Intelligence Tests

Intelligence Tests



Schroeder

PSY/SPED 572

Test Manuals…what is included

 Introduction and Overview

 Description of test

 Uses of test

 Materials

 Special cautions

 Testing guidelines

 Administration

 Scoring

 Interpretation

 Technical Information

 Reliability, validity

Common Components of

Individually Administered Tests

 Adaptive Testing

 Floors and Ceilings (AKA basal and ceiling

levels)

 Extra-test behavior

 Testing the limits

Individual Tests of IQ

 Descendents of original Binet scales

 Usually provide a summary score and

subtest scores

 Most commonly used tests:

 Stanford-Binet

 Wechsler scales

Stanford-Binet V (2003)

 Most recent revision of Binet scales

 Hierarchical model of intelligence (CHC theory)

 Ages 2-85+

 Full scale IQ, Verbal IQ, Nonverbal IQ

 Nonverbal scales can be used with individuals with

disabilities

 5 factors

 Fluid reasoning, knowledge, quantitative reasoning,

visual-spatial processing, working memory

 Routing test

Stanford-Binet V (2003)

 Norms = 4800 people matched with

Census data

 High reliability >.91 for composite & factor

scores, >.84 for subtest scores

 Content, construct and criterion related

validity

 Testing of special groups

Wechsler scales

 Started with adult version and then were

extended downward

 Due to lack of face validity in extending other

scales upward to adult levels

 Full scale IQ, Verbal and Performance

scales

 Not true for new WISC-IV

 Relative lack of theory base (CHC theory)

Wechsler Adult Intelligence Scale -

3rd ed. (1997)

 aka WAIS-III

 16 to 89 years

 FSIQ, Verbal, Performance

 Mean = 100, SD = 15

 2,450 adults for norms (match census data)

 Subtests (mean = 10, SD = 3)

 Co-normed with Wechsler Memory Scale - 3rd

ed.

Wechsler Intelligence Scale for

Children – 4th ed. (2003)

 aka WISC-IV

 Ages 6-16:11

 10 subtests, 5 supplemental subtests

 Full Scale IQ, Verbal Comprehension,

Perceptual Reasoning, Working Memory,

Processing Speed

 Fewer subtests, better reliability and validity,

new norms, better range of items, computerized

scoring and interpretation

WISC-IV vs. SB-V

 Both take same amount of time to administer,

similar in length

 WISC-IV contains supplemental tests

 SB-V has abbreviated test (2 subtests)

 WISC-IV unique stratifying variable

 Parent education

 SB-V unique stratifying variables

 SES

 Test taker education

Wechsler Preschool and Primary

Scales of Intelligence – 3rd ed.

(2002)

 aka WPPSI-III

 Ages 2:6-7:3

 Supplemental subtests

 Norm sample matches 2000 census data

 Good floors and ceilings which allow for

testing of delayed and gifted children

Wechsler Abbreviated Scale of

Intelligence (1999)

 aka WASI

 Two (15 min.) or four subtests (30 min.)

 Verbal, Performance, and FSIQ

 Mean = 100, SD = 15

 Developed specifically to be an abbreviated test

 Adequate technical properties

 Since shortening a test tends to reduce its

reliability, it will also reduce its validity

Kaufman Scales

 Kaufman Assessment Battery for Children – 2nd

ed. (KABC-II)

 Revised in 2003

 Scales based on hierarchical models of IQ and

information processing models

 Multiple scores, profile analysis, diagnostic

interpretations

 Kaufman Adolescent and Adult Intelligence Test

(KAIT) – 1993

 Kaufman Brief Intelligence Test – 2nd ed. (KBIT-

II) – 2004

 Used as screening device

Assessing Creativity

 Not assessed by most IQ tests

 Tests of creativity may assess aspects of IQ

 Convergent vs. Divergent thinking

 Convergent – measured by most IQ tests

 Logic

 Factual recall

 Arrive at one correct answer

 Divergent

 Creativity

 Originality

 Less emphasis on recall of facts

Convergent vs. Divergent



1+1=?

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List uses for

2 rubberbands.

Group Testing

 Started with Army alpha and Army beta testing

during WWI

 Differences in Design

 Alpha – for English speaking recruits

 Verbal

 Beta – for poor knowledge of English or foreign born

recruits

 Performance

 Used to assign to positions in military

 Other tests

 ASVAB – career planning

Group Testing in Schools

 Multilevel Batteries

 Can take different versions of same test at

different ages for comparison

 All normed with an achievement test

 Examples

 California Test of Mental Maturity

 Cognitive Abilities Test (CogAT)

 Otis-Lennon School Ability Test

 Others?

 Used for screening purposes

Group Testing

 Advantages

 Large numbers can be tested

 Simplified examiner’s role

 Larger norm samples

 Disadvantages

 Lack of rapport

 Restrictions in responses

 Lack of flexibility – tested on all items