Article Journal of Psychoeducational Assessment 2023, Vol. 41(5) 501–513 © The Author(s) 2023 Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/07342829231166725 journals.sagepub.com/home/jpa Administration and Scoring Errors on the Woodcock–Johnson IV Tests of Achievement: Before and During COVID-19 Adam B. Lockwood 1 , Kelsey Klatka 1 , Brandon Parker 2 , and Nicholas Benson 2  Abstract Eighty Woodcock–Johnson IV Tests of Achievement protocols from 40 test administrators were examined to determine the types and frequencies of administration and scoring errors made. Non-critical errors (e.g., failure to record verbatim) were found on every protocol (M = 37.2). Critical (e.g., standard score, start point) errors were found on 98.8% of protocols (M = 15.3). Additionally, a series of paired samples t-test were conducted to determine differences in total, critical, and non-critical errors pre- and during-COVID-19. No statistic differences were found. Our findings add to a growing body of research that suggests that errors on norm-referenced tests of achievement are pervasive. However, the frequency of errors did not appear to be affected by COVID-19 stressors or social distancing requirements. Implications of these findings for training and practice are discussed. Suggestions for future research are also provided. Keywords achievement tests, COVID-19, Woodcock–Johnson, errors, norm-referenced assessment Introduction Importance of Norm-Referenced Tests of Achievement Data collected using omnibus norm referenced tests (NRTs) of academic achievement inform high-stakes decision making, most notably whether a student quali fies for special education services as having a specific learning disability (SLD). A 2019 survey by Lockwood, et al. 1 Kent State University, Kent, OH, USA 2 Baylor University, Waco, TX, USA Corresponding Author: Adam B. Lockwood, School of Lifespan Development and Educational Sciences, Kent State University, 150 Terrace Drive Kent, OH 44242, USA. Email: adamblockwood@gmail.com