Applications of Intelligence and Achievement Results

Applications of Intelligence and Achievement Results

The Selected Tests

Kaufman Test of Educational Achievement, Third Edition (KTEA-3); authored by Alan and Nadeen Kaufman; published by Pearson in 2014

Kaufman Assessment Battery for Children, Second Edition, Normative Update (KABC-II -NU); authored by Alan and Nadeen Kaufman; published by Pearson in 2018

Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V); authored by Wechsler, David; published by Pearson in 2014

The Kaufman Test of Educational Achievement

The Kaufman Test of Educational Achievement (KTEA) is a brief, non-referenced, and individually administered instrument used to measure academic achievement between the ages of four and half years to 25. It comes in brief and comprehensive forms. The brief form measures written language, math, and reading, whereas the comprehensive form measures word and letter recognition, reading comprehension, spelling, math computation, written expression, and math applications and concepts (Forstall, 2019). One of the strengths of the KTEA-3 is the ability to evaluate a student’s progress from response to intervention to accurately determine how well or not such interventions are functional for individual students. It can also help identify if there is a learning disability. Furthermore, the test can be a truthful reflection of the knowledge and ability of students, and its structure eliminates teacher bias presence. The KTEA-3 brief form is particularly efficient to administer. However, the verbal assessment and oral language present key issues. Even though the test is standardized, any student with limited exposure to new vocabulary is unlikely to perform well in this part. This, therefore, fails to capture the true ability of the student. The KTEA-3 can be remotely administered in the telepractice context through the use of digital tools obtained from Q-global. Whereas studies have shown that telepractice offers just as much accuracy as face-to-face administration, it is also associated with high disruptions in the form of delayed video or audio, connectivity disruptions, and other anomalies (Kaufman & Kaufman, 2014). Hire our assignment writing services in case your assignment is devastating you.

The Kaufman Assessment Battery for Children Test

The Kaufman Assessment Battery for Children (KABC) was intended to measure cognitive abilities between the ages of 3 and 18 and is best suited for the cultural backgrounds and linguistics of the child. It is founded on a dual theoretical model, allowing administrators to choose either from the Luria model or the Cattell-Horn-Carroll model for interpretation (Cohen et al., 2022). The KABC-II is generally considered a sound instrument used to measure cognitive abilities. However, its dual theoretical nature poses a challenge for many. Some assessors also raise questions regarding the variable(s) actually being measured by KABC-II, considering them too broad (Cohen et al., 2022). The KABC-II can also be administered remotely using digital tools from Q-global. However, telepractice is considered a deviation from standardized administration, even though it offers results similar to physical administration when all practice guidelines are met.

The Wechsler Intelligence Scale for Children Test

The Wechsler Intelligence Scale for Children (WISC) refers to an intelligence test used to measure the intellectual capability of children between the ages of six and 16, as well as five cognitive domains that affect performance. The cognitive domains include spatial and visual, fluid reasoning, verbal comprehension, working memory, and processing speed indices (Kumar et al., 2021). The WISC-V offers an updated list of stimuli and items and includes interpretative information that can be useful in aiding in the diagnosis of language and reading disorders, non-verbal difficulties, ADHD, visual perception problems, executive function problems, and auditory vs. visual memory deficits (Wechsler, 2021). However, the test is considered relatively expensive as only a few professionals can administer it. Furthermore, the intelligence test generally measures a few situations or behaviors when intelligent behavior is revealed, leaving out issues like creativity and social knowledge. The WISC-V can be administered remotely using Q-global digital tools, allowing for ease of obtaining materials. However, remote administration fails to offer standardized ways of assessment, leaving professionals to use their own clinical judgment to determine the appropriateness of telepractice.

A Scenario Illustrating How These Tests Are Applied In Professional Practice

Byron is a seven-year-old African American boy in 2^nd grade. He struggles in school and falls behind his peers, especially in reading and writing. With generally low grades, his counselor would wish to conduct the KTEA-3, KABC-II, and WISC-V tests to assess his cognitive development and academic attainment. He scored pretty low on all of the tests except the WISC-V. It was determined that his low score in KTEA-3 was due to the fact that it is administered verbally and orally, which caused him to be nervous. The KABC-II test revealed that cultural stereotypes about the dumbness of males in reading and writing affected his performance. However, the WISC-V test found that his IQ is pretty high.

References

Cohen, R. J., Schneider, W.J., & Tobin, R. M. (2022). Psychological Testing and Assessment: An Introduction to Tests and Measurement (10^th ed.). McGraw Hill.

Forstall, M. (2019). Strengths & Weaknesses of the Kaufman Test of Educational Achievement. The Classroom. Retrieved January 4, 2023, from https://www.theclassroom.com/strengths-weaknesses-kaufman-test-educational-achievement-30466.html.

