Workshop I: Wednesday 26 November
The Woodcock-Johnson III inventory

Walter Howe
Director, Psychological Assessments Australia Pty Ltd

The Cattell-Horn-Carroll (CHC) theory of intelligence has gained wide currency through the use of the Woodcock-Johnson (Third Edition) test batteries.  Recent meta analytic research on the effectiveness of CHC factors in predicting academic achievement has added support to the applicability of this theory to the diagnosis of those with a specific learning disability (SLD).

Progress of those with such difficulties can be accurately tracked by the Woodcock-Johnson batteries' use of scores based on item response theory, an important activity for those wishing to evaluate the effectiveness of interventions designed to assist those with SLD.

This workshop will outline results from recent  meta analyses of the relationship of CHC factors to academic achievement and demonstrate how this knowledge can be used to improve the efficiency of both cognitive and skills based assessment through an hypothesis testing approach.  Participants will also learn how to use the Relative Proficiency Index (RPI), and item response theory derived statistic, to report the development of abilities and skills and how to use the RPI to evaluate program effectiveness and intervention integrity/fidelity.

Workshop II: Saturday 28 November
The Accelerated Learning Laboratory's approach to accelerated learning

David Bowman1, Jens Beckmann1, Amirali Minbashian1, Nadin Beckmann1, Carolyn MacCann1, Damian Birney1 and Robert Wood2

Accelerated Learning Laboratory
1 Australian School of Business, University of New South Wales
2 Melbourne Business School, University of Melbourne

The Accelerated Learning Laboratory (ALL) is conducting a research project focusing on flexible leadership expertise through collaboration between the Australian School of Business at UNSW and several industry partners including IAG, ANZ, ABC, Qantas, Amcor, Macquarie Bank, Booz & Company, and Egon Zehnder. A core feature of the research program is on-going longitudinal assessment and feedback using a combination of traditional psychometric assessments, dynamic assessments, computer-based complex problem solving, and microworld simulations. In this workshop we will present an interactive hands-on overview of the ALL approach to accelerating learning focusing on the assessment and development aspects.