Evaluation of the Construct Validity of the Kamphaus-Reynolds Supplementary Scoring System for the K-ABC

Kline, Rex B.; Snyder, Joseph F.; Guilmette, Sylvie; Castellanos, María Clara

doi:10.1177/107319119400100301

Cited by 3 publications

(3 citation statements)

References 20 publications

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“…Thus, poor performance on either scale could indicate processing-related difficulties, poor short-term memory or inattention (sequential), or lack of facility with nonverbal stimuli (simultaneous). Although this criticism was initially based on rational considerations (Das, 1984;Sternberg, 1984), results of numerous subsequent correlational and factor analytic studies are consistent with alternative interpretations of abilities measured by the K-ABC's Sequential and Simultaneous scales (e.g., Gordon, Thomason, & Cooper, 1990;Hendershott, Searight, Hatfield, & Rogers, 1990;Keith & Novak, 1987;Kline, Guilmette, Snyder, & Castellanos, 1994).…”

Section: Lessons Specific To the K-abc's Sequential-simultaneous Modelmentioning

confidence: 89%

Lessons from the Kaufman Assessment Battery for Children (K-ABC): Toward a new cognitive assessment model.

Kline

Snyder²,

Castellanos³

1996

Psychological Assessment

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When the Kaufman Assessment Battery for Children (K-ABC; A. S. Kaufman & N. L. Kaufman, 1983a, 1983b) was published just over 10 years ago, it had many unique features, including its information processing model and specific recommendations for educational remediation. Although the test has received much attention because of these characteristics, the K-ABC has also been the subject of much controversy. Through consideration of some of these arguments, lessons that researchers in the field of child assessment may learn from the K-ABC and their implications for future directions are identified. Based in part on lessons learned from the K-ABC, an alternative assessment model for the evaluation of children with reading problems is proposed at the end of this article. The state of child cognitive assessment just over a decade ago was one of both stagnation and altercation. From a scientific perspective, there had been few fundamental changes in either theory or tests since the turn of the century. For instance, thencontemporary IQ tests such as the Wechsler Intelligence Scale for Children-Revised (WISC-R; Wechsler, 1974) and Form L-M of the Stanford-Binet (SB-LM; Terman & Merrill, 1973) had basically the same formats and subtests as their respective progenitors, Binet's original 1905 scale and the 1939 Wechsler-Bellevue (e.g., Sternberg, 1992). From a social perspective, the use of IQ tests for the special education placement of minority children was the subject of many court cases (e.g., Reschley, 1990). It was against this troubled background that the Kaufman Assessment Battery for Children (K-ABC; ages 2 '/,-12 '/ 2 years; Kaufman & Kaufman, 1983a, 1983b) was published. At the time, many of the K-ABC's features seemed to be direct rejoinders to some of these controversies. For instance, some K-ABC subtests were quite novel compared to those that make up the WISC-R or the SB-LM. Also, the K-ABC is based on specific theoretical models, the application of which are intended to provide more pure estimates of ability versus achievement, identify children who have particular types of information processing deficits, and help psychologists make specific recommendations for educational remediation. None of the aforementioned characteristics were unique in the early 1980s. Other tests were organized according to specific conceptual models (e.g., Illinois Test of Psycholinguistic Ability; Kirk, McCarthy, & Kirk, 1968) or were intended to assess reasoning rather than acquired knowledge (e.g., Raven's Stan

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Section: Lessons Specific To the K-abc's Sequential-simultaneous Modelmentioning

confidence: 89%

Lessons from the Kaufman Assessment Battery for Children (K-ABC): Toward a new cognitive assessment model.

Kline

Snyder²,

Castellanos³

1996

Psychological Assessment

Self Cite

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“…This was the evidence shown between the dimensional or sub-test scores and total-test scores. These highly internal relationships reflect the validity of all series of assessment forms developed under the same theory, considered as the aspect of homogeneity (Kline et al, 1994;Cohen, & Swerdlik, 2005;2010). All volumes have the logic competence related highly with the total competence score.…”

Section: Discussionmentioning

confidence: 99%

“…The construct validity is investigated by the inter subtest correlation method between the dimensional or sub-test scores and total-test scores (Kline et al, 1994;Cohen, & Swerdlik, 2005;2010; For the volume II, the self-Assessment had the value between .441 and .650. The competency which had the highest relationship with the total score was LOG, secondly was COM, BUS, LEA, and PEO, respectively.…”

Section: Inter-subtest Correlation Analysismentioning

confidence: 99%

Validation of the Assessment of Performance Competency

Chianchana¹,

Wichian²

2016

The European Proceedings of Social and Behavioural Sciences

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Competency, which has complexity, means that competency assessment has to be done elaborately and indepth. The importance of assessment is that it has to show the evidence of validity. Is assessment of performance competency by the methods of rash analysis, inter-subtest correlation analysis, and confirmatory factor analysis valid or not. The purpose of research is to examine the validity of assessment of performance competency by the methods of rash analysis, inter-subtest correlation analysis, and confirmatory factor analysis. The sample group consisted of directors and employees. The instruments included three volumes -assessment by director (volume I), self-assessment (volume II), and supervisor assessment (volume III). The data were analyzed by the rash analysis, inter-subtest correlation analysis, and confirmatory factor analysis. Results revealed that the examination by the rash analysis volume I fit almost all of the items, whereas volume II and volume III had all values in the range of statistical acceptance, the inter-subtest correlation analysis in all volumes had a high level of relationship, and the confirmatory factor analysis for all volumes was concordant with the empirical data. The evidence of examination on three methods based on the measurement standard for item response theory and classical test theory can indicate the quality of assessment of performance competence very well.

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Meta-Analysis of the Validation Studies of the Kaufman Assessment Battery for Children

Ochieng¹

2003

International Journal of Testing

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Evaluation of the Construct Validity of the Kamphaus-Reynolds Supplementary Scoring System for the K-ABC

Cited by 3 publications

References 20 publications

Lessons from the Kaufman Assessment Battery for Children (K-ABC): Toward a new cognitive assessment model.

Lessons from the Kaufman Assessment Battery for Children (K-ABC): Toward a new cognitive assessment model.

Validation of the Assessment of Performance Competency

Meta-Analysis of the Validation Studies of the Kaufman Assessment Battery for Children

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