Kaufman, A., & Kaufman, N. (2014). Kaufman Assessment Battery for Children | Second Edition Normative Update. Pearson.

Kumar, S., Kartikey, D., & Singh, T. (2021). Intelligence Tests for Different Age Groups and Intellectual Disability: A Brief Overview. Journal of Psychosocial Research, 16(1), 199-209.

Wechsler, D. (2021). Wechsler Intelligence Scale for Children | Fifth Edition. Pearson.

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Prior to beginning work on this discussion forum, read or watch the following resources:

Chapters 3 and 4 in your textbook,
None of the Above – Why Standardized Testing Fails: Bob Sternberg at TEDxOStateULinks to an external site.
Teleassessment With Children and Adolescents During the Coronavirus (COVID-19) Pandemic and Beyond: Practice and Policy ImplicationsLinks to an external site.
Intelligence Tests for Different Age Groups and Intellectual Disability: A Brief OverviewLinks to an external site.
For this discussion, you are to explore a variety of intelligence tests or tests of achievement. Select at least three standardized, individually administered intelligence tests or tests of achievement from the lists below.

Note: It is common for there to be a delay between the time a test publisher updates a test and the time a textbook and other authors can update their information about the new version of the test. Be sure to do online research to make sure you are recommending the most current version of the test. If there is a newer version than the version discussed in the textbook, other readings, or listed below, discuss the newest version available.

List A (Select two tests from this list.)

Bayley Scales of Infant and Toddler Development, Fourth Edition (Bayley-4)
Kaufman Assessment Battery for Children, Second Edition, Normative Update (KABC-II-NU)
Kaufman Test of Educational Achievement, Third Edition (KTEA-3)
Stanford-Binet Intelligence Scales, Fifth Edition (SB5)
Wechsler Individual Achievement Test, Fourth Edition (WIAT- IV)
Woodcock-Johnson IV (WJ IV) Tests of Achievement
Woodcock-Johnson IV (WJ IV) Tests of Cognitive Abilities
List B (Select one test from this list.)

Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition (WPPSI – IV)
Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V)
Wechsler Adult Intelligence Scale, Fourth Edition (WAIS–V)
Research up-to-date information about the tests you selected by visiting the test publishers’ websites, your required video and readings, and at least one additional peer-reviewed journal article published within the last 15 years. Review the resource from the University of Arizona Global Campus Library resource, Scholarly, Peer-Reviewed, and Other Credible Sources Links to an external site., for guidance on identifying a peer-reviewed journal article.

To successfully complete this discussion, your post must be at least 600 words and include the following:

Identify the name of each test, author or authors, test publisher, and the publication year of the most recent version of the test.
Explain what the test is purported to measure.
Critique the test by including an evaluation of the test’s strengths and weaknesses based on scholarly research.
Identify if the test has an alternate form for remote administration and discuss the pros and cons of remotely administering the test.
Create a brief scenario illustrating how the test(s) might be utilized in professional practice.
You may create one scenario incorporating all three tests or three individual scenarios.
Include relevant demographic information about the individuals to whom the test will be administered in your scenario (e.g., age, gender, ethnicity, language, psychological or medical diagnoses, and relevant cultural or geographic information). Address any ethical, reliability, or validity concerns relevant to the scenario.
Support ideas you share in your post by referencing the required resources for this week and at least one additional peer-reviewed journal article published within the last 15 years.
The reference list and any instructions copied into the discussion forum do not contribute to the minimum word count. Be sure to document your sources by including APA Style-formatted citations and references. Review the UAGC Writing Center’s resources, APA: Formatting Your References List Links to an external site. And APA: Citing Within Your Paper Links to an external site. For guidance.

Required Responses: Due by Day 7

Review several of your classmates’ posts, and by Day 7 (Monday), respond to at least two of your peers in posts of at least 250 words each. Peer responses should be scholarly, insightful, and well-written. The goal of the discussion forum is to foster continual dialogue, similar to what might occur in a verbal face-to-face exchange among scholars and other professionals. Discuss topics of interest relevant to the week’s assignments. Also, consider the following in your responses:

Identify any relevant connections between your understanding of the course material and that of your peer.
Ask relevant questions about the information shared by your peer.
If appropriate, share examples from your own experiences or knowledge that support your evaluation of the weekly discussion prompt. (Only share information that is appropriate to share in a public academic/professional forum.)
Link ideas you share with your colleague to credible Scholarly, Peer-Reviewed, and Other Credible Sources Links to an external site.by including APA-formatted citations and references. Review the University of Arizona Global Campus Writing Center’s resources, APA: Formatting Your References List Links to an external site. And APA: Citing Within Your Paper Links to an external site. For guidance.