1. CPS 616 Instructor: Emily E. Bullock, Ph.D.
Ability Testing
CPS 616
Instructor: Emily E. Bullock, Ph.D.

2. Measuring Ability Assumption: Intelligence exists
How do you define intelligence?
Other Measures of Ability

3. Defining Intelligence
6 commonly agreed upon components
Knowledge-based thinking
Apprehension
Adaptive purposeful striving
Fluid-analytic reasoning
Mental Playfulness
Idiosyncratic Learning
(Sattler, 2001, Assessment of Children)

4. Defining Intelligence
Ratings of 1,020 experts on the elements of intelligence
Abstract thinking or reasoning (99.3%)
Problem-solving ability (97.7%)
Capacity to acquire knowledge (96.0%)
Memory (80.5%)
Adaptation to one’s environment (77.2%)
Mental speed (71.7%)
Linguistic competence (71%)
Mathematical competence (67.9%)
General knowledge (62.4%)
Creativity (59.6%)
Sensory acuity (24.4%)
Goal-directedness (24%)
Achievement motivation (18.9%)
(Sattler, 2001, Assessment of Children)

5. Defining Intelligence
Text’s Definition pg 22
“existence of systematic individual differences in the performance of tasks that involve the manipulation, retrieval, evaluation, or processing of information” (Murphy & Davidshofer, 2005, p.22).

6. Theories of Intelligence
Spearman’s g
Thurstone and the 7 group factors of intelligence
Fluid and Crystallized Intelligence and CHC theory
Gardner’s Theory of Multiple Intelligences

7. The Intelligence Quotient
IQ = (MA/CA) x 100
Problems with the Method
New Method

9. Characteristics of a Good Test of Intelligence
Broad Sampling of Tasks
Avoidance of being an Information Test
Indifference of the Indicator
Sufficient Sample of Items

10. The Relation among Ability, Intelligence, and Achievement
Ability tests: any measure of what a person can accomplish
Intelligence tests: measure broad and general abilities that are acquired over long spans of time
Achievement tests: measure specific knowledge or skills that are acquired over a restricted span of time

11. Individually Administered Tests of Ability
Stanford-Binet Intelligence Scale-V
Wechsler Intelligence Scales
WAIS-III
WISC-IV
WPPSI-III
Woodcock-Johnson

12. Stanford-Binet Intelligence Scale-V
Comprehensive, norm-referenced individually administered test of intelligence and cognitive abilities
Current version released in 2003
Used to assess the intelligence of children and adults ages 2 to 85 years old
Based on a hierarchical model of cognitive abilities and yields scores on the following scales:

13. Stanford-Binet Intelligence Scale-V
Full Scale IQ
Domain: Verbal IQ
Domain: Non-Verbal IQ
Fluid Reasoning
Knowledge
Quantitative Reasoning
Visual-Spatial Processing
Working Memory
Subtest 9
Subtest 1
Subtest 3
Subtest 5
Subtest 7
Subtest 2
Subtest 4
Subtest 6
Subtest 8
Subtest 10

14. Stanford-Binet Intelligence Scale-V
Takes about minutes to administer
Mean of 100 and Standard Deviation of 15
Change from all previous versions with a SD of 16
Standardized on 5,013 individuals in 17 age groups

15. SB-V:Psychometric Properties
Reliability of SB-IV
Internal consistency-average of .88
Test-Retest reliability-.95 or greater
Test taker’s scores tended to raise on 2nd administration
Validity Evidence
Highly correlated with other well-respected intelligence measures
Construct-raw scores increase with age, factor analysis support of scales
Content-based on broad array of items related to judgment and reasoning
Criterion-correlations with teaching ratings and grades

16. SB-V: Limitations
Many subtests require adequate hearing, vision, visual-motor and speech abilities
Lack of continuity in subtests and range of scores used to attain FSIQ at different ages
Scoring difficulties when judgments must be made
Few timed tests allow examinees to take as long as wanted to complete items leading to long testing sessions

