The WISC-4

Most standardized test do not measure emotional or mechanical intelligence, actually a lot of educators argue that standardized test do not measure comprehension or actual intelligence but rather memorization. While others may believe that standardized testing just needs a few improvements, others believe that it is impossible to have a test that measures accurately the capability of a diverse student population. Today’s schooling depends heavily on the test scores from standardized test. Standardized testing should not have so much weight put on them because they have a negative impact on effective education, students’ self-concept, and learning styles.

In this paper, I will present my findings about the two testing (Cognitive Ability Test

This issue of standardized testing is an ongoing debate that has been argued about for decades, with strong support coming from both sides. These assessments are used all across the national education system to evaluate educational performance. Some believe that they are a vital resource for success, while others view them as a predisposed technique in assessing intelligence. Standardized testing is an inaccurate method of measuring a student’s intellectual abilities because it fails to present students with the content they have been taught and are familiar with, it restricts students with its limited subject matter, and it only measures knowledge based on a student’s ability to memorize proficiently.

The Woodcock-Johnson III (WJIII) test is full battery of tests that when administered together provide a comprehensive, norm-referenced assessment of specific cognitive abilities, oral language, academic achievements, and general intellectual ability (Blackwell, 2001). The WJIII authors are Woodcock, McGrew and Mather (2001) and is published by Riverside. The WJIII is the third revision of the original Woodcock-Johnson Psycho-Educational Battery developed by Richard Woodcock and Mary E. Bonner Johnson (R. W. Woodcock & Johnson, 1977) and its revision the Woodcock-Johnson Psycho-Educational Battery-Revised (R. W. Woodcock & Johnson, 1989). The Woodcock-Johnson is currently in its fourth revision published in 2014

The WAIS-IV is an assessment designed to measure cognitive functioning and intelligence in adults. The WAIS-IV generates composite, index, and subtests scores based on performance on verbal, non-verbal, processing speed, and working memory tasks. These scores reflect the individual’s performance at the time of testing and can be predictive of future functioning within a confidence interval (CI) of 95%. The composite full scale IQ score is a global representation of the individual’s functioning, the index scores represent their ability on a specific grouping of tasks, and the subtests scores indicate their ability within the specific cognitive functions. The composite and index scores have a mean of 100 and a standard deviation of 15; the

The Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) is an individually administered intelligence test for children ages 6-16 that provides a measure of a child’s overall cognitive ability and patterns of cognitive strengths and weaknesses. The WISC-V comprises is comprised of five fundamental indexes: Visual Spatial, Verbal Comprehension, Working Memory, Processing Speed, and Fluid Reasoning. These are five index scores are combined in order to obtain the Full Scale Intelligence Quotient (FSIQ). There are additionally five ancillary indexes: Auditory Working Memory, Quantitative Reasoning, Cognitive Proficiency, General Ability, Nonverbal, and three other complementary indexes, which include Storage and Retrieval, Symbol Translation, and Naming Speed.

Bennett presented with a constricted affect most of the time, as she appeared to suppress her emotions after she expressed her frustration with the way in which she was treated in the IEP. During testing of the WAIS, WIAT, and CVLT, she often spoke to herself quietly in a negative manner, including comments like “no, that is a dumb answer” and “no, that’s not it…” It seemed apparent that the longer she waited to respond, the more she became doubtful about her own answers, especially with the working memory-related questions. Moreover, she appeared immensely confused and uncertain during the entire section of the Block Design of the WAIS, suggesting that she has significant deficiency in her visual-spatial ability. Nevertheless, Ms. Bennett’s thought process seemed linear. She did not display any noticeable psychotic symptoms, as well as inattentive hyperactivity, and anxiety during the interview. Ms. Bennett was oriented to person, place, time and circumstance, and she completed the assessment with just a few water breaks in between the tests, as she was able to maintain alertness and attentiveness throughout the entire sessions. Ms. Bennett was administered the Wechsler Adult Intelligence Scale, Fourth Edition (WAIS-IV), a standardized assessment of overall cognitive functioning, potentially revealing individual cognitive strengths and weaknesses. On the WAIS-IV, Ms. Bennett scored a Full Scale Intelligence Quotient (FSIQ) of 71, falling within the Borderline range of

