Vocational Assessment Critiques

Vocational Assessments Critiques Stanford-Binet Intelligence Scales, Fifth Edition (SB5) The Stanford-Binet is an individually administered test of intelligence and cognitive abilities for people between the ages of two to 85 years. The SB5 is normed on a stratified random sample of 4,800 people who categorically match the year 2000 United States Census, and the scores have been found to approximate a normal distribution. The SB5 measures the following five factors of cognitive ability: Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, and Working Memory.

The SB5 is used for clinical assessment, neuropsychological assessment, educational placement, career assessment, compensation evaluations, forensics, and aptitude research. Critique. Parallel forms have been developed and the standards have changed to present a balanced verbal and non-verbal IQ content. Moreover, the test has been revised to be more colorful, interesting, and, therefore, more appealing to test-takers. The test permits combinations of screener subtests to be used for different purposes in order to quickly gauge a person's IQ.

For example, the Vocabulary and Object-Series/Matrices gives the Abbreviated Battery IQ (ABIQ), which is equally weighted in verbal and nonverbal content. The SB5 may be used to assess learning disabilities in both math and reading, and has shown predictive capability in children as young as four years of age. References Becker, K.A. (2003). History of the Stanford-Binet Intelligence Scales: Content and Psychometrics. Stanford-Binet Intelligence Scales, Fifth Edition, Assessment Service Bulletin Number 1. Riverside, CA: Riverside Publishing. Kaufman Assessment Battery for Children, Second Edition (KABC-II) Overview.

The Kaufman is a culturally fair individually administered measure of cognitive ability test appropriate for people between the ages of three to 18 years. Scores are based on age-based standard scores, age equivalents, and percentile ranks. The test is grounded in a dual theoretical foundation: the Luria neuropsychological model and the Cattell/Horn/Carroll (CHC) approach. The KABC-II has undergone extensive redesign and updating enabling fairer assessment of children from different backgrounds and with a variety of challenges -- there are small score differences between ethnic groups.

The subtest design minimizes the need for verbal instructions and responses, which can result in greater insights without language filtering. Moreover, the test is fully normed and validated and supplemental subtests provide a platform to allow hypothesis testing. Critique. The KABC-II assists professionals to ascertain why a student may not be performing like same-age peers, and helps to provide insights into how individuals receive and process information, such that, cognitive weaknesses and strengths may be identified.

A useful attribute of the KABC-II is that it fully conformed with the Kaufman Test of Educational Achievement, Second Edition (KTGEA-II) that permits an achievement to ability comparison. References ____. (2012). KABC-II. Pearson. Retreived http://www.pearsonassessments.com/ HAIWEB/Cultures/en-us/Productdetail.htm?Pid=PAa21000&Mode=summary ____. (2012). KABC-II. Western Psychological Services. Retreived http://portal.wpspublish.com/portal/page?_pageid=53,69517&_dad=portal&_schema=PORTAL Woodcock-Johnson Tests of Cognitive Ability, Third Edition Overview. The WJ III COG is a broad measure of general intellectual ability appropriate for ages two to 90 years.

The independent lower-order composite scores include: Long-Term Retrieval, Short-Term Memory, Processing Speed, Auditory Processing, Visual Processing, Comprehension-Knowledge, and Fluid Reasoning. The differential aptitude measures that can be used for predicting specific achievement criteria include: Oral Language Aptitude, Reading Aptitude, Mathematics Aptitude, Written Language Aptitude, and Knowledge Aptitude. The controlled learning tests include: Visual-Auditory Learning, Concept Formation, and Analysis-Synthesis. Both age equivalent and grade equivalent derived scores are given. Critique. The WJ III COG has received its fair share of criticism.

The test provides an overview of students' cognitive levels, but the scores appear to be elevated -- particularly for younger children -- as students may perform at higher levels in the classroom than their test scores would indicate. Students with language differences may not score well and it is reportedly not preferred for assessing for learning disabilities. At issue: the comprehensive test has been designed to reduce testing time and simplify administration by focusing on test items believed to be at an individual's ability level. References ____. (2012). Nelson Education.

Woodcock-Johnson Battery III. Retrieved http://www.assess.nelson.com/test-ind/wj-3.html Flanagan, D.P. (2001). Comparative features of the WJIII Tests of Cognitive Abilities and the Wechsler Intelligence Scales. Assessment Service Bulletin Number 1, Woodcock-Johnson III Wechsler Adult Intelligence Scale (WAIS-IV) Overview. The WAIS-IV is an individually administered paper and pencil test that provides a full-scale intelligence quotient (FSIQ), index scores (VCI, PRI, WMI, & PSI), and subtest level scaled scores. The test is appropriate for individuals aged 16 years to 90 years.

The test transitioned from a dual IQ to Index Score structure in order to be consistent with the WPPSI-III and WISC-IV. A General Ability Index (GAI) is included. A core battery of 10 unique subtests is used to measure four specific domains of intelligence: verbal comprehension, perceptual reasoning, working memory, and processing speed. A normative sample of 2,200 adults, stratified by age, gender, educational level, ethnicity, and region enables high reliability. In addition, 13 special group studies conducted with specific clinical populations were included in the data set. Critique.

The test has been revised for increased developmental appropriateness. Teaching items have been added to ensure tasks are understood, the vocabulary level has been reduced for verbatim instructions, the emphasis on motor demands and timed performance has been reduced, and visual stimuli have been enlarged. The current version yields a FSIQ with fewer subtests and a new measure of fluid reasoning has been added with the Visual Puzzles and Figure Weights. The arithmetic and digit span tasks have been revised to enhance measures of working memory.

Processing speed measures have been improved through a reduction in fine motor demands. A measure of processing speed was cancelled due to an embedded Stroop effect. References ____. (2012). WAIS-IV. Pearson. Retrieved http://www.pearsonassessments.com/ HAIWEB/Cultures/en-us/Productdetail.htm?Pid=015-8980-808 Beta III Overview. The Beta III is a nonverbal measure of cognitive abilities in adults that is appropriate for individuals aged 16 years and over. The test can be administered in individual or group settings and yields scaled scores, a general IQ score, and percentile ranks.

The test is particularly useful for assessing low-functioning or low-skilled individuals -- it is derived.