The Practical Impact of Intellectual Assessment Issues

Differential Ability Scales

“…This in turn either confirms of refutes the abilities measured within each respective Concurrent Validity of the WJ-III COG and the DAS 9 battery, which is also critical to their use in educational assessment (Anastazi & Urbina, 1997;Braden, 1997;Esters, Ittenbach, & Han, 1997).…”

“…As new tests emerge, the need for further study into the technical characteristics and constructive frameworks of these instruments is critical in order to substantiate their usefulness in assessing cognitive abilities in children (Anastazi &Urbina, 1997).With this, the need to evaluate the validity of contemporary intelligence tests is necessary to justify their continued use in the field of school psychology (Braden, 1997).…”

Nondiscriminatory Assessment: Considerations for Gifted Education

“…This will help them maximize and apply their exceptional talents. It should be noted that there is inadequate data to suggest that many standardized intelligence tests used as part of comprehensive assessment processes have treatment utility (Braden, 1997;Sternberg, 2000), and this is a consid-eration that must be addressed as it contributes, in part, to the overall validity of an instrument (American Educational Research Association, American Psychological Association, and National Council on Measurement in Education, 1999).…”

“…Intelligence tests measure a limited range of abilities, and a large number of variables considered "intelligent" are beyond the scope of most intelligence tests; no test or battery of tests can ever give a complete picture; they can only assess certain areas of present functioning. (Groth-Marnat, 2003, p. 140) Even though tests proclaiming to measure intelligence are limited, it is well known that interindividual differences exist regarding the construct of intellectual abilities (Braden, 1997;Sternberg, 2000). Some children learn at faster rates and generalize knowledge across various context more readily than other children, despite similar types and amounts of instruction.…”

Validity of the General Conceptual Ability Score From the Differential Ability Scales as a Function of Significant and Rare Interfactor Variability

“…Although only a portion of the competencies included in human intelligence is assessed, the results of these ability measures provide the best available long-range predictors of student achievement, school adjustment, level of vocational attain-ment, and job performance (Gottfredson, 1997(Gottfredson, , 2004Kubiszyn et al, 2000;Sattler, 2001;Schmidt & Hunter, 2004). Therefore, the measurement of intelligence can aid in the prediction of a range of important educational and occupational criteria (Braden, 1997). Consequently, examiners ought to render accurate and relevant interpretations of intelligence measures.…”