17. The Wechsler Scales
WAIS
WISC
WPPSI

18. Wechsler Scales
The Wechsler Scales and their predecessors--most widely used individual test of intelligence
Three foci of the Wechsler Scales are to help assess:
psychoeducational disability
neuropsychiatric and organic dysfunction
giftedness

19. Wechsler Adult Intelligence Scale-III
Appropriate for ages
Range of FSIQ scores from for all ages
Mean=100 Standard Deviation=15
Takes about minutes to administer
Standardized/normed on 2,450 individuals in 13 age groups; conducted during the 1990’s
Latest Edition released in 1997

20. WAIS-III Structure Full Scale IQ Verbal IQ Performance IQ
Verbal Comprehension Index
Perceptual Organization Index
Working Memory Index
Processing Speed Index
Subtest 9
Subtest 11
Subtest 1
Subtest 3
Subtest 5
Subtest 7
Subtest 2
Subtest 4
Subtest 6
Subtest 8
Subtest 10

21. WAIS-III: Psychometric Properties
Reliability of WAIS-III
Internal Consistency
FSIQ-.98
Subtests-.70 (Obj. Assembly) to .93 (Vocab.)
Test-retest after average of 34.6 days
FSIQ- .91 to .94

22. WAIS-III: Psychometric Properties Validity
Content Validity
Several consultants, including school psychologists and clinical psychologists, examined the items for content coverage, potential biases, and theoretical relevance.
An advisory panel of appropriate experts was formed to review and critique all of the procedures of test development.
Criterion-Related Validity-correlated with the following
WAIS-R corresponding subtests, the median value was about .80
WISC-III corresponding subtests, the median value was about .75
Stanford-Binet, the correlation of the composite scores was .88.
An academic achievement test, all achievement test subtests were predicted best by the verbal intelligence score.

23. WAIS-III: Psychometric Properties Validity
Construct Validity
Factor analyses yielded results consistent with the hypothesized four-factor hierarchical model corresponding to the four Index scores that combine to form the g-factor
Acceptable correlations with measures theoretically related to intelligence, such as the Standard Progressive Matrices, the Wechsler Memory Scale, and the Boston Naming Test
Data from clinical groups with various mental disorders such as Alzheimer's Disease, Parkinson's Disease, and Mental Retardation were analyzed. Scores of persons with these types of disorders were, on the average, lower than those in the standardization sample.

24. WAIS-III: Limitations
Limited floor and ceiling
Possible difficulties in scoring responses from Similarities, Vocabulary, and the Comprehension subtests
Poor design of some scoring templates
Strength of WAIS-III
Great lengths taken to assess and reduce item bias

25. Wechsler Intelligence Scale for Children-IV
WICS-IV is individually administered and was designed to assess the cognitive ability in children
Scores include:
FSIQ
The four index scores seen on WAIS-III
No PIQ and VIQ are calculated
15 subtests (10 core, 5 supplemental)
Latest Edition released in 2003

26. WISC-IV Structure Full Scale IQ Verbal Comprehension Index
Perceptual Organization Index
Working Memory Index
Processing Speed Index
Subtest 9
Subtest 11
Subtest 1
Subtest 3
Subtest 5
Subtest 7
Subtest 2
Subtest 4
Subtest 6
Subtest 8
Subtest 10

27. Wechsler Intelligence Scale for Children-IV
Appropriate for ages 6 to 16.11
Mean=100 Standard Deviation=15
Takes about minutes to administer
Standardized/normed on 2,200 children in 11 age groups
Limitations: WISC-IV has practice effects on the Performance Scale and may penalize children that do not highly value speed

28. Wechsler Preschool and Primary Scale of Intelligence-III
WPPSI-III is individually administered instrument for measuring the general intellectual functioning of children
Scores include:
FSIQ
Verbal IQ and Performance IQ
Processing Speed Quotient
General Language Composite
For ages : 5 subtests (4 core, 1 supplemental)
For ages : 12 subtests (7 core, 5 supplemental)
Latest Edition released in 2002

