Ability/ Intellectual In the, The RAIS and the Woodcock Johnson Tests, is used to measure a person’s basic intelligence. The test is shown that it only takes about thirty-five minutes based on who is administering the test and how the person receives the information. The test is split into four sections which consists of “Verbal intelligence index (VIX), a nonverbal intelligence index (NIX), a composite intelligence index (CIX), and the composite memory index (CMX)” (Sandhu, 2016). These all work together in the test to end with the final score or result. This will also demonstrate that of verbal intelligence. There are both nonverbal and verbal section within the test and the test can’t be done using the pencil and paper but has to involve the people giving it to the individual (Sandhu, 2016). I find this particular assessment/test to be useful as well in the classroom to help in aiding both the student and the teacher on skills both nonverbal and verbal based upon the student’s intelligence. In the, Wechsler Adult …show more content…
This is assessment is supposed to be given verbally by hearing what is being asked by the assessor. In and through this test, the students are not expected to be literate and know how to write or read exactly. In this assessment, they have provided up to four different tests to help in assessing the student 's progress for the end of each term to help see where the students are academically. Now, when giving this test, as the assessor we will ask the students to respond to certain sounds that letters make. It works on the sounds of the letters and not the letter itself. The assessment can take however long the student needs (PASA:Kindergarten, 2014, pp. 1-16). I find that these four different assessments would be very helpful to find out what the student is grasping when at school and how they are
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
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).
Kamphaus, R. W., Winsor, A. P., Rowe, E. W., & Kim, S. (2005). A history of intelligence test
Along with the already clear and precise guidelines for the Woodcock-Johnson III NU Tests of Cognitive Abilities, seven new features have been added to the tests (Woodcock & Johnson, 1989). In the Woodcock-Johnson III NU: Tests of Cognitive Abilities, it includes eight new tests, which measure information-processing abilities (Keith, Kranzler, & Flanagan, 2001). These tests include ones which measure working memory, planning, naming speed, and attention (Woodcock, McGrew, & Mather, 2001b). Also included in this version are five new cognitive clusters (McGrew, Werder, & Woodcock, 1991). Of these five clusters, there are also two additional clusters that are available when cognitive and achievement batteries are used together (Ramos, Alfonso, & Schermerhorn, 2009). Included in the tests that is helpful are interception plans and modified organization; the interception plans and modified organization increase the depth and breadth of coverage (Benner, Ralston, & Feuerborn, 2012). New features of the Woodcock-Johnson III NU: Tests of Cognitive Abilities also includes expanded cognitive factor structure, developing comparison between the tests; in the expanded cognitive factor structure, two to three tests measure different aspects of a broader ability more clearly (Jones et al., 2008). Another change is the fact that clusters and tests are now grouped into three broad cognitive areas (Ritchey & Coker, 2013). The three cognitive areas include Verbal Ability, Thinking Ability, and Cognitive Efficiency (Floyd et al., 2010). Expanded procedures for evaluating ability and achievement discrepancies is another new feature as well (Kranzler, Flores, & Coady, 2010). Also in the list of new features is a Diagnostic Supplement to the W...
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
Howard Gardner’s theory contains eight main multiple intelligence. As the years have progressed there have taken one out and is left with the main seven. These seven are: Linguistic, Mathematical, Spatial, bodily, Musical, Interpersonal, and Intrapersonal. These are found in everyone; however, each person will excel in one or two. Once teachers can determine what intelligence the students will exceed on and teach to their strengths the student will learn much more.
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.