These tests are most often broken into categories such as: reading, writing, and math tests, intelligence and achievement tests, behavior assessments, and lanugage motor and processing skills assessments. Each category can have anywhere from five to fifteen different assessments in the cateogry. This can be overwhelming for many indviduals to wrap their minds around; so we will be looking at a few specific forms of tests: Wechsler Individual Achievement, Rapid Automatized Naming Tasks, Vineland Adaptive Behavior Scale and the Beery-Buktenica Developmental Test of Visual Motor

The author also found the assessment a “had good predictive validity for classifying individuals as having ADHD or not”(Hauser, 2012, p.372). Another study was conducted with the test translated into Hebrew (Linder, 2010). The authors of the study found that the BRIEF translated into Hebrew was a valid assessment tool in analysis of executive function in children (Linder, 2010). Lastly, a scholarly article was reviewed concerning children with traumatic brain injury, this finding were that the BRIEF was a good tool of measurement for executive functioning in children with traumatic brain injury due to it’s real world analysis of a child’s behavior (Gioia, 2004). These studies resulted in absence of negative finding when adapting the BREIF into alternative

The paper covers six different assessment tools used to determine children’s learning profiles. This includes his or her interests, ability/intellectual level, achievement level, and personality type. Findings contain the Strong Interest Inventory, the Reynolds Intellectual Assessment Scales (RIAS), the Stanford-Binet Intelligence Scales, Fifth Edition (SB5), the National Assessment of Educational Progress (NAEP), the End-of-Course-Tests (EOCT), and the Myers-Briggs Type Indicator. Each section will answer key questions and give a short description of the given assessment tool. The goal of the paper is to

An additional seven children scored in the impaired range on the working memory composite only. The remaining 38 children achieved standard scores above 86 on both the language and working memory composite scores".()

There are strengths and limitations to any psychological tests. The WJ IV ACH is no exception. One of the strengths that have been noted is being co-normed with the rest of the WJ IV, which is useful to professionals who are evaluating multiple different areas of functioning (Villarreal, 2015). Another is that the test materials and organizational procedures are easy to follow and understand which helps the administration to go smoothly (Villarreal, 2015). Lastly, it helps assist in aligning individuals with the categories of learning disabilities that is accepted by the Individuals with Disabilities Education Act (IDEA) (Villarreal, 2015). In conjunction, the data is normed on a very large population providing

Caden obtained a FSIQ score of 110, which is within the Average to High Average range of intellectual functioning. Caden’s overall thinking and reasoning abilities as measured on the WISC-V exceed those of approximately 75 percentage of children in the representative sample (FSIQ = 110; 95% confidence interval = 104-115). However, closer examination of Caden’s performance on the five indexes of the instrument reflects a significant degree of variability and, as a result, GAI will be used for better interpretation.

Wechsler Intelligence Scale for Children (WISC-IV; Wechsler, 1949). This seminal intelligence scale assesses a child 's general intellectual ability across four domains, producing four corresponding index scores: (1) the Verbal Comprehension Index (VCI), (2) the Visual Spatial Index (VSI), (3) the Working Memory Index (WMI), and finally (4) the Processing Speed Index (PSI). The VCI measures verbal concept formation, specifically assessing children 's ability to listen to a question, draw upon learned information from both formal and informal education, reason through an answer, and express their thoughts aloud. An example item from this index is similarities, vocabulary, and comprehension. Next, the VSI measures non-verbal and fluid reasoning and assesses children 's ability to examine a problem, draw upon visual-motor and visual-spatial skills, organize their thoughts, create solutions, and then test them. An example item from this index is solving a 3D puzzle. The WMI measures working memory and assesses children 's ability to memorize new information, hold it in short-term memory, concentrate, and manipulate that information to produce some result or reasoning processes; an example item would be letter-number sequencing. This measure is particularly important for higher-order thinking, learning, and achievement. Finally, the PSI measures the speed of information processing and assesses children 's abilities to focus attention and quickly scan, discriminate between, and

Language is one aspect that is examined by the verbal subtests on the WAIS, and there is a measure of receptive language involved in all of the subtests. Visuospatial and motor abilities are measured by the perceptual reasoning and processing speed subtests on the WAIS (e.g., BD, PC, CD, SS, and CA). Finally, the WAIS can help examine an individual’s ability to form concepts via abstract thinking/reasoning (SI, CO, MR, and BD FW), have flexibility in cognition (DSB, CD, LNS), mentally manipulate information (DSB, AR), judgment (CO).