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Journal of Psychoeducational Assessment
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Hispanic Test-Session Behavior on the Woodcock Johnson Psychoeducational Battery— Third Edition

Craig L. Frisby

University of Missouri-Columbia

Steven J. Osterlind

University of Missouri-Columbia

This study examined potential differential examiner ratings for a large sample of self-identified Hispanics on the Woodcock Johnson Psychoeducational Battery—Third Edition (WJ-III) Test Session Observation Checklist (TSOC). Both between-group (Hispanics vs. non-Hispanics) and within-group analyses (Hispanics disaggregated by first spoken language, language spoken in the home, and mother's highest educational level) were conducted. Four research hypotheses were tested through 44 analyses. Most comparisons were not statistically significant, and across- and within-group differences had minimal influence in analyses that were statistically significant. The authors conclude that there is no compelling evidence of substantial systematic differences in examiner ratings of Hispanics' test-session behaviors on the WJ-III.

Key Words: test-session behavior • Hispanics • assessment • group differences

This version was published on September 1, 2007

Journal of Psychoeducational Assessment, Vol. 25, No. 3, 257-270 (2007)
DOI: 10.1177/0734282906297468
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