WJ IV COG

age range

2-90+

publication date

2014

Auditory Memory Span (with Oral Language)-info

Ability to hold auditory information in immediate awareness

Number Facility-info

Ability to perform basic arithmetic operations quickly and accurately

The name of the brief measure of ability on the WJ IV COG and the tests that comprise it

Brief Intellectual Ability (BIA) score is available when WJ IV COG Tests 13 have been administered: Oral Vocab, Number Series and Verbal Attn. Ideal for screening or reevaluations, research purposes The BIA is based on an equal weighting of the three tests in the cluster rather than the differential weightings of tests in the GIA

Scholastic Aptitudes (on Ach)-some info

Compares the most relevant cognitive abilities to current levels of achievement to determine if ability is consistent with achievement There are 6 scholastic clusters and each is composed of 4 subtests - 2 reading, 2 math & 2 writing

tests in Number Facility

Composed of Test 10: Numbers Reversed & Test 11: NumberPattern Matching

tests in Auditory Memory Span (with Oral Language)

Composed of Test 18: Memory for Words & from the WJIV Oral Language battery, Test 5: Sentence Repetition

tests in Vocabulary (with Oral Language)

Composed of Test 1: Oral Vocabulary & from the WJIV Oral Language battery, Test 1: Picture Vocabulary

tests in Cognitive Efficiency

Composed of Test 4: LetterPattern Matching & Test 10: Numbers Reversed Extended cluster includes additional - Test 3: Verbal Attention & Test 11: NumberPattern Matching

strengths

Easel format can be a strength but also gets repetitive. Audio standardized, lifespan strengths Less likely to impact students with motor difficulties (no manipulatives); Good to work with adults Matches on to all 7 CHC abilities exactly, very comprehensive If you suspect that the child has language difficulties, the WJ might be good because the tasks are mainly receptive It is co normed with the Oral Language and Achievement, so it's good if you need to do a full psychoed profile

WJ IV COG test authors

Frederick Schrank, Kevin McGrew, Nancy Mather

The NAMES of the 7 CHC factors on the WJ IV COG (not the CHC abilities measured)

Gc (comprehension knowledge), Gf (fluid reasoning), Gwm (short term working memory), Glr (long term retrieval), Ga (Auditory Processing), Gv (visual Processing), Gs (Cognitive Processing Speed).

The CHC abilities measured on the WJ IV COG

Gc, Gf, Gwm (ShortTerm Working Memory It is called Gwm on WJ but CHC abilitiy is Gsm), Gs, Ga, Glr, Gv (Its called working memory (or short term working memory) but is Gsm)

The name of the measure(s) of "g" on the WJ IV COG and the tests that comprise it

General Intellectual Ability-Core Tests (1 to 7) 1. Oral Vocabulary 2. Number Series 3. Verbal Attention 4. LetterPattern Matching 5. Phonological Processing 6. Story Recall 7. Visualization or GfGc Composite 1. Oral Vocabulary 2. Number Series 8. General Information 9. Concept Formation

grade range

K.0-17+

tests that comprise Cognitive Processing Speed

Letter pattern matching and Pair cancellation

The 4 Levels of Interpretation on the WJ IV COG (and ACH)

Level 1 : Qualitative, informal, error analysis, test session observation checklist Useful for instructional planning and behavioural observations Level 2: level of development, level of instruction age and grade equivalents Level 3: level of proficiency, easy to difficult range relative proficiency index, CALP, developmental/instructional zone Level 4: relative order in group, rank order, significantly high or low standing standard scores, percentile ranks, discrepancy PR, SD

Vocabulary (with Oral Language)-info

Measure of lexical knowledge and language development Good predictor of reading performance

Cognitive Efficiency-info

Measure of shortterm working memory (Gwm) and processing speed (Gs) Important diagnostic cluster because Gwm and Gs are both foundational for complex cognitive functioning

tests that comprise Fluid reasoning

Number series and concept formation

tests that comprise comprehension knowledge

Oral Vocabulary and General Information

tests that comprise Auditory Processing

Phonological processing and Nonword repetition

limitations

Pretty heavy verbal load Does not have a nonverbal index component (all other tests do) If you suspect the child has difficulty with instructions or does not know English very well, then the WJ would not be the best option. It has a lot of language. There is a a lot of cultural knowledge that you need when testing the WJ, it might not be fair to all students It is long and takes a long time to administer

Types of scores

Standard scores Age equivalence (AE) Grade equivalence (GE) W scores (Rasch ability) RPI = Relative proficiency index CALP = Cognitive Academic Language Proficiency

tests that comprise Long term retrieval

Story recall and Visual Auditory learning

test in GfGc composite

Test 1: Oral Vocabulary (Gc), Test 2: Number Series (Gf), Test 8: General Information (Gc) & Test 9: Concept Formation (Gf)

tests in Perceptual Speed

Test 4: LetterPatter Matching & Test 11: NumberPattern Matching

Perceptual Speed- info

The ability to rapidly perform simple tasks that use symbols, such as letters or numbers Related orthographic processing & needed for decoding, encoding, reading fluency and math

GfGc composite-some info about it

Uses traditional ability/achievement methodology & interprets discrepancies as a profile of intraindividual strengths & weaknesses Useful in gifted, SLD & ID evaluations

tests that comprise ShortTerm Working Memory

Verbal attention, numbers reversed

tests that comprise Visual Processing

Visualization and picture recognition

Developmental zone:

a special application of the RPI. An examinee will perceive tasks that fall at an RPI of 96/90 as easy, whereas he or she will perceive tasks that fall at an RPI of 75/90 as difficult. Thus, the developmental zone identifies a range along a developmental scale that encompasses an examinee's present level of functioning from easy ( the independent level) to difficult ( the frustration level). The lower and higher points of this zone are labeled EASY and DIFF in the table of scores generated when using the online scoring program.

RPI:

allows statements to be generated about an examinee's predicted quality of performance on tasks similar to the ones tested. An RPI of 90/90 means that the examinee would be predicted to demonstrate 90% proficiency with similar tasks that average individuals in the comparison group also would perform with 90% proficiency.

CALP:

language proficiency in academic situations, or those aspects of language proficiency that emerge and become distinctive with formal schooling.