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Easy of intelligence tests
An Essay On Intelligence Test
The significance of intelligence tests
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I. Overview The Kaufman Brief Intelligence Test, Second Edition (KBIT-2) is a brief, individually administered intelligence test that measures both verbal and nonverbal ability. The test administration can be done by trained technicians, paraprofessionals, or qualified professionals. However, interpretation of test results should be done only by qualified professionals. The test interpretation is composed of three subscales: IQ Composite, Verbal, and Nonverbal. A detailed breakdown of the test is provided below: Subscale Basis of Interpretative Framework Subtest Assessment IQ Composite Verbal Crystallized Ability Verbal Knowledge Receptive Vocabulary General Information Riddles Comprehensive Reasoning Vocabulary Knowledge Nonverbal Fluid Reasoning Matrices - Visual Processing II. The Process of Test Administration The duration of the test varies from 15 to 30 minutes due to its untimed nature. Empirical evidence suggested that average duration of time is 20 minutes (Bain, & Jaspers, 2004). The test should be administered by technicians or paraprofessionals, if not by qualified professionals. The instruction for verbal subtests and response options may be provided in other languages. One unique feature of the test is the “teaching items.” In the protocol, specific questions are labelled as “teaching items,” and the test administers have to assist examinees understand those questions when requested. III. The Best Use of the Test Due to the fact that the Kaufman Brief Intelligence Test is a general cognitive ability test, it is suitable for most jobs that require certain cognitive skills such as numeracy, problem solving, and verbal communication skills. And the short duration makes it an efficient way... ... middle of paper ... ..., 167-174. 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 measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurements. Madle, R. A. (2007). Review of thr Kaufman Brief Intelligence Test, Second Edition. In K. F. Geisinger, R. A. Spies, J. F. Carlson, & B. S. Plake (Eds.), The seventeenth mental measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurements. Naugle, Chelune, & Tucker (1992). Validity of the Kaufman Brief Intelligence Test. Psychological Assessment, 5(2), 182-186. Shaw, S. R. (2007). Review of the Kaufman Brief Intelligence Test, Second Edition. In K. F. Geisinger, R. A. Spies, J. F. Carlson, & B. S. Plake (Eds.), The seventeenth mental
Specific prompts, sample and teaching items individualize the administration and ensure low scores are not due to the subject’s failure to understand the standardized instructions. The KTEA-3 continues to use item blocks, based on educational level, for the Reading Comprehension, Listening Comprehension, Written Expression, and Oral Expression subtests with instructions for establishing a basal. The KTEA-3 utilizes only a suggested order of subtest administration; only two of the subtests (i.e., Letter & Word Recognition before Word Recognition Fluency and Nonsense Word Decoding before Decoding Fluency) have a designated order as a minimum level of performance on the former ensures the examinee has the requisite skills to complete the latter. See Table 1 for a summary of the KTEA-3 test and composite
Not only does the KBIT-2 lack in accommodating for cultural and language barriers, but it is also deficient towards those with mild to moderate motor difficulties due to the fact that the test requires minimal motor skills (Bain & Jaspers, 2010). However, since the test does not require time limits individuals with mild motor difficulties could be assessed. Overall, the Kaufman Brief Intelligence Test, Second Edition appears to be psychometrically strong and feasible assessment to administer (Bain & Jaspers, 2010).
Woodcock, R. W., & Johnson, M. B. (1989). WJ-R Tests of Cognitive Ability. Itasca, IL:
The Bell Curve is a book originally published in 1994. It was written by Richard Herrnstein and Charles Murray to explain the variations of intelligence in American Society. They accomplished this by using statistical analysis, for the purpose of raising warnings regarding the consequences of the intelligence gap. This was also made to propose a national social policy with the goal of mitigating bad consequences that have been attributed to this intelligence gap. Much of the information is widely considered controversial. An example of this is the low African-American scores compared to whites and Asians, and genetic factors in intelligence abilities. The introduction of the book starts with a brief history of intelligence theory and recent developments in intelligence thought and testing. The author creates six assumptions that has to do with the validity of the “classical” cognitive testing techniques.
General intelligence tends to relate to various degrees with each other (Cohen 2012). An example of this is that if an individual is good in math, they may also be good in spelling. In this weeks reading we reviewed several different models of measurement of intelligence. In regard to these theories and general intelligence (g), the theories are various but have commonality and overlap. The Spearman's two-factor theory is if a test has high correlation with other test than the measurement of g is highly saturated (Cohen, 2012). The greater the importance of g on a test, the better the test is believed to predict intelligence
Maltby, J., Day, L., & Macaskill, A. (2010). Personality, individual differences and intelligence. Pearson Education.
Intelligence tests have been developed by scientists as a tool to categorize army recruits or analyze school children. But still discussing what intelligence is, academics have a difficult time defining what intelligence tests should measure. According to the American researcher Thorndike, intelligence is only that what intelligence tests claim it is (Comer, Gould, & Furnham, 2013). Thus, depending on what is being researched in the test and depending on the scientist’s definition of intelligence the meaning of the word intelligence may vary a lot. This essay will discuss what intelligence is in order to be able to understand the intelligence theories and aims of intelligence tests.
