WIDE RANGE ACHIEVEMENT TEST 4

Wide Range Achievement Test 4

ABSTRACT

Today, there are numbers of number of wide range of academic skills testing tools. Amongst all, the Wide Range Achievement Test 4 is the newest and advance form of testing academic skills. This paper is aimed at finding about the fourth edition of wide range achievement test and its implications in the psychotherapy. Also the paper analyzes how it contributes to the effectiveness of child learning.

Table of Contents

Introduction1

Wide range Achievement Test 41

Math Computation2

Sentence Comprehension & Word Reading2

Job Knowledge3

Procedural Knowledge3

Test Formats4

Facilitating Academic Knowledge Acquisition6

Conclusion9

Wide Range Achievement Test 4

Introduction

Currently there is a wide range of test taking procedures, and each type of procedure specific measurement functions. Achievement test are aimed specifically at the evaluation of school performance. Since the profit is considered an indicator of learning achieved, the achievement test can also be used to predict future academic success.

An achievement test, administered in school settings, should include, as a rule, separate measures of vocabulary skills, language, comprehension, reading, arithmetic skills and complex problem solving, science and social studies. The private profit is determined based on the comparison between the results of the subject and the average score obtained from a sample national and local, sufficiently large and representative. Tests serve to identify training or professional knowledge and skills that include problem solving, with an educational or professional content. Their use is justified in the selection, certification, and exam (Plake & Impara, 2003).

Wide range Achievement Test 4

Wide range Achievement Test 4 is the fourth edition of achievement Test - a system of tasks to measure the level of development of certain psychological qualities (properties) of the individual. Psychological measurement is normalized to the values of the Inter-individual differences. The test is a series of relatively short trials (problems, issues, situations, etc.). The results of the test items are indicators of academic skills and characteristics. The new WRAT4 has four subtests:

Sentence Comprehension

Word Reading

Spelling

Math Computation

Math Computation

Although the exact nature of general intelligence is yet unknown, it is commonly defined as the highly general capability to process information and is believed to have specific neurological substrates (e.g., Duncan, Seitz, Kolodny et al., 2000). To the extent that neurological functioning undergirds all mental activity, practical intelligence should show some relation to general intelligence (also, Hill & Schneider, Chapter 37). Practical intelligence is theoretically distinct from general intelligence, however, in that general intelligence is viewed as a relatively stable characteristic of individuals, whereas practical intelligence is viewed as developing with effort and experience (Konold, 1999). Moreover, the development of practical intelligence - through the acquisition of academic knowledge - occurs via an interaction between an individual's existing level of competency and an environmental context. One's level of general intelligence is believed to exist largely independently of one's knowledge and experience.

Sentence Comprehension & Word Reading

Crystallized intelligence has been defined as the outcome of “experiential-educative-acculturation influences” (Horn & Cattell, 1966, p. 254) on one's biological capacity. Tests of crystallized intelligence commonly assess vocabulary, reading comprehension, and other verbal ...