Primary Authors
Authors
General Features
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Measures cognitive and achievement abilities in Spanish Equated to the WJ III to provide a parallel Spanish version for use with ages 2 - 90+ WJ III COG and ACH co-normed allowing for direct comparisons
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General Features
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Includes scoring software with options to print a brief summary report and/or plot and print age/grade and standard score/percentile rank profiles Offers a computerized summary report in either English or Spanish Uses English abbreviations to lessen confusion Provides all test materials and manuals in Spanish Provides a supplement to the manuals written in English with information specific to the Batera III for examiners and administrators who want information about the Batera III, but do not speak and read Spanish.
General Features
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Native language Years and months exposed to the language of the test Degree of exposure and use in various settings
Conversational proficiency Level of Cooperation Level of activity Attention and concentration Self-confidence Care in responding, and Response to difficult tasks
Batera estndar
n n n n n n n n n n
Comprensin verbal Aprendizaje visual-auditivo Relaciones espaciales Integracin de sonidos Formacin de conceptos Pareo visual (incl. Des. T) Inversin de nmeros Palabras incompletas Memoria de trabajo auditiva Memoria diferida-Aprendizaje visual-auditivo
Batera extendida
n n n n n n n n n n
Informacin general Fluidez de recuperacin Reconocimiento de dibujos Atencin auditiva Anlisis-Sntesis Rapidez en la decisin Memoria para palabras Rapidez en la identificacin de dibujos Planeamiento Cancelacin de pares
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Suplemento diagnstico
n n n n n n n n n n n
Memoria para nombres Integracin visual Configuracin de sonidos- Vocalizada Series numricas Nmeros matrices Tachar Memoria para frases Rotacin de bloques Configuracin de sonidos- Musical Memoria diferida- Memoria para nombres Comprensin verbal bilinge
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10 Tests 12 Clusters
10 Tests 14 Clusters
11 Tests 13 Clusters
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Habilidades intelectuales
Measures of general intellectual ability (g)
Habilidad intelectual generalEscala
Standard Scale
Estndar (GIA-Std) General Intellectual Ability Extendida (GIA-Ext) General Intellectual Ability
Extended Scale
Pruebas 1 a 7 Pruebas 1 a 7 y 11 a 17 Pruebas 1, 6, 8, 21, 22, y 27 Pruebas 1, 3, 5, 6, 7, 21, 23, y 31 Pruebas 1, 5, y 6 Pruebas 3, 5, 6, 7, 21, y 23
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Habilidades cognitivas
Measure of specific cognitive abilities:
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? Discernimiento de fonemas
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Habilidades cognitivas
Measure of specific cognitive abilities:
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Aprovechamiento predicho
Measure of predicted achievement:
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Lectura
Reading
Matemticas
Mathematics
Lenguaje escrito
Written Language
Lenguaje oral
Oral Language
Conocimientos
Academic Knowledge 17
Estndar
n n n n n n n n n n n n n
Identificacin de letras y palabras Fluidez en la lectura Rememoracin de cuentos Comprensin de indicaciones Clculo Fluidez en matemticas Ortografa Fluidez en la escritura Comprensin de textos Problemas aplicados Muestras de redaccin Memoria diferida- Rememoracin de cuentos Escritura a mano
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Extendida
n n n n n n n n n n
Anlisis de palabras Vocabulario sobre dibujos Comprensin oral Correccin de textos Vocabulario de lectura Conceptos cuantitativos Conocimeientos acadmicos Anlisis de sonidos Discernimiento de sonidos Puntuacin y maysculas
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Aprovechamiento
12 Tests
10 Tests 9 Clusters
10 Clusters
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Academic Clusters
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Lectura
Amplia lectura Destrezas bsicas en lectura Comprensin de lectura Lenguaje oral--Std or Ext Comprensin auditiva Expresin oral Amplias matemticas Destrezas en clculos matemticas Razonamiento en matemticas
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Lenguaje oral
Matemticas
Academic Clusters
Lenguaje escrito
Amplio lenguaje escrito Destrezas bsicas en escritura Expresin escrita
Otros compuestos
Conocimientos acadmicos Conocimiento de fonemas y grafemas Destrezas acadmicas Fluidez acadmica Aplicaciones acadmicas Aprovechamiento total Destrezas preacadmicasEst Conocimientos y destrezas preacadmicos--Ext
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CHC Theory
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Theoretical Foundation
Two major empirically derived sources of research on the structure of human cognitive abilities informed the Batera III COG and WJ III COG
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Psychometric factor-analytic studies of Raymond Cattell and John Horn known as the Gf-Gc theory Extant factor-analytic research by John Carroll known as Carrolls three-stratum theory
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Gf-Gc Theory
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Gf-Gc is an acronym for fluid (Gf) and crystallized (Gc) intellectual abilities. Gf and Gc can be traced to Cattell (1941, 1943, 1950). Horn (1965) later provided evidence for shortterm memory (Gsm), long-term retrieval (Glr), processing speed (Gs), and visual-spatial thinking (Gv). Horn and Stankov (1982) added auditory processing (Ga) to the nomenclature. Horn included quantitative ability (Gq) in 1988 and Woodcock (1998) added reading-writing 27 ability (Grw).
