Peabody Picture Vocabulary Test (PPVT) and Woodcock

1
Peabody Picture Vocabulary Test (PPVT) and
WoodcockJohnson III (WJ III)

• Heather Jackson
• EDUC 5371
• Dr. Leffingwell
• 10 Oct 06
• The University of Texas at Arlington

2
Assessment is the process of gathering
information using appropriate tests, instruments,
and techniques (Johnsen, Identifying Gifted
Students, vii).

• Peabody Picture Vocabulary Test (PPVT)
• Application to classroom
• WoodcockJohnson III Test (WJ III)
• Application to classroom

3
PPVT

• Developed and first published in 1959 by Loyd and
  Leota Dunn.
• Updated three times to PPVT III in 1997.
• Published by American GuidanceService, Inc
  (AGS).
• 2001 price 239.95 for all testing materials
  plus 149.95 for ASSIST computer software.
• Ages two to ninety, but recommends two to forty.

4
PPVT

• Designed to measure receptive vocabulary
  attainment for Standard English and can also be
  used as a screening test of verbal ability in
  language (Bessai, MMY, 14).

• Measures the comprehension of spoken English and
  only the listening vocabulary which is a more
  restricted aspect of overall linguistic and
  cognitive functioning.

5
Weaknesses

• MeriamWebsters Collegiate Dictionarylimited
  word choice
• Can use only words which meanings can be clearly
  illustrated by black-and-white line drawings

• Began with 600 words and are currently at a
  sparing 144.

6
Strengths

• Computer system pulls words from the
  dictionarysaves time.
• No test items contain racial, ethnic, or gender
  biases.

• Updated continuously to coincide with more modern
  vocabulary.
• Closely correlates to the Wechsler Intelligence
  Scale for ChildrenThird Edition (WISCIII).

7

• Wechsler says that, expanded and comprehensive
  vocabulary ensures success in all areas of
  achievement, not just English/Language Arts and
  that of all the batteries of intelligence tests
  vocabulary correlates more highly with full scale
  IQ scores more than any other subtest (1974, p.
  47).

8
PPVT Application to classroom

• School diversityextremely mixed of all races and
  ethnicities with no clear majority.
• Develop a program for all levels of vocabulary.
• Begin with easier words efficiently moving
  towards more complex words.

• Offers flexibility and applicability across
  curricula.
• Pictures assist in deciphering words while
  expanding vocabulary simultaneously.

9
WJ III

• Developed by Richard Woodcock and Mary Bonner
  Johnson.
• Originally titled WoodcockJohnson
  Psycho-Educational Battery.
• First published in 1977 and updated to WJ III
  test in 1999.
• Published by Riverside Publishing.
• 2002 price data 444 for complete testing
  materials to include computer software or 522.50
  for complete testing materials plus a leather
  carrying case.
• Ages two to ninety.

10
WJ III

• A comprehensive, norm referenced, individually
  administered assessment of those cognitive
  abilities, skills, and academic knowledge most
  recognized as comprising of human intelligence,
  and are routinely encountered in school and other
  settings (Cizek, MMY, 15).

• One complete test with two separate batteries.
• One battery of tests measures Cognitive abilities
  (WJ III COG).
• One battery of tests measures general and
  specific cognitive achievement (WJ III ACH).

11
Weaknesses

• Time consuming.
• Two batteries of tests each consisting of
  approximately 20 to 22 subtests divided further
  into ten cognitive subtests and twelve
  achievement subtests.

12
Strengths

• Versatile for English Language learners.
• Appropriate key responses in both English and
  Spanish
• Allows administrator to print reports in both
  English and Spanish.

• Academic and informal settings (E.g., college
  lectures).
• Has been updated twice from its original to WJ
  III.

13

• Overall the test results appear high, with
  magnitudes in the .80s and .90s seeming abnormal,
  but all of the results appear uniform in their
  scoring leading one to believe that it is a true
  measure of giftedness and that this test must be
  considered the premier battery for measuring both
  the cognitive and school achievement of
  school-aged children and young adults, and that
  all other tests must emulate this one (Cizek,
  MMY, 15).

14
WJ III Application to classroom

• Use to determine multiple intelligences in
  various areas.
• Achievement Reading, Mathematics, Written
  Language and Knowledge.
• Shows Scholastic and non-scholastic interest
  levels.

• Students, parents, and educators may see where
  childs true interests lie.
• Reduced fear and anxiety about G/T measurement
  test because test can be labeled as an interest
  test.

15
WJ III Application to classroom Cont

• Test results can actually be sent to educators to
  ensure useful material is taught rather than
  boring the exceptionally gifted.

16
Bibliography

• Bessai, Fredrick. (2004). Peabody Picture
  Vocabulary Test. Mental Measurements Yearbook.
  (Vol. 14). Nebraska University of Nebraska.
• Cizek, Gregory. (2004). WoodcockJohnson III.
  Mental Measurements Yearbook. (Vol. 15).
  Nebraska University of Nebraska.
• Hager, Paul C. (1985). WoodcockJohnson
  Psycho-Educational Battery. In Daniel J. Keyser
  and Richard C. Sweetland (Eds.), Test Critiques,
  Vol. IV, (pp. 683 703). Kansas City, MO
  Library of Congress Cataloging in Publication
  Data.
• Johnsen, Susan K. (2004). Preface. In Susan K.
  Johnsen (Ed.), Identifying Gifted Students a
  practical guide, (pp. vii). Waco, TX Prufrock
  Press, Inc.
• Jolly, Jennifer L and Jennifer Robins. (2004).
  Technical Information Regarding Assessment. In
  Susan K. Johnsen (Ed.), Identifying Gifted
  Students a practical guide, (pp. 98 99).
  Waco, TX Prufrock Press, Inc.
• Umberger, Forrest G. (1985). Peabody Picture
  Vocabulary Test. In Daniel J. Keyser and
  Richard C. Sweetland (Eds.), Test Critiques,
  Vol. III, (pp. 488 495). Kansas City, MO
  Library of Congress Cataloging in Publication
  Data.
• Wechsler, D. (1974). Preschool and Primary Scale
  of Intelligence Manual. New YorkThe
  Psychological Corporation.

17
(No Transcript)