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The TOWRE-2 mostly focused on students in elementary school (through grade 5) as this population was expected to have its widest use. [4] There are few minor differences between TOWRE and TOWRE - 2. The first edition of TOWRE had two subtests (A and B), however this second edition has four subtests (A,B,C and D).
The three-dimensional TOAL-3 test model based on Test of Adolescent and Adult Language, Third Edition (p.4). The TOAL-3 is composed of eight sub-tests examining expressive, receptive, and written capabilities in semantic and syntactic areas.
The Cognitive Abilities Test Fourth Edition (CAT4) is an alternative set of cognitive tests used by many schools in the UK, Ireland, and internationally. [7] The tests were created by GL Education [8] to assess cognitive abilities and predict the future performance of a student.
The test is appropriate for individuals aged 5 years through adult. The WRAT5 provides two equivalent forms (Blue and Green), which enables retesting within short periods of time without potential practice effects that occur from repeating the same items. The alternate forms also may be administered together in a single examination. [1]
These include changes in the picture items, replacing of Americanisms and simple spelling differences. The WIAT-III US edition was published in 2009 for use with those aged 4 till 50 years and 11 months. It includes 16 subtests which is divided into Oral Reading, Math Fluency and Early Reading Skills.
The current version of the test, the WAIS-IV, which was released in 2008, is composed of 10 core subtests and five supplemental subtests, with the 10 core subtests yielding scaled scores that sum to derive the Full Scale IQ. With the WAIS-IV, the verbal/performance IQ scores from previous versions were removed and replaced by the index scores.
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This edition was the first to use the fifteen subtests with point scales in place of using the previous age scale format. In an attempt to broaden cognitive ability, the subtests were grouped and resulted in four area scores, which improved flexibility for administration and interpretation (Youngstrom, Glutting, & Watkins, 2003).