CHC Theory
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Similaries between Gf-Gc and Carrolls three stratum theories provide support for the combined CHC theory. CHC stands for Cattell, Horn, Carroll CHC provides the blueprint for the WJ III and Batera III. For most factors, each broad CHC factor in the WJ III and Batera III are comprised of two qualitatively different narrow, or Stratum I, abilities. CHC factors (Stratum II) measuring a broad spectrum of cognitive abilities provide a first-principal component measure of general intelligence, or g (Stratum III)
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n n
Gsm Gv Ga Gsm Gv Ga Gf Gc Gf Gc General Broad Broad Broad Broad Fluid Crystallized General Fluid Crystallized Memory & Visual Auditory Visual Auditory Intelligence Intelligence Memory & Intelligence Intelligence Learning Perception Perception Learning Perception Perception
Glr Glr Gs Gs Broad Broad Cognitive Cognitive Retrieval Retrieval Speediness Speediness Ability Ability
Broad
Narrow Abilities
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Test batteries in two languages that are parallel and equated allow comparisons of abilities and skills between those two languages.
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Batera III COG is statistically equated to the WJ III COG Batera III APROV is statistically equated to the WJ III ACH
EXAMPLE: The Oral languageExtended cluster in English and Spanish can be directed compared to determine language dominance.
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Administering the Test 1/31 combination of the WJ III COG yields a bilingual verbal comprehension score. (English to Spanish testing) Administering the Prueba 1/31 combination of the Batera III yields a comprensin verbal bilinge score. (Spanish to English testing)
Bilingual verbal comprehension measures oral language in the combination of the subjects two languages and credits knowledge regardless of language specificity.
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Responses in other languages are accepted on five tests of the WJ III COG and Batera III COG:
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Prueba 1: Comprensin verbal Prueba 11: Informacin general Prueba 12: Fluidez de recuperacin Prueba 18: Rapidez en la identificacin de dibujos Prueba 22: Integracin visual
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Prueba 1: Comprensin verbal Prueba 31: Comprensin verbal bilinge Prueba 21: Memoria para nombres Prueba 3: Relaciones espaciales Prueba 23: Configuracin de sonidos-Vocalizada Prueba 5: Formacin de conceptos Prueba 6: Pareo visual (incl. Des. T.) Prueba 7: Inversin de nmeros
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n n n n n n
WJ III COG
Bilingual Scale using Test 1 & 31 Test 1: Verbal Comprehension n Test 31: Bilingual Verbal Comp.
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21: Memory for Names 3: Spatial Relations 23: Sound Patterns- Voice 5: Concept Formation 6: Visual Matching 7: Numbers Reversed
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Bilingual Verbal Ability Tests (BVAT) 21: Memory for Names 3: Spatial Relations 23: Sound Patterns- Voice 5: Concept Formation 6: Visual Matching 7: Numbers Reversed
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Scores
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Scores Available
n n n n n
Raw Scores Age and/or Grade Equivalents RPIs (0/90 to 100/90) CALP levels (1 - 5) Comparative Language Index (Spanish/English) Standard Scores (Mean = 100, SD = 15
SS Range = 0 - 200+) Percentile Rank (PR=0.1 to 99.9)
n n
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Technical Qualities
Equated
using Rasch model technology, to like levels of performance of the 8,818 norming subjects on parallel tasks on the Woodcock-Johnson Tests 3rd Edition (WJ III)
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Batera III standardization data are equated to the WJ III norms. This means that tasks underlying each Batera III test are scaled according to their empirical difficulty on the parallel WJ III test. Equated U.S. norms allow meaningful comparisons between an individuals performance on WJ III and Batera III.
For example, if a 10 year old individual obtains a percentile rank of 87 on a Spanish test, his performance in Spanish is equivalent to 10 year olds in the US who fall at the 87th percentile on the corresponding English test.
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Equating Procedures
Banks of items for the WJ III tests developed and Rasch-calibrated Data gathered to norm the WJ III tests, clusters, and scales Items selected for final version of WJ III & Rasch scoring tables computed For tests that were not direct translations: Potential equating items selected from WJ III and translated into Spanish (Linking item example: authority--autoridad). Linking items spaced across full range of ability. Banks of new Spanish items developed. Linking itemsinterspersed. Calibration data collected and Rasch-calibrated. Linking items calibrated difficulties plotted. Extreme outliers excluded. New Spanish items fell between remaining linking items Means and standard deviations computed Batera III item difficulties adjusted to the WJ III item difficulties using transformation equation. 43 Batera III items selected and Rasch scoring tables computed.
