TYPES OF TEST

TYPES OF TEST Individual or group tests Verbal and nonverbal or performance

test Culture-fir tests Developmental scales

INDIVIDUAL SCALES Wechsler Scales

are individually administered tests with appropriate forms for different age spans

Three Wechsler Scales1. Wechsler Adult Intelligence Scale-

Revised (WAIS-R)2. Wechsler Intelligence Scale for

Children-Revised (WISC-R)3. Wechsler Preschool and Primary Scale

of Intelligence (WPPSI)

Wechsler Scale Have 10 – 12 subtests each, about half

belonging to the verbal-scale and the other half to the performance scale

The test yield a verbal, performance, and total IQ score

Verbal Scale Was designed by Wechsler to measure

the examinee’s ability to work with abstract symbols

Six Areas of Verbal Scale1. Information Test

focuses on knowledge and information acquired through educational experiences

individuals with high scores have had a wide variety of experiences and cultural opportunities and outside interests

individuals with low scores may show lack of intellectual curiosity or a poor cultural environment

Six Areas of Verbal Scale2. Digital Span Test

measures short term or immediate memory the test demands concentration and attention examinees with high scores have good short-

term memory and can focus their attention well low scores indicate poor attention or an ability

to concentrate that may result from anxiety or stress

Six Areas of Verbal Scale3. Arithmetic Subtest

focuses on items that require basic mathematical skills

high scores are an indication of alertness, ability to concentrate, focus on tasks, and good arithmetic reasoning

low scores may indicate a poor background in mathematical skills and/or reasoning and an inability to concentrate

Six Areas of Verbal Scale4. Comprehension Subtest

focuses on an individuals ability to make social judgments and requires information and knowledge of moral codes, social rules and regulations

high scores are an indication of an awareness of reality, capacity for social compliance, and good judgment

low scores may be an indication of poor judgment and possibly impulsiveness, antisocial tendencies, or some type of personality disturbance

Six Areas of Verbal Scale5. Similarities Test

measures reasoning and conceptual thinking ability

high scores have good verbal fluency and concept formation

low scores have a poor ability to think abstractly and see things flexibly

Six Areas of Verbal Scale6. Vocabulary Test

contains words from easy to difficult and from concrete to abstract

individuals with high scores usually have a wide range of interests, good recall, and high general intelligence

low scores may have had a limited educational background or may be poorly motivated

Performance Scale1. Picture Completion

requires the test taker to identify the missing part of a drawing

measures long-term visual alertness and memory as well as visual acuity

high scores have the ability to recognize essential visual information and reveal alertness and good visual acuity

low scores often have poor ability to concentrate

Performance Scale2. Picture Arrangement Test

requires examinees to put scrambled comic-strip pictures in the correct order to tell a story

high scores have social intelligence and an ability to anticipate the consequences of initial acts

low scores usually have problems in interpersonal relationships, few ideas, and poor ability to plan ahead

Performance Scale3. Block Design Test

requires examinees to copy a set of designs utilizing colored blocks

requires visual-spatial organization and ability to analyze a whole into parts, and nonverbal problem-solving skills

high scores have good visual-motor-spatial skills and are able to concentrate

low scores have problems in visual-perceptual-motor-spatial areas and in visual concept formation

Performance Scale4. Object Assembly Test

is a set of jigsaw-type puzzles that require visual motor speed and coordination as well as an ability to configure and organize the parts of the puzzle

high scores have excellent visual organizational abilities

low scores have problems in visual perceptual motor areas and in visual concept formation

Performance Scale5. Coding or Digit Symbol test

measures visual motor speed and accuracy as well as short-term visual memory and an ability to follow directions

high scores have effective visual-motor skills and are mentally efficient

low scores have poor visual-motor skills and an inadequate capacity for visual associative learning

Performance Scale6. Maze Test

demands visual planning, visual motor, coordination, and perceptual organization

high scores show an ability to plan ahead and a flexible mental orientation

low scores often show impulsivity and poor visual-motor coordination and orientation to reality

Comparison of Verbal and Performance of the Wechsler Intelligence

ScaleVERBAL PERFORMANCE

GeneralWork with abstract symbols Nonverbal contact with the

environmentUtilization of school or educational background

Work with perceptual-motor tasks

Verbal memory abilities Work with concrete tasks and problems

Verbal fluency

VERBAL PERFORMANCESpecificComputational skills Long-term visual memoryNumerical reasoning Visual alertnessLogical thinking Ability to differentiate among detailsAbstract thinking Temporal visual sequencingAbility to form verbal concepts Social awarenessWork knowledge Nonverbal reasoningLanguage development Planning abilityAwareness of social rules and mores Verbal concept formationCommon sense Whole/part analysisUse of past experience Visual-spatial abilityShort-term auditory memory Sensory-motor feedbackRecall of information Visual-motor speed, coordination and acuity

