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Ingram, Gregg F.; Hakari, Lana J. – Journal for the Education of the Gifted, 1985
A study involving 33 children (8-10 years old) found significant relationships between the two tests' full scores. Most of the WJTCA clusters correlated significantly with the WISC-R (Wechsler Intelligence Scale for Children-Revised) verbal scale IQ which suggests a high verbal loading on the WJTCA. (Author/CL)
Descriptors: Elementary Education, Gifted, Intelligence Tests, Test Validity

Adams, Russell L.; And Others – Journal of Consulting and Clinical Psychology, 1984
Developed and tested a short form of the Wechsler Adult Intelