Abstract
The administration and scoring of cognitive assessments in the field of psychology is critical to best practices in diagnosis, educational placement, and intervention. The current study assessed the frequency and type of errors committed by school psychology graduate students (n = 12) across four administrations of the Woodcock Johnson Tests of Cognitive Abilities, Fourth Edition (WJ IV Cog). Among these 48 protocols, 100% included at least one error of administration or scoring, and the most frequently occurring errors included failure to estimate age- and grade-based scores and failure to test by full pages. These findings may help inform training as well as future work into the influence of errors on obtained scores, as well as specific training techniques to reduce their occurrence.
