School Psychology Trainee Administration and Scoring Errors on the WJ-IV-ACH (PO077)

  • PMD: 1,9
  • Skill Level: Introduction
  • Session 4: Assessment and Intervention in an RTI Framework
  • Live Chat:
    Tuesday, February 23, 2021
    6:15 PM–7:15 PM
    (Posters available on demand at any time during the convention week and for sixty days thereafter.)

Learner Objectives

This session will help participants…

  1. learn about the types and frequency of administration and scoring errors made by school psychology trainees on the Woodcock Johnson Test of Academic Achievement (WJ-IV ACH).
  2. learn how to improve the academic achievement administration fidelity of trainees/supervisees.
  3. avoid common pitfalls in the administration and scoring of tests of academic achievement.


School psychologists often administer norm-referenced tests of academic achievement. Data gathered from these tests are often used to make high-stakes decisions (e.g., special education eligibility). However, little is known about practitioners’ fidelity with these measures. This poster examines the types and frequency of errors made by 26 school psychology trainees across 64 Woodcock Johnson IV test of achievement protocols. Implications for trainers and practitioners will be discussed.



Adam Lockwood, Western Kentucky University
Kelli A. Sergott, Oklahoma State University
Ryan L. Farmer, Oklahoma State University

Letter to Supervisor

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