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Wechsler Individual Achievement Test – 3^rd&nbspedition

Woodcock-Johnson III Tests of Achievement

Wechsler Intelligence Scale for Children – 4^th&nbspedition

Woodcock-Johnson III Tests of Cognitive Ability

Conners – 3^rd&nbspedition

Vineland Adaptive Behavior Scales – 2^nd&nbspedition

California Achievement Test

Iowa Test of Basic Skills

Description

Test for use in a range of research settings including clinical and educational

This test expands and updates. The Woodcock Johnson-R Test of Achievement (WJ- R ACH) with intent of making better the diagnostic power of instrument. This test is made to point out the weaknesses and strengths of a person. This test has three oral parts: Phonological awareness, diagnostic and spelling test.

This scale helps in the administration and generation of the IQ scale in large, also called intelligence quotient. IQ Score is representative of the overall intellectual ability of a child. Through this scale, there are five basic index scores including Visual Spatial Index, Verbal Comprehension Index, Working Memory Index, Fluid Reasoning Index, and Processing Speed Index. These basic indices portray the ability if a child using discrete cognitive domains. From it, five supplementary scores can be got upon integration of primary and secondary subsets.

This test is made to measure specific cognitive function and general functions. Through this test, the strengths and weaknesses of individuals are identified. Upon administration of the two batteries simultaneously, the tester is at discretion to establish underachievement or overachievement as well as look at patterns of intra-individual discrepancies among cognitive or achievement area.

Determine behavioral, emotional, and cognitive problems with emphasis on Attention Deficit Hyperactive Disorder and comorbid disorders-providing parent, student, and teacher perspectives.

Learning the adaptive behavior of an individual through their school achievements, intelligence and any particular need a person may have at their residence. This test is divided into four parts incuding motor skills, socialization, daily living skills and communication (Sparro, Cicchetti &amp Balla, 2005).

The test is used to assess basic academic skills .The CAT provides educators, students and their parents with a measure of achievement and national comparison.

This test is an average test given by the college of education to schools as a service at the University of Iowa.

Description of what the assessment measures.

To measure the academic strengths and weaknesses of an individual child. Inform decisions regarding special support services eligibility and diagnosis of a learning disability.

Provide information about skills in specific academic areas, for instruction or intervention. This measure of academic achievement can be used in clinical, educational, and research settings.

This test measure specific cognitive and general functions.

Measures children intellectual ability.

(Westchsler David, 2009).

Designed to measure, alongside with the WJ III Ach, academic achievement, and intellectual abilities.

This assessment is constructed to measure achievement, cognitive ability, and discrepancies between these or other smaller clusters that make up cognitive ability and achievement.

Vineland Test is designed to measure adaptive behavior starting at birth until adulthood.

(Sparrow Sara, Cicchetti Domenic 2005).

Measures the capability in terms of achievement in three main areas. These areas include English, Math and Language Arts.

Through the test the cognitive ability of students is gauged. Areas of less development and area of more development in students can be gauged.

Applicable age/grade levels for the assessment.

People ages, 4 to 0-50:11.

Varies by the number of subtests administered and grade level.

test for use in a range of research settings and clinical, educational. Level for the assessment

Is B.

(Clinical Psychology, 2009).

The ages ranges from 2 to 90+,

Level: kindergarten– graduate school.

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Children 6:0–16:11

RTI Level 3 and C.

(Westchsler David, 2003).

range of ages: from 2 to 90 years old.

This test is suitable for ages 6 to 18 years. Reading Levels 3rd -5th grade (Conners, 2008).

From birth to 90 years old. RTI levels 2 &amp 3

Grade 2 4-12

Kindergarten to eighth grade

The kinds of resultant scores

Takes into consideration the seasonal scores, which include Winter, Fall, and Spring grade-based standard scores. Also includes the percentile ranks scores, age-based standard scores.

In this case, the raw scores obtained are added then converted to equivalent of grade and age. The other scores include discrepancy and percentile ranks scores using scoring tables. Profiles Program is used for all other scoring.

&nbspFSIQ, Subtest Scaled Scores and Index Scores.

Scoring is essential in the test process to help establish the basal and ceiling levels. In this case, the raw scores obtained are added then converted to equivalent of grade and age. Compu score and are used for all other scoring. The WJ III COG provides two indices of general cognitive functioning using the General Intellectual Ability (GIA) score and the Brief Intellectual Ability (BIA) score.

Scoring carried out based on the set diagnostic standards set

&nbspDomains and Adaptive Behavior Composite—Subdomain—V-scale score (M = 15, SD = 3). The scale considers Adaptive levels and age equivalents. The standard scores as measured include (M = 100, SD = 15) for the percentile ranks and adaptive levels. The options for scoring are manual or software.

Reporting of scores is done in the equivalent of grades, percentile, and stanine formats. The results are instant once one finishes the test.

Resultants scores include the Fall, Mid-year and Spring Norms