Types of standardized tests
Achievemnt tests - ANS-mesure the level of qcquisiton of informtion
aptitude tests - ANS-mesure ability to learn or predict future behaviors
intelligence tests - ANS-measure ability to function in the workd and to apply reasonsing
and verbal ability
pasychopathology tests - ANS-measure the symptoms presented or reported by a
patient or rated by an interviewer
Personality tests - ANS-measure qualitites, traits, or behaviors that characterize a
person's individuality
bASAL AGE IN AN INTELLIGENCE TEST - ANS-level at which all test items are
passed
Ceiling age in an intelligence test - ANS-Level at which all test items are failed
Stanford-binet Intelligence Scale - ANS-Measures IQ, has a mean of 100, SD of 15 and
SEM of 10. Requires highly trained examiner. Grouped into age levels from age 2 to
adult. Hieghest Ma attainable is 22 yrs 10 months
Wechsler Adult Intelligence Scale-III - ANS-measure person's capacity for intelligent
behavior, a genral psychological or neurophsychological assessment. For ages 16-74,
SD 15. 2 scales verbal and performance scale, 11 subtests.
WAIS-III or Stanford-Binet is preferred inmany state schools and rehabilitation settings -
ANS-Stanford-Binet
WISC-IV - ANS-Good for psychological assessment, placement and planning. Can be
utilized to Dx exceptionality among school-aged children. For ages 6-16 11months,
Scaled scores by age; M=100 and SD 15. Involves verbal comprehension, perceptual
reasonins, working memory index and processing Speed Index
WPPS-III - ANS-Ages 3-7 3 months; scores for 17 age groups into 3-month intervals,
M=100, SD15. 3 scales: verbal, performance and full scale
, OLSAT - ANS-intelligence test administered to a group. may be used to determine
students who might qualify for a gifted and talented program.
SOMPA - ANS-assess child's cognitive abilities, perceptual-motor abilities and adaptive
behaviors. May estimate a chld's learning potential by taking into account socio-cultural
and health factors. For ages 5-11 adjusts to cultural heritage. Involves assessment of
parent interview and examination of child (w major components).
Parnt interview in the SOMPA involves - ANS-sociocultural issues, adaptive behavior
inventory for children and health history inventories
Student assessment in the SOMPA involves - ANS-Physical dexterity tasks, bender
visual motor gestalt test, wight by Height, visual, WISC-V or the WPPSI-III
Areas for measurement in the Gessell Development Schedules - ANS-measures
adaptive skills, gross and fine motor skills, language skills and personal/social skills via
examiner observation for children 4 wks- 5yrs old
Best use for the Gesell Development Schedules - ANS-To identify early neurological
defects and organically caused behavioral problems
Bayley Scales of Infant Development - ANS-Assesses mental, motor, and behavioral
development and may be used for assessing devopment, coparing development to
peers, demonstrating effectivenss of intervention and/or remediation services. Used
with children 2 to 30 months
McCarthy Scales of Children's abilities - ANS-Measures the cognitive and motor
development of children ages 2.6-8.6 years of age. 6 subscales: verbal,
perceptual-performance, quantitative, general cognitive, memory and motor.
Miller Assessment for preschoolers - ANS-helps identify mild to moderate
developmental delays. Developmental domains assessed nclude: neuronal foundations,
coordination, verbal and nonverbal cognition and the ability to perform complex tasks.
Assessment tests for the mentally retarded - ANS-Vineland social maturity scale, AAMR
adaptive behavior scale, columbia mental maturity scale and buininks-oserestsy test of
motor proficiency
Vineland social maturity scale - ANS-Assesses individual's competency in taking
personal responsibility and measures adaptive funcitoninng and social maturity
Achievemnt tests - ANS-mesure the level of qcquisiton of informtion
aptitude tests - ANS-mesure ability to learn or predict future behaviors
intelligence tests - ANS-measure ability to function in the workd and to apply reasonsing
and verbal ability
pasychopathology tests - ANS-measure the symptoms presented or reported by a
patient or rated by an interviewer
Personality tests - ANS-measure qualitites, traits, or behaviors that characterize a
person's individuality
bASAL AGE IN AN INTELLIGENCE TEST - ANS-level at which all test items are
passed
Ceiling age in an intelligence test - ANS-Level at which all test items are failed
Stanford-binet Intelligence Scale - ANS-Measures IQ, has a mean of 100, SD of 15 and
SEM of 10. Requires highly trained examiner. Grouped into age levels from age 2 to
adult. Hieghest Ma attainable is 22 yrs 10 months
Wechsler Adult Intelligence Scale-III - ANS-measure person's capacity for intelligent
behavior, a genral psychological or neurophsychological assessment. For ages 16-74,
SD 15. 2 scales verbal and performance scale, 11 subtests.
WAIS-III or Stanford-Binet is preferred inmany state schools and rehabilitation settings -
ANS-Stanford-Binet
WISC-IV - ANS-Good for psychological assessment, placement and planning. Can be
utilized to Dx exceptionality among school-aged children. For ages 6-16 11months,
Scaled scores by age; M=100 and SD 15. Involves verbal comprehension, perceptual
reasonins, working memory index and processing Speed Index
WPPS-III - ANS-Ages 3-7 3 months; scores for 17 age groups into 3-month intervals,
M=100, SD15. 3 scales: verbal, performance and full scale
, OLSAT - ANS-intelligence test administered to a group. may be used to determine
students who might qualify for a gifted and talented program.
SOMPA - ANS-assess child's cognitive abilities, perceptual-motor abilities and adaptive
behaviors. May estimate a chld's learning potential by taking into account socio-cultural
and health factors. For ages 5-11 adjusts to cultural heritage. Involves assessment of
parent interview and examination of child (w major components).
Parnt interview in the SOMPA involves - ANS-sociocultural issues, adaptive behavior
inventory for children and health history inventories
Student assessment in the SOMPA involves - ANS-Physical dexterity tasks, bender
visual motor gestalt test, wight by Height, visual, WISC-V or the WPPSI-III
Areas for measurement in the Gessell Development Schedules - ANS-measures
adaptive skills, gross and fine motor skills, language skills and personal/social skills via
examiner observation for children 4 wks- 5yrs old
Best use for the Gesell Development Schedules - ANS-To identify early neurological
defects and organically caused behavioral problems
Bayley Scales of Infant Development - ANS-Assesses mental, motor, and behavioral
development and may be used for assessing devopment, coparing development to
peers, demonstrating effectivenss of intervention and/or remediation services. Used
with children 2 to 30 months
McCarthy Scales of Children's abilities - ANS-Measures the cognitive and motor
development of children ages 2.6-8.6 years of age. 6 subscales: verbal,
perceptual-performance, quantitative, general cognitive, memory and motor.
Miller Assessment for preschoolers - ANS-helps identify mild to moderate
developmental delays. Developmental domains assessed nclude: neuronal foundations,
coordination, verbal and nonverbal cognition and the ability to perform complex tasks.
Assessment tests for the mentally retarded - ANS-Vineland social maturity scale, AAMR
adaptive behavior scale, columbia mental maturity scale and buininks-oserestsy test of
motor proficiency
Vineland social maturity scale - ANS-Assesses individual's competency in taking
personal responsibility and measures adaptive funcitoninng and social maturity
