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Assessing Learning AptitudeIntelligence
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Woodcock-Johnson Psycho-Educational Battery-Revised. Tests of Cognitive Ability ... Bateria Woodcock-Munoz, Revised. Spanish version of the (WJ-R) ... – PowerPoint PPT presentation
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Title: Assessing Learning AptitudeIntelligence
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Assessing Learning Aptitude/Intelligence
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- Intelligence is defined as a trait or construct
associated with cognitive or intellectual
capacity and directly related to the potential or
ability to learn
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Considerations in Assessment of Learning
Aptitude/Intelligence
- Purposes
- Obtain estimate of learning ability
- Identify students with disability
- Classify students according to disability
- Periodically reevaluate learning ability
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Considerations (cont.)
- Issues and trends
- Nature and definition of intelligence
- Multiple intelligence movement
- http//surfaquarium.com/Mi/Miinvent.htm
- Misuse of tests
- Bias in Intelligence testing
- Accuracy of intelligence tests
- Effectiveness of tests in predicting non-school
behavior - Instructional implications
- Differences b/t learning rates and patterns
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Considerations (cont.)
- Current practices
- Assessment battery
- Multidisciplinary team approach
- Adaptive behavior assessment (MR)
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Sources of information about learning aptitude
- School records (group tests, prior individual
tests, developmental and school histories) - The student (individual tests and adaptive tests)
- Teachers (observed learning aptitude, current
adaptive behavior in nonacademic) - Parents (developmental history, learning
aptitude, current adaptive in home and community)
7
Group Tests of Intellectual Performance
- Otis Lennon school ability test
- School ability index (SAI)
- Different sample of behaviors assessed on an
individualized intelligence test
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Individual Tests of Intellectual Performance
- Wechsler Intelligence scale for children third
edition (WISC-III) - Stanford-Binet Intelligence Scale
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WISC-III
- Verbal scale subtests
- students listen to questions and responds orally
- Performance scale subtests
- visual motor tasks
- oral directions, looks at stimulus materials, and
responds motorically - timed
- Verbal comprehension/perceptual
organization/freedom from distractibility/processi
ng speed
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WISC-III - Verbal Scale subtests
- Information general information
- Similarities describe how things are alike
- Arithmetic mental operations oral response
- Vocabulary tell meaning of words
- Comprehension oral response to social reasoning
- Digit span (supplementary) digits read 1 per
sec.
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WISC-III - Performance Scale subtests
- Picture completion IDs missing item
- Coding paper/pencil copy items
- Picture arrangement position to tell a story
- Block design arrange blocks to copy design
- Object assembly puzzle arranged into shape
- Symbol search (sup) ID identical item in set
- Mazes (sup) paper/pencil solve maze
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Wechsler Intelligence Scale for Children 3rd
ed. (WISC-III)
- Specifics found on pages 193-198
- Technical quality
- Administration considerations
- Results and interpretation
- Wechsler Preschool and Primary Scale of
Intelligence, Revised (WPPSI-R)
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Stanford-Binet Intelligence Scale 4th
- Verbal reasoning
- Quantitative reasoning
- Abstract/visual reasoning
- Short-term memory
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Woodcock-Johnson Psycho-Educational
Battery-RevisedTests of Cognitive Ability
- Long term retrieval
- Short term retrieval
- Processing speed
- Auditory processing
- Visual processing
- Comprehensive knowledge
- Fluid reasoning
15
Bateria Woodcock-Munoz, Revised
- Spanish version of the (WJ-R)
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Kaufman Assessment Battery for Children (K-ABC)
- Intellectual ability and achievement
- Sequential processing and
- simultaneous processing
- 2-5 through 12-5
- 16 subtests only 13 to be used
- ID students preferred learning style
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Non-Verbal Measures and Other Approaches to
Nonbiased Assessment
- Potential bias of traditional measures of
intelligence - Use with culturally and linguistically diverse
students
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Non-Verbal Measurements
- Performance scale of the WISC-III
- Raven Progressive Matrices
- Leiter international Performance Scale Revised
- Comprehensive Tests of Nonverbal Intelligence
(CTONI) - Tests of Nonverbal Intelligence (TONI-3)
- System of Multipluralistic Assessment (SOMPA)
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Tests of Nonverbal Intelligence (TONI-3)
- Nonverbal intelligence and visual reasoning
ability - Limited language skills in reading, writing,
speech, or listening - Ages 5-85
- Abstract figures and drawings
- 15 minutes
- Evaluator may pantomime instructions if necessary
- Response completely nonverbal, point, nod or
gesture
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System of Multipluralistic Assessment (SOMPA)
- Reduce racial and cultural bias
- 5-11
- Estimates learning potential
- Considers sociocultural and health factors
- Parent interview and student assessment
- 2 hours
- Physical dexterity, weight by height, visual
acutty, auditory acuity, visual motor skills, and
intellectual ability - Tied to WISC-III and the WPPSI-R to yield ELP
(estimated learning potential)
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Infants, Toddlers, and Preschoolers
- WPPSI-III
- 2.6 to 7.3
- Widely used
- 15 subtests
- Barley Scales of Infant Development
- 1 mo to 30 mo
- Mental scale, motor scale, and behavior rating
scale
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Guidelines for Teachers Using Results
- Always name the test and specify date of testing
- Avoid making major educational decisions on
scores alone - Avoid making assumptions about students
creativity based on scores - Can change over time
- Poor predictors of non-school behaviors
- Avoid judging scores in isolation
- Avoid relying on scores establishing overall
goals rather than identifying specific
intervention needs.
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