Short-term visual memoryAbility to follow directionsVisual planningAbility to follow a visual pattern

Classification of range of intelligence test

IQ RANGE CLASSIFICATION PERCENTILE RANK130 above Very superior 98 – 99120 - 129 Superior 91 – 97110 – 119 High average 75 – 9090 – 109 Average 25 – 7480 – 89 Low average 9 – 2370 – 79 Borderline 3 – 869 - below Below average 1 - 2

KAUFMAN ASSESSMENT BATTERY FOR CHILDREN (K-ABC)

Is an individually administered measure of intelligence and achievement for children from 2 years 6 months of age to 12 years 6 months

Based on a theory of intelligence that distinguishes between sequential and simultaneous mental processes

Contains 16 subtests of mental processing skills

K-ABC mental processing subtests

Subtest (ages) Skill to be assessedMagic Window(2-6 to 4-11)

Identifying and Naming object from a picture rotated behind a narrow slit, which permits the picture to be only partially exposed

Face Recognition(2-6 to 4-11)

Attending closely to one or two faces in photographs that are briefly exposed and then selecting the correct face in a group photograph

Hand Movement(2-6 to 12-5)

Copying the precise sequence of taps on a table as performed by the examiner with a fist, palm, or side of the hand

Gestalt Closure(2-6 to 12-5)

Filling in the gaps in a partially completed inkblot drawing and also naming or describing the drawings

Number Recall(2-6 to 12-5)

Repeating in a sequence a series of numbers orally presented by the examiner

Subtest (ages) Skill to be assessedTriangles(4-0 to 12-5)

Assembling several identical rubber triangles to match a picture of an abstract design

Word Order(4-0 to 12-5)

Pointing with and without an interference task, to silhouettes to common objects in the same order in which these objects were named by the examiners

Matrix Analogies(5-0 to 12-5)

Selecting the picture or design that best completes a “2 x 2” visual analogy

Spatial Memory(5-0 to 12-5)

Recalling the location s of pictures arranged randomly on a page

Photo Series(6-0 to 12-5)

Organizing in proper time sequence a randomly arranged array of photographs illustrating an event

STANFORD-BINET INTELLIGENCE SCALE PURPOSE: to help examiners obtain a

better diagnoses of a test takers cognitive abilities

Two major strengths of SBIS1. A continuous scale for appraising the

cognitive development of the test takers from age 2 to adulthood

2. An adaptive-testing format that permits the client to be tested with a range of tasks best suited to her ability level

Three levels of conceptual model for the 4th edition of the Stanford-Binet1. Top level – G or generalized reasoning

factor2. Second level – consist of three broad

factors Crystallized abilities Fluid-analytical abilities Short-term memory

3. Third level – measures verbal, quantitative, and abstract/visual reasoning dimensions of intelligence

Factors of Stanford-Binet Intelligence Scale Verbal reasoning Abstract/visual reasoning Quantitative reasoning Short-term memory

OTHER INDIVIDUAL TEST Leiter International Performance Scale

is a 54-item, nonverbal test used to assess the intelligence of individuals from age of 2 through adulthood

Arthur Point Scale of Performance

is an individual scale that measures the mental abilities of individuals with reading or hearing impairments and/or speech, emotional or cultural problems

Peabody Picture Vocabulary measures receptive vocabulary

knowledge of Standard American English and provides an estimate of the verbal ability and the scholastic aptitude of the test taker

Slosson Intelligence Test (SIT) provides a quick assessment of the

mental abilities of children and adults

Test of Nonverbal Intelligence

provides language-free measure of intelligence and reasoning

is used with exceptional clients having speech/language, or learning disabilities

GROUP INTELLIGENCE AND SCHOLASTIC APTITUDE TESTS Advanced Progressive Matrices Test

was constructed by J.C. Ravens and is a 48-item nonverbal group IQ test

Culture Fair Intelligence Test are a series of tests developed by R.B. Catell

and A.K.S. Catell Cognitive Abilities Test (CogAT)

was developed by R. L. Thorndike and E.P. Hagen

is a multilevel battery used to test children and youth from kindergarten to grade 12

Otis-Lennon Mental Ability Test (OLMAT) was developed by A.S. Otis and later

revised by R.T. Lennon School and College Ability Tests (SCAT)

are a series of group tests measuring verbal and quantitative ability from grade 3.5 to grade 14

Test of Cognitive Skills (TCS) is a group test used to assess four areas of

cognitive skill in students in grade 2 to 12

ADMISSION TEST1. American College Testing (ACT) Assessment

Program contains a series of tests

2. Scholastic Aptitude Test (SAT) has two major section

a. verbal section – measures verbal reasoning and comprehension of textlike material

b. quantitative section – measures basic principles of algebra and geometry

is used by high school counselors to help guide students in their educational decisions

GRADUATE SCHOOL ADMISSIONS TESTS used in admission decisions

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