The WISC-IV was derived from the Wechsler-Bellevue Scale for Adults. Starting in the 1930s, David Wechsler, a psychologist at Bellevue Hospital in New York, studied several standardized tests and choose 11 different subtests to comprise his first assessment (Groth-Marnat, 2016). Wechsler used several portions of the 1937 revision of the Standford-Binet to make up his subtests, along with subtests from the Army Group Examinations, Koh’s Block Design, Army Alpha, Army Beta, Healy Picture Completion and Pinther-Paterson Test (Groth-Marnat, 2016). He called this new assessment the Wechsler-Bellevue Intelligence Scale. Since this test had several reliability deficiencies having to do with the normative sample, it was revised in 1955 and called …show more content…
This test is used to assess the cognitive abilities of children ages 6 years to 17 years (Drummond, 2016). The WISC-IV has a Full Scale IQ (FSIQ), index scores, and subtest scaled scores. Each of these scales or scores measures one of the following: global intellectual functioning, narrowly defined cognitive domains, and specific abilities. The WISC-IV assessment is organized into four index scores, with each having two to three subtests scores as well (Drummond, 2016). The test organization of the WISC-IV is comprised of a Full-Scale IQ, Verbal Comprehension Index, Perceptual Reasoning Index, Working Memory Index, and a Processing Speed Index. Under each of the indexes the category is divided even further into three to five other categories. The Verbal Comprehension Index measures verbal knowledge/understanding obtained through both informal and formal education. It reflects application of verbal skills to new situations, while being divided into the following categories: similarities, vocabulary, comprehension, information, and word reasoning (Drummond, 2016). The Perceptual Reasoning Index measures one’s ability to interpret and organize visual information and to solve problems, while being divided into the following categories: block design, matrix reasoning, picture concepts, and picture completion (Drummond, 2016). The Working Memory Index measures one’s ability to temporarily retain information in memory, perform some operation or manipulation with it, and produce a result. It involves attention, concentration, and mental control, while being divided into the following categories: digit span, letter-number sequencing, and arithmetic (Drummond,
Hays, J. R., Reas, D. L., & Shaw, J. B. (2002). Concurrent validity of the Wechsler Abbreviated Scale of Intelligence and the Kaufman Brief Intelligence Test among psychiatric inpatients. Psychological Reports, 90(2), 355-359
Multiple studies have shown a relation between scores for narrow abilities (such as Comprehension Knowledge and Processing speed) and skills such as reading comprehension and math calculation skills (Floyd, Evans & McGrew, 2003; Evans, Floyd, McGrew & Leforgee, 2001). This would therefore suggest that CHC is an accurate theory defining intelligence as high scores in abilities described by the theory was linked to high scores in general measurements of
1. When researching I found a post that listed a couple of limitations with the WIDA assessment. The first limitation is that the “students take almost the test each year” (Strauss, 2015). I found that some people believe that because the test is given annually the students will have been exposed to the questions in years before because “only one-third of the test’s items are refreshed annually” and because that “even the weakest students are able to improve their scores from one year to the next” (Strauss, 2015). Another limitation I found when researching is that with the WIDA assessment is that there is no appeal process. What this means is that if a student happens to do well on the WIDA assessment then they are no long able to be in “ESOL
Various definitions of intelligence have been put forth by scholars and researchers since the turn of the twentieth century. In each definition, several key aspects are explained such as fluid and crystallized intelligence. Crystalized intelligence is the ability to use skills, knowledge, and experience to solve problems (Martinez, 2009). On the other hand, fluid intelligence is the ability to solve novel problems through logical thought (Martinez, 2009). Fluid intelligence is necessary for problem solving through inductive and deductive reasoning. This intelligence is composed of many factors; one of them is thought to be working memory (Jaeggi, Buschkuehl, Jonides, & Perrig,
The KABC-II assessment measures a student’s processing and cognitive abilities, through nonverbal and verbal tasks to fully understand the scope of the student’s learning abilities. The tests measures using five scale indexes and an overall score. The five scales are Sequential, Planning, Learning, Simultaneous, and Knowledge, and the overall score is the Fluid Crystallized Intelligence (FCI) score.
The multiple intelligence worksheet Describes the different ways that people learn Such as logical interpersonal and kinesthetic ect The objective of the worksheet was to identify which learning techniques best suited me
Intelligence test are numerous test that measure reasoning and problem solving. The many intelligent quotient are both different in numerous ways in which test scores vary from person to person. First, there is the cultural fair intelligence test that is non-verbal and based on logical reasoning (International High IQ Society, 2015). The test asked me questions of figures that logically belongs on the spot of the question mark. The questions were mostly shapes and figuring out which shape will go next in the box. Secondly, came the classical intelligence test which consist of synonyms and numbers. An example, from the High Society IQ would state, “4, 6, 9, 6, 14, and 6 and what number would go next (2015).The questions at first seemed difficult,
The test under analysis is the Stanford-Binet Intelligence Scales, Fifth Edition (SB5) which is thoroughly explained through the technical manual of the intelligence assessment (Roid, 2003). The Stanford-Binet Intelligence Scales, Fifth Edition, Technical Manual and the SB5 test in general was authored by Gale H. Roid (Roid, 2003). The manual was published by Riverside Publishing in the year 2003 after enduring many years of development (Roid, 2003). The SB5 is an assessment of both cognitive abilities and intelligence (Roid, 2003). The SB5 complete kit is provided via the publisher for the total price of $1...
