Achievement & Aptitude Tests Achievement tests measure “accomplishment”; learning that results from exposure to a relatively defined learning experience –Advancement to higher levels of ed. –Grouping for instructional purposes –Eligibility for special education, e.g., learning disabilities

Achievement & Aptitude Tests (cont.) Aptitude tests address informal learning or life experience –Aptitude tests used to predict (prognostic tests) –Tasks not formally taught in schools –Achievement tests designed to measure past learning Best predictor of future behavior is past behavior

Psychoeducational Test Batteries Contain both ability/aptitude tests and achievement tests

Kaufman Assessment Battery for Children (K-ABC) Based on information processing model –Sequential, Simultaneous, & MPC –Achievement Standardization Sample: 2000 children ages 2 1/ /2 representative of 1980 census –Exceptional children included

K-ABC Psychometrics Test-retest ranged from.77 to validity studies reported in manual How many factors? –Authors: Seq. & Sim. & Ach. –Alternatives: Seq. & Sim. & Ach. & Reading or Verbal Reasoning & Ach.

Administration, scoring, & interpretation Oral instructions minimized Verbal responses minimized –Items scored 1 or 0 Recommendations for teaching based on processing strengths

Evaluation Lots of prepublication research –Controversy over factor names Culture fair Teaching recommendations remain to be validated

Differential Ability Scales General Cognitive Ability (GCA) –General Verbal & Nonverbal Scales 17 specific cognitive subtests Diagnostic subtests, e.g., short-term memory, visual discrimination Achievement (arithmetic, word reading, spelling)

DAS Evaluation Engaging materials for younger kids Adaptive testing format Good psychometrics Relatively small samples for validity studies

Woodcock-Johnson III Based on Cattell-Horn-Carroll (CHC) model Separate tests of Achievement & Cognitive Abilities –Standard and extended batteries for each Norms 8818 individuals from 24 mos. to 90+ years