%0 Journal Article
%T Common Examiner Scoring Errors on Academic Achievement Measures
%A Gina L. Harrison
%A Lauren D. Goegan
%A Sarah J. Macoun
%J Canadian Journal of School Psychology
%@ 2154-3984
%D 2019
%R 10.1177/0829573518763484
%X This study examined the scoring errors across three widely used achievement tests (Kaufman Test of Educational Achievement¨CSecond Edition [KTEA-2], Woodcock¨CJohnson Tests of Achievement¨CThird Edition [WJ-III], and the Wechsler Individual Achievement Test¨CThird Edition [WIAT-III]) by novice examiners. A total of 114 protocols were evaluated for differences between the measures on the frequency and type of scoring errors. Within-measure analyses were also conducted to identify particular composites or subtests that might be more prone to error. Among the three measures, the WIAT-III was found to have the most scoring elements and was, therefore, the measure most susceptible to errors in scoring. Irrespective of the measure, more errors occurred on composites requiring greater examiner inference and interpretation, similar to previous studies on the propensity of scoring errors on cognitive measures. Results are discussed in relation to assessment fidelity and to assessment training practices
%K assessment fidelity
%K Level B assessment
%K achievement tests
%K scoring errors
%U https://journals.sagepub.com/doi/full/10.1177/0829573518763484