The IGAT consisted of three verbal subtests and three nonverbal subtests. The verbal subtests included Information, Analogies, and Vocabulary. The nonverbal subsets included Spatial Relations, Mazes, and Language Comprehension. The verbal tests examine the understanding and comprehension skills of the test taker. The Spatial Relations and Mazes tests examines the test taker’s broad visual intelligence and ability to analyze abstract visual stimuli. The Language Comprehension test examines the test taker’s ability to find words in a sequence of scrambled letters as quickly as possible. The scores on the IGAT are given in three areas including verbal score, nonverbal score, and a total score. The scores of the IGAT are represented by standard scores and percentiles. The scores on this test have an average of 100 and a standard deviation of
The Development of the Test: The Woodcock-Johnson III covers 22 battery tests. The WJ COG tests include comprehensive-knowledge, long-term retrieval, visual-spatial thinking, auditory processing, fluid reasoning, processing speed, and short-term memory. WJ ACH series of test include reading-writing, mathematics, comprehension-knowledge, auditory processing, and long-term retrieval. The subtests for those tests include pair cancellation, general information, visual matching, decision speed, and many others. The WJ-III meets or surpasses the elementary standards. It qualifies as a gold standard IQ test along with the Stanford Binet and Wechsler Intelligence Tests.
The Test of Nonverbal Intelligence, Fourth Edition (TONI-4) is a measure whose purpose is to assess intelligence, apititude, abstract reasoning, and problem solving in a language-free format, categorized as intelligence and general apptitude (Evans-McCleon & Maddux, 2010). The TONI was developed by Linda Brown, Rita J. Sherbenou, and Susan K. Johnsen, with the goal of meeting the necessitiy for a measure of intelligence not requiring langauge and complex motor skills (Evans-McCleon & Maddux, 2010). The TONI-4 is a revision including new norms, addition of 15 items to enhance the floor and ceiling effects (Evans-McCleon
Even the DSM-5 ensures that the IQ tests are not “overemphasized as the defining factor of a person’s overall ability without adequately considering function levels.” Moore, over the course of 18 years, took seven IQ tests, averaging at 70.66. Five of the seven IQ tests he took were administered before the age of 18; however, the CCA only considered the Wechsler Intelligence Scale for Children test which he made a 78 on and the Wechsler Adult Intelligence Scale test which he scored 74. The CCA held, “Moore’s IQ scores placed him above the intellectually disabled range,” and therefore, “failed to prove by a preponderance of evidence that he has significantly sub-average general intellectual functioning.” The AAIDD recognize that an individual with an intellectual disability has the potential of having an IQ score of as high as 75. Unfortunately, we have reason to believe that the CCA did not take into consider mitigating factors that would further prove the significant subaverage general intellectual functioning (i.e. his head injury in when he was ten, dropping out of school in ninth grade, failing second grade twice). DSM-V explains that when assessing IQ test scores, clinicians must include a margin for measurement of plus or minus five points (65-75) — a standard recognized in Hall. Using
There are a couple of well known intelligence tests that have set the standard for what we think are the correct ways to measure intelligence. There are the Stanford-Bbinet, Weschler scales, Scholastic Assessment, and Intelligence Quotient tests. The Stanford-Binet test was created around early 1900 when Alfred Binet had to make a way to split students who profited from regular classroom direction and others that needed special teaching in different schools. With the help of one of his students, Binet created and administered the test to 50 normal children from age 3 to 11. From the results of this test, Binet figured out the norm for mental age. This test basically showed who needed more help and who was on track in their age group. It helped students who had learning disabilities get the help they needed. The second type of test that is used to measure our intelligence is the Weschler Scales. The Weschler Scales were created by David Weschler in the early 1900’s. “ The first scale was developed in 1939. Today, it is known as the Weschler Adult Intelligence Scale - III (WAIS-III)” (General Psychology 1) Weschler also made an intelligence test for younger kids and children ages 6-16 called the Weschler Intelligence Scale for Children. He also had an intelligence test for toddlers and preschoolers which was
Jastak believed that academic performance should also be considered during a cognitive assessment battery. He believed that assessing both academic codes and cognitive processes provided a more complete view of individual abilities. It has undergone several revisions, with the WRAT–Revised (WRAT-R) in 1978, the WRAT–Third Edition (WRAT3) in 1993, and the WRAT4 in 2006. Expanding on the earlier versions, new features of the WRAT4 include a Sentence Comprehension subtest and a reading composite score (Wilkinson & Robertson, 2006). (WRAT-4) has the following subtests: Word Reading, including word recognition and identification, Sentence Comprehension, which measures the individual’s ability to comprehend ideas in sentences, Spelling, which is a written test that is presented orally by the test proctor, and Math Computation, which includes number identification, written math problems, counting, and some simple oral
Stanford-Binet test is given to children even as young as 3 years old and up to adulthood (Roid, 2003). This test attempts to measure cognitive processes that epitomizes intelligence. Weschler intelligence scales are divided into adult scale and child scale. These scales have verbal sub-scales and non-verbal subscales that measures intelligence depending on the specific IQ score. This test is taken by high school students willing to join colleges and universities. But it is still considered as an intelligence test as it measures and scores the same domain abilities. SAT tests is a justifiable measure of intelligence as it shows IQ scores through child’s grades in the