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The implicit-association test (IAT) is an assessment intended to detect subconscious associations between mental representations of objects in memory. [1] Its best-known application is the assessment of implicit stereotypes held by test subjects, such as associations between particular racial categories and stereotypes about those groups. [2]
The ITED is administered in the fall [5] [6] and results are used along with classroom observation and student work by teachers to evaluate the progress of a student's abilities. [2] The ITED results are also used by the state of Iowa to monitor schools' progress and determine if schools and students are meeting goals. [7]
Cognitive Abilities Test (CogAT) DataManager; Diagnostic Assessments of Reading, 2nd Edition (DAR) easyCBM; Gates-MacGinitie Reading Tests, Fourth Edition (GMRT) Interactive Results Manager (iRM) Iowa Algebra Aptitude Test, Fifth Edition (IAAT) IowaFlex; Iowa Tests of Basic Skills, Forms A, B, and C (ITBS) Iowa Assessments, Forms E, F, and G ...
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Computer-based test interpretation (CBTI) programs are technological tools that have been commonly used to interpret data in psychological assessments since the 1960s. CBTI programs are used for a myriad of psychological tests, like clinical interviews or problem rating, but are most frequently exercised in psychological and neuropsychological ...
The 2014 edition is the 7th edition of The Standards, and it shares the exact same names as the 1985 and 1999 editions. [3] Technical recommendations for psychological tests and diagnostic techniques: A preliminary proposal (1952) and Technical recommendations for psychological tests and diagnostic techniques (1954) editions were quite brief.
The test takes 45–90 minutes to administer depending on the age of the participant. The mean score for the WIAT-II is 100 with a standard deviation of 15, and the scores on the test may range from 40 to 160. 68% of participants in the UK standardisation sample obtained scores of 85-115 and 95% obtained scores of 70-130.
Bloom thus challenged researchers and teachers to "find methods of group instruction as effective as one-to-one tutoring". [ 1 ] : 15 Bloom's graduate students Joanne Anania and Arthur J. Burke conducted studies of the effect at different grade levels and in different schools, observing students with "great differences in cognitive achievement ...