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The Woodcock–Johnson Tests of Cognitive Abilities is a set of intelligence tests first developed in 1977 by Richard Woodcock and Mary E. Bonner Johnson (although Johnson's contribution is disputed). [1] It was revised in 1989, again in 2001, and most recently in 2014; this last version is commonly referred to as the WJ IV. [2]
The research team that Kaufman and his wife supervised while at the University of Georgia in 1978-79 developed the original Kaufman Assessment Battery for Children (K-ABC) and several other psychological and educational tests, including the Kaufman Test of Educational Achievement (K-TEA/NU), Kaufman Brief Intelligence Test (K-BIT), and the second editions of both ( KTEA-II and KBIT-2).
The internal consistency reliability coefficient for core and supplementary subtests demonstrate the KABC-II has good reliability. The median reliability for the 3-6 age band is .85 (range .69-.92) and .87 (range .74-.93) for 7-18. Retest reliabilities of the global scales ranged from 0.72 to 0.94 where retest stability increasing with age.
National Assessment of Educational Progress (NAEP); State achievement tests are standardized tests.These may be required in American public schools for the schools to receive federal funding, according to the US Public Law 107-110 originally passed as Elementary and Secondary Education Act of 1965, and currently authorized as Every Student Succeeds Act in 2015.
The Dean–Woodcock Structured Interview and the Dean–Woodcock Emotional Status Examination provide information regarding the patient's history and current psychological and medical functioning. They address the need in neuropsychological assessment to consider factors that may inhibit or facilitate a patient's performance.
The test purports to assess students' acquired reasoning abilities while also predicting achievement scores when administered with the co-normed Iowa Tests. The test was originally published in 1954 as the Lorge-Thorndike Intelligence Test , after the psychologists who authored the first version of it, Irving Lorge and Robert L. Thorndike . [ 1 ]
The DAS-II yields a General Conceptual Ability (GCA) score scaled like an IQ score with the mean standard score set at 100 and 15 standard score points for each standard deviation up or down from the mean. The lowest possible GCA score on DAS–II is 30, and the highest is 170. [52]
The WISC–V is linked with the Kaufman Test of Educational Achievement–Third Edition (KTEA–3; Kaufman & Kaufman, 2014) and the Wechsler Individual Achievement Test-III (WIAT–III; Pearson, 2009), a measure of academic achievement. This linkage provides information on both cognitive ability and academic achievement in children.
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