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Volumn 24, Issue 4, 2006, Pages 358-366

Factorial invariance of Woodcock-Johnson III scores for African Americans and caucasian Americans

Author keywords

Achievement tests; Ethnic group differences; Intelligence tests; Woodcock Johnson

Indexed keywords


EID: 33750198485     PISSN: 07342829     EISSN: None     Source Type: Journal    
DOI: 10.1177/0734282906289595     Document Type: Article
Times cited : (34)

References (21)
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  • 14
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    • Bias in psychological assessment: An empirical review and recommendations
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    • (2003) Handbook of Psychology: Vol. 10. Assessment Psychology , pp. 67-93
    • Reynolds, C.R.1    Ramsey, M.C.2
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    • High-stakes testing in education
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    • Scheuneman, J. D., & Oakland, T. (1998). High-stakes testing in education. In J. Sandoval, C. L. Frisby, K. F. Geisinger, J. D. Scheuneman, & J. R. Grenier (Eds.), Test interpretation and diversity: Achieving equity in assessment (pp. 77-103). Washington, DC: American Psychological Association.
    • (1998) Test Interpretation and Diversity: Achieving Equity in Assessment , pp. 77-103
    • Scheuneman, J.D.1    Oakland, T.2
  • 18
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    • A confirmatory factor analysis of Cattell-Horn-Carroll theory and cross-age invariance of the Woodcock-Johnson Tests of Cognitive Abilities III
    • Taub, G. E., & McGrew, K. S. (2004). A confirmatory factor analysis of Cattell-Horn-Carroll theory and cross-age invariance of the Woodcock-Johnson Tests of Cognitive Abilities III. School Psychology Quarterly, 19, 72-87.
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    • Taub, G.E.1    McGrew, K.S.2
  • 20
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    • Longitudinal factor structure of the WISC-III among students with disabilities
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    • Watkins, M.W.1    Canivez, G.L.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.