1 ____ tenedor 1 fork ............................................................................................................ 5 ____ cuchara 8 spoon ............................................................................................................ 15 ____ martillo 9 hammer ............................................................................................................ 19 ____ canguro 18 kangaroo 20 ____ pulpo 17 octopus 21 ____ seta 14 mushroom ............................................................................................................ 26 ____ microscopio 16 microscope ............................................................................................................ 30 ____ armnica 25 harmonica 31 ____ frica 30 Africa 37 ____ Partenn 37 Parthenon
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U.S. Sample
n = 279 Arizona California Colorado Florida Georgia New Mexico New York Oregon Texas
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U.S. Subjects
Argentina Peru Chile Puerto Rico Colombia Uruguay Costa Rica U.S. Cuba Venezuela Dominican Republic Ecuador Guatemala Honduras Mexico
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Because the Batera III calibration data is equated to the WJ III norms, the underlying psychometric characteristics of the WJ III apply to the Batera III
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Reliability Goals
Goal for clusters set at .90 or higher Goal for tests set at .80 or higher
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Comprehension-Knowledge .95
GIA Ext
.74 .74 .71 .76 -------
BIA
.68 .67 .60 .69 .62 .68 .70
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BMS MC MR BWS WE
Rdg. Decoding Comprehension Reading Basic Comprehension Math Calculation Application Math Numerical OP Reasoning Spelling Spelling Writ.Exp.
.76
.67 .65 .67 .63 .68
.81 .74 .62 .78 .70 .79 .66 .65 .52 .70 .57 .66 .60 .67 .40 .69 .59 .60 .41 .49 .29 .56 .38 .60 .77 .77 .57 .57 .42 .31
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WIAT
K-TEA
WIAT
K-TEA WIAT
the US for 2 years or less Picture Vocabulary Qualifying Test in English and Spanish
Spanish W _____ English W -_____ Difference _____ Subject qualifies if difference is at least +45 Special for Preschool: Age 2-difference at least +20 Age 3-difference at least +35
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Learning Disabilities
7 IDEA Areas Oral Expression Listening Comprehension Written Expression Basic Reading Skills Reading Comprehension Mathematics Calculation Mathematics Reasoning Batera III Tests
Story Recall, Picture Vocabulary Understanding Directions, Oral Comprehension Writing Fluency, Writing Samples Letter-Word Identification, Word Attack Passage Comprehension, Reading Vocabulary Calculation, Math Fluency Applied Problems, Quantitative Concepts
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Administration Procedures
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Examiner Qualifications
Administration and scoring require proficiency and literacy in Spanish, knowledge of each tests exact administration and scoring procedures, and an understanding of the importance of adhering to standardized procedures. Interpretation requires a higher level of knowledge and experience than is required for test administration. Competent interpretation requires graduate-level training in cognitive ability, language, and academic achievement assessment, knowledge of Spanish language development (and, if appropriate to the subject, knowledge of the impact of second-language acquisition), and a background in diagnostic decision-making. 57
Basal/Ceiling Rules
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Provides guides for minimizing testing time Allows estimate of score as if all items had been administered Basal: The lowest set of consecutive correct responses specified, or Item 1 Ceiling: The highest set of consecutive incorrect responses specified, the last item, or the time limit Noted in Test Book and Test Record
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Test by complete pages when stimulus items in the easel book are visible to the examinee. Complete the page even if it appears a ceiling has been reached. If the examinee gets an item correct in the process of completing the page, score the item correct, and continue testing until a ceiling is reached, or the last item has been administered.
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Administration Reminders
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Score the last response given. On Letter-Word Identification or Word Attack, if you dont hear a response to an item, finish the page, then repeat the entire page. Score the one in question only. Follow all pointing, querying, and error or no response directions in the test book.
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Scoring Procedures
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Choose most appropriate reference group n Grade norms: K-12, 2-year college, and 4-year college including first year of graduate school n Age norms: 2-90+ Use same reference group when comparing results from different tests (i.e., age to age, grade to grade) When examinees scores derived from age vs. grade norms are not consistent, score results based on which norms most accurately reflects the examinees background.
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For example, a student who has significant gaps in schooling and has been placed in a grade level with other students who are generally younger, grade norms may be more appropriate. Grade norms will not penalize this student for those gaps in schooling. For a student who has had adequate schooling but has had difficulties with the academic demands of school to the point that the student has been retained, consider using age norms. To use grade norms would cancel out the difficulties the student has experienced.
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