29. Wechsler Preschool and Primary Scale of Intelligence-III
Appropriate for ages 2.6 to 7.3
Mean=100 Standard Deviation=15
FSIQ scores range from
Takes about minutes to administer to 2.6 to 3.11 yr olds and 60 minutes to 4 to 7.3 yr olds
Standardized/normed on 1,700 children in 9 age groups
Limitations: WPPSI-III may penalize children that do not place a premium on speed

30. Woodcock-Johnson III
WJ-III: Designed to provide a co-normed set of tests for measuring general intellectual ability, specific cognitive abilities, scholastic aptitude, oral language, and academic achievement
Norm-referenced and individually administered
Previously the Woodcock-Johnson Psycho-Educational Battery-Revised
2 parts: Tests of Cognitive Abilities (20 subtests) and Tests of Achievement (22 subtests)

32. Woodcock-Johnson III Only scorable with the Compuscore(r) software
Latest Edition released in 2001
Appropriate for ages 2 to 90+
Mean=100 Standard Deviation=15
(for index scores)

33. Woodcock-Johnson III Takes about 20-70 minutes to administer
Typically shorter administration time than for Wechsler or SB Scales
Standardized/normed on 8,818 individuals in 3 main age groups
Limitations: Small adult standardization sample
Strength: Considered by many to be the premier measure of cognitive ability and achievement with a more obvious link to interventions

34. Group Administered Tests of Ability
With a Group Administered Test…
The test administrator’s role is reduced
Test taker answers written questions not a person
Multiple choice items may alter the cognitive process used in answering questions
Less information learned about person’s behavior, appearance, problem solving style…

35. Group Administered Tests of Ability
Intelligence
MAB-II
Achievement
ASVAB
GRE
ACT
SAT

36. Multidimensional Aptitude Battery-II
Initially created to be a group administered equivalent of the WAIS
Designed to provide a convenient, objectively scored measure of general cognitive ability
10 subtests with names identical to WAIS subtests
Yields Full Scale, Verbal, and Performance Scores
Latest Edition released in 1998
Appropriate for ages 16 and over
(normed on individuals up to age 74)

37. Multidimensional Aptitude Battery-II
Takes about 100 minutes to administer
Standardized/normed on 9 age groups with about 200 people each
Requires a 9th grade reading level
Limitations: reviewers warn against using it to make important decisions about a person due to the lack of personal interaction with a trained professional; Lowest IQ score is 70
Strengths: less time consuming and easy to score

38. Scholastic Aptitude Test (SAT)
Designed to measure the developed verbal and mathematical reasoning abilities related to successful performance in college
Measures verbal and mathematical ability & proficiency in different subject areas
Correlation around with performance in college
In 1995, new norms adopted that brought the mean back to 500 with a standard deviation of about 110
Utilizes a formula to correct for guessing
Criticism: An expensive college entrance decision tool that adds little to information gleaned from HS grades alone
Strength: seen as more of an “aptitude” test due to it little reliance on courses taken (unlike ACT)

39. ACT Assessment Program
Two Main Purposes:
help students develop postsecondary plans
help postsecondary education institutions develop programs suited to the needs and characteristics of their applicants
Emphasis in skills taught in school
Acceptable reliability ranging from .91 to .79
Little validity evidence linked to ACT scores and performance in college

40. Graduate Record Examinations (GRE)
Designed to assess the Verbal, Quantitative and Analytical reasoning abilities of graduate school applicants
Utilizes computerized-adaptive testing technology
Scores of test takers receiving different questions are considered comparable due to the statistical analyses inherent in the system
Standard score remains the same but percentages may change based on current testing group
Criterion-validity estimates around and vary by discipline of graduate student

41. Armed Services Vocational Aptitude Battery (ASVAB)
For use in educational and vocational counseling and to stimulate interest in job and training opportunities in the Armed Forces
Administered free at participating high school by the Department of Defense
10 subtests and 7 composite scores; no overall score
Criticisms: Not seen as useful enough to inform vocational or military choices

42. Uses of Ability testing
Learning disability determination
Placement in Special Education services
Placement in to specific programs or educational pursuits
Classroom specific and degree completion evaluations