Developed by Linda Brown, Rita Sherbenou, and Susan Johnsen and published by pro.ed The Test of Nonverbal Intelligence-Fourth Edition (TONI-4) is an assessment that uses abstract reasoning and figural problem solving to estimate general intellectual ability. The Test of Nonverbal Intelligence, Fourth Edition (TONI-4) is a measure of general intelligence relying heavily on a nonverbal format and limited motor responses. The TONI-4 is designed to assess abstract/figural problem-solving skills of children and adults varying from ages 6 to 89 who have language, hearing, and motor difficulties. The TONI-4 has two equivalent versions, Form A and Form B, each of which consists of 60 items listed in
When it comes to assessment, it is imperative that these are quick, oral, and effective. There are two forms of this assessment: formative and summative. The goal of formative assessment is to monitor each student’s progress and making sure they understand the concept. When testing summative, this occurs at the end, meaning evaluating and comparing a child’s progression from a particular benchmark. With these types of evaluations, we, as educators, have the ability to see where each student is at based on their phonological and phonemic awareness. According to the Michigan Literacy Progress Profile website, an effective balanced literacy program incudes, children clapping syllables, read rhyming text aloud, practice shared writing, and much more. Another way to assess this skill is with DIBELS (The Dynamic Indicators of Basic Early Literacy Skills). DIBELS are designed to be short (about a minute) fluency measures used to monitor the development of early literacy and early reading skills. More specifically, DIBELS First Sound Fluency is a standardized, individually administered assessment that provides a measure of phonemic awareness skills for students. FSF measures how well a student can hear and produce the initial sounds in words. Each test includes about 30 words which are read aloud by the instructor. The instructor then scores each response with 2, 1, or 0 points. A correct pronunciation of the initial sound receives 2 points, initial sounds or blends receive 1 point, and an incorrect sound gets no points. The instructor continues to present words for up to one
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.
The WISC-IV is intended to provide evaluation teams with an overall intelligence quotient, or full scale IQ, this score is used for placement and identification purposes. The scores of these various subtests are arranged in a way that a score of 100 would be considered an average score (Niolon, 2005). The 10 subtests are summed into four main indexes: verbal comprehension index, perceptual reasoning index, working memory index, and processing speed index (IUPUI, n.d.). The verbal comprehension index assesses a child's ability to listen to questions, draw upon learned information, think through the answer, and finally express their thoughts out loud (IUPUI, n.d.). The perceptual reasoning index assesses the child's ability to inspect a problem and use their visual-motor and visual-spatial skills to organize their thoughts, create an answer and then test the answer. The working memory index assesses the child's ability to memorize new information, store it in their short term memory, and then use that information to produce a reasoning process (IUPUI, n.d.). The processing speed index assesses the child's ability to focus their attention, discriminate between, and then sequentially order visual information (IUPUI, n.d.). The information that is revealed from these indexes will inform the students total
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.
Intelligence testing is a highly controversial subject that involves both social and scientific issues. When the measuring of intelligence initially began during the early 20th century, psychologists used Charles Spearman’s theory to test an individual’s general intelligence (g factor) as well as their specific intelligence (s factor). Several issues arose due to this form of intelligence testing. It was quickly realized that it is very difficult to test every individual in a similar manner and “that Spearman had oversimplified the concept of intelligence” (Ciccarelli & White, 2014, p. 274). Howard Gardner proposed that there are nine different intelligences, which each took into account a variety
Cohen (1994) stated, “One of the primary reasons for conducting a language assessment in the classroom is to promote meaningful involvement of students with material that is central to the teaching objectives of a given course.” p. 13 Does the test on pages 2 – 6 promote meaningful involvement? In my opinion, the answer is no; I am not sure if the tasks assessed is reflecting the overall objectives of the program. A real question to ask is whether these goals were made known to the students at the commencement of the course. Consequently, when measuring this test against Cohen’s criteria for “evaluating assessment instruments” as it relates to instruction. I found that the instructions given for each section are clear and precise, the test can be given by another teacher if the designated teacher is not there. Also, the timing seems reali...
Assessment is a very important part to early childhood education. Assessments help educators by gaining information that can help make important decisions that will help with the development of children. Developmentally appropriate assessments can help educators learn what children can do and the things that they know. There are four purposes that the information from assessments are used for. According to McAfee, Leong, and Bodrova (2016) they are to monitor children’s development and learning, guide classroom planning and decision making to help children learn, identify children who might benefit from special help, and report to and communicate with others (p. 33).