The concurrent validity of the Kaufman Assessment Battery for Children (K-ABC) was examined by comparing K-ABC scores and Weschler Intelligence Scale for Children--Revised (WISC-R) scores for 58 school children in primary and intermediate grades. Thirty-seven of these children had either educable mental retardation, learning disabilities, or…

This study attempts to respond to the suggestions of Stewart and Jones and the criticisms of Sattler and Buckhalt by assessing the precision of the Slosson Intelligence Test (SIT) in predicting Wechsler Intelligence Scale for Children-Revised (WISC-R) scores with a population of restricted range (gifted children), and examining the consistency of…

Scores on the Wechsler Individual Achievement Test (WIAT), the Diagnostic Achievement Battery (DAB-2) and the Wechsler Intelligence Scale for Children (WISC-III), were compared for 58 students assessed for placement in exceptional education. Primary questions concerned (a) the relationships among WIAT, DAB-2, and WISC-III scores, (b) similarities…

Karl Bruhn, professor of education at Helsinki University for almost 20 years, in addition to writing a history of education, concentrated particularly on carrying out further investigations with his Helsinki Test which was publicly released in 1953. The use of this test is presented in this posthumous article by Bruhn. The Helsinki Test is a…

A confirmatory factor analysis was used to determine the respective viability of factor structure models for the Wechsler Adult Intelligence Scale-Revised (WAIS-R) standardization data. The traditional verbal-performance split was compared to an alternative model proposed by Gutkin, Reynolds and Galvin. The confirmatory analysis indicated that the…

The study investigated cultural bias in the verbal items of the Wechsler Intelligence Scale for Children-Revised (WISC-R). Six verbal subtests of the WISC-R were administered to 40 Anglo, 40 Mexican-American, and 40 Navajo intermediate grade students matched for grade level, sex, and socioeconomic status. The responses of three groups of subjects…

This book addresses some of the important considerations surrounding the use of tests and assessment procedures when applied to students who are culturally, linguistically, and/or socioeconomically different from mainstream North Americans. Chapter 1 introduces the problems of using standards based on a white Anglo-Saxon perspective to assess and…