My assignments for this course were to complete Woodcock Johnson IV (WJ) tests with three children. Due to privacy and consent reasons, I do not have an artifact for this particular course. However, I found it crucial to my research skills as an educator, especially in the Special Education Program. In my district, the WJ assessments are administered by Learning Resource Teachers, and it was crucial for me to understand what the tests actually entail. There are many variables that can influence the testing procedures, so having a clear understanding of how the assessments are administered and how data is collected was imperative.
Something that resonated with me about conducting any kind of educational assessment is that there should always be a personal, individualized approach when administering the tests. It was emphasized multiple times that creating a connection with the student—even if you don’t know them well—before the test is crucial. This helps both the student and the educator feel more comfortable, reducing anxiety and creating a more positive, productive testing experience. Building that rapport can ultimately lead to more accurate and meaningful results, as the student feels respected and supported during the process. A child-centered approach is crucial when conducting assessments, considering factors like culture and identity. I found this firsthand when I struggled to understand a picture card due to its outdated, generational context. Understanding a child’s background, identity, and abilities helps us determine what is appropriate to test and recognize when they need a break or are struggling.
