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This article contains a list of international databases on individual student achievement tests that can be used for psychometric research. In other words, this table only includes datasets containing items measuring ability and directly answered by students.
Others have been developed by researchers, and can be found in the academic research literature. Tests to assess specific psychological constructs can be found by conducting a database search. Some databases are open access, for example, Google Scholar (although many tests found in the Google Scholar database are not free of charge). [95]
Qualitative psychological research findings are not arrived at by statistical or other quantitative procedures. Quantitative psychological research findings result from mathematical modeling and statistical estimation or statistical inference. The two types of research differ in the methods employed, rather than the topics they focus on.
This article contains a representative list of notable databases and search engines useful in an academic setting for finding and accessing articles in academic journals, institutional repositories, archives, or other collections of scientific and other articles. Databases and search engines differ substantially in terms of coverage and ...
The most common type of achievement test is a standardized test developed to measure skills and knowledge learned in a given grade level, usually through planned instruction, such as training or classroom instruction. [1] [2] Achievement tests are often contrasted with tests that measure aptitude, a more general and stable cognitive trait.
The test takes 45–90 minutes to administer depending on the age of the participant. The mean score for the WIAT-II is 100 with a standard deviation of 15, and the scores on the test may range from 40 to 160. 68% of participants in the UK standardisation sample obtained scores of 85-115 and 95% obtained scores of 70-130.
The Woodcock–Johnson Tests of Cognitive Abilities is a set of intelligence tests first developed in 1977 by Richard Woodcock and Mary E. Bonner Johnson (although Johnson's contribution is disputed). [1] It was revised in 1989, again in 2001, and most recently in 2014; this last version is commonly referred to as the WJ IV. [2]
Dynamic assessment is a product of the research conducted by developmental psychologist Lev Vygotsky. It identifies Constructs that a student has mastered (the Zone of Actual Development) Constructs that a student is currently able to understand or tasks a student can do with scaffolding (the Zone of Proximal Development).