Construct validity is the degree to which scores measure an intended construct. Construct validity is demonstrated by the correlation with other established intelligence and school achievement tests, and item performance. Developers computed correlation coefficients between scores on the TONI-4 and scores on two nonverbal intelligence tests, the Comprehensive Test of Nonverbal Intelligence–Second Edition (CTONI-2; Hammill, Pearson, & Wiederholt, 2009) and the TONI-3 (Brown, Sherbenou, & Johnsen, 1997). For the CTONI-2 study, there were 72 participants 6 to 17 years old. Form A scores were correlated with scores on the CTONI-2 Pictorial Scale, CTONI-2 Geometric Scale, and CTONI-2 Full Scale. The corresponding corrected coefficients between the TONI-4 and these scales were .74, .73, and .79, respectively. In the TONI-3 study, 56 participants were randomly sampled from the standardization sample. Participants’ item-level data were rescored to obtain TONI-3 scores. The corrected correlation coefficient between the TONI-4 and TONI-3 was .74. Developers also calculated average correlation coefficients between TONI-4 scores and scores on three school achievement tests ranging from .55 to .78. The resulting correlations confirm construct validity. These results show the TONI-4 scores are generally more correlated with other intelligence test scores than with achievement test scores. Item
In this world, there are many different individuals who are not only different in demographics but also different neurologically. Due to an immense amount of people it is important to first understand each individual, in order, to better understand them and to help them when it comes to certain areas such as education, the work force, and etc…. For this reason psychologists have aimed to further understand individuals through the use of psychological assessments. This paper aims to examine a particular assessment tool, the Stanford-Binet Intelligence Scales (Fifth Edition), which measures both intelligence and cognitive abilities (Roid, 2003). This assessment is usually administered by psychologists and the scores are most often used to determine placement in academics and services allotted to children and adolescents (despite their compatibility for adults) (Wilson & Gilmore, 2012). Furthermore before the investigation dives into the particulars of the test, such as its strengths and weakness’, it is best to first learn more about the intelligence scales general characteristics.
Mayer, J. D., Salovey, P., Caruso, D. R., & Sitarenios, G. (2003). Measuring emotional intelligence with the MSCEIT V2.0. Emotion, 3(1), 97-105.
The Wechsler Adult Intelligence Scale-III (WAIS-III) is intended for use with adults and the Wechsler Intelligence Scale for Children-IV (WISC-IV) is designed for children ages 6 – 16. A test is considered reliable if we are able to get the same or similar result repeatedly. Testing is done when one has some concerns about a child 's learning needs and wants to determine the child 's learning potential. Apart from providing IQ scores, the WISC-IV also provides essential information and critical insights into a child 's cognitive functioning. It also integrates current conceptualizations and recent research to provide the most essential information about a child 's strengths and weaknesses. The test is administered over a time period between 65 and 80 minutes, the WISC-IV contains 10 core subtests and 5 additional subtests. These consist of the Verbal Comprehension Index, the Perceptual Reasoning Index, the Working Memory Index and the Processing Speed Index, and one Full Scale IQ (FSIQ) which ranges from lowest 40 to highest 160 points. Subtests are given for additional examination of processing abilities. The age range for this test is between 6 years and 18 years depending on the child. For example an autistic 18 year old may still use the WISC-IV depending on a question of ability. The following are the four main parts of the WISC-IV and what they measure: Verbal Comprehension Index Measure: Verbal concept formation tests include similarities, vocabulary, and comprehension. Optional tests are Information and Word Reasoning. Assesses children 's ability to listen to a question, draw upon learned information from both formal and informal education, reason through an answer, and express their thoughts aloud. It can tap preferen...
The reason behind this test is to find strength, preference as well as potential, which can guide me to find related tasks and suitable learning style. Firstly, I would describe music as my preference because I live with the music. It helps me to relax and sometimes can control my mood. Another point is an intrapersonal intelligence type can be described that I am self-awareness. It can be said that I am emotionally mature because I can control my emotion well. When I worked at WDW, I did not expose my feeling to the guests even if I feel fatigued because I believe that the guests deserve worthy experiences when they enjoy themselves in the park. Finally, logical-mathematical intelligence describes how I use logical thinking to make decision including being able to detect the patterns as I mention earlier from the VAK test. Also, I feel that I am good at numbers as
Two commonly used individually administered intelligence tests are then Weschler Intelligence Scale for Children (WISC-V) and the Stanford-Binet Intelligence Scale-V. The WISC-V has thirteen subtests and lasts 50-75 minutes. It measures crystallized and fluid knowledge, verbal and nonverbal comprehension, working memory and processing speed. It can be used for screening mentally disabled and gifted placement. WISC-V can be helpful in identifying mental retardation and ADHD, and also can be a neuropsychological evaluation that shows brain damage and dysfunction. It is not as accurate for extremely high or low scores. The Stanford-Binet has 10 subtests and lasts approximately 60 minutes. It is a battery of cognitive tests that identifies strengths
Knight was given the Wechsler Adult Intelligence Scale – Edition IV. The WISC allows us to find information about a
The Rorschach is an empirically supported projective assessment tool, which can aid in the clinical decision making process. The Rorschach has been a projective measure that has been found to have validity in relation to psychological constructs such as: depression, anxiety, and schizophrenia (Gacono, Evans & Viglione, 2002). The Rorschach has been found to aid in the formulation of personality information by generating data relating to a person’s emotional management, thinking arrangements, interpersonal functioning, and how they see themselves (Del Giudice, 2008). The Rorschach has various critics as well as those who endorse the assessment tool for its valid findings. It is imperative for researchers