APA formatted reference based on test review found in the MMY)

Here is a sample of a correct APA reference for a pretend test review in the MMY

Yearbook and Tests in Print. Yearbook: #. Mather, N., Schrank, F.A., & Woodcock, R.W., (2007). Examiner's Manual. Woodcock-Johnson III Test of Achievement Form C/Brief Battery. Rolling Meadows, IL: Riverside Publishing.

Personal Response: After reviewing this test and considering all that you have learned in this review, would you recommend that this test be used to assess the students that it is designed for? State why you believe that this test would or would not be useful in assessing this population.

If this test could be used for the student population you are teaching, or hope to teach, please include that information and why you would or would not use this test.

Personal Response (100-150 words):

The WJ III NU is an effective strategy to evaluate students' academic ability.in a simple way to record, administer, and report. Moreover, the WJ III NU is easy to administer each...

More importantly, scoring the WJ III NU is easy. The computer software makes the WJ III NU very efficient. The features of the WJ III NU has been able to meet the claim that the publisher listed in the book. Additionally, the diversity of grade, regions, races, and occupation meet the academic levels of the United States. The test is also efficient for all the races in the United States.
BBR2

Your name: Allen Peter

Name of instrument: BBR2 ( Burks Behavior Rating Scales. Second Edition)

Author(s) of instrument:

Burks, Harold F.; Gruber, Christian

Date of current publication: 1968-2006.

Publisher: "Western Psychological Services, 625 Alaska Ave., Torrance, CA, 90503-5124," "- --, http://www.wpspublish.com"

Base all answers on information provided in MMY (available through Liberty University Online's Library Research Portal -- see instructions for accessing in the Additional Information folder). Insert "not found in MMY" if the information requested is not listed.

2. List the subtests (e.g. learning areas):

Subsets include Personality, diagnostic purposes, Pathological, Destructive Behavior, Emotional Problem, Social Withdrawal, Physical deficits, Ability deficits, and Weak self-confidence.

2. Describe the age range: Ages 4-18

3.State the purpose of the instrument:

Designed to measure adolescent and children behaviors relevant to school as well as community activities. The instrument also assists in diagnosing children to treat children behaviors.

13. Describe the examiner qualifications:

Examiners should be a member of professional association such as APA (American Psychological Association) that set standard for the use of ethical educational and psychological tests.

14. List the types of scores (such as standard scores, percentile rank, etc.)

7: Weak Self-Confidence, Disruptive Behavior, Physical Deficits,

Attention & Impulse Control Problems, Ability Deficits, Emotional Problems, and Social Withdrawal.

15. List the instrument's technical data regarding validity, reliability and standardization / normative process:

The BBRS-2 has been validated among 860 individuals to demonstrate its strong internal consistency, content validity, retest reliability. The scale has also been validated against concurrent measure.

7.State the approximate administration time:

Between 15 and 20 minutes per subtest.

16. Explain this instrument's adaptation or uses for students with special needs (such as limited English proficiency or disabilities):

The instrument is good for student with disabilities because the special education specialist can use the instrument to measure behavioral adjustment problem of students with learning disabilities.

17. Describe the strengths of the instrument:

The instrument is appropriate for different specialists such as school counselors, school psychologists, and special educators to measure the behavioral problems of students. The instrument is also appropriate to pinpoint personality areas required for evaluation. It also provides parent with specific, easy and concrete information to understand.

18. State any weaknesses of the instrument:

The instrument cannot be used to measure the behavioral problem of adult students of 19 years and above.

19. Additional comments, information, and observations:

While the BBRS-2 is appropriate to measure the behavioral problem of the students, however, sound judgement of measuring behavioral problems of children still need correlation with direct clinical observation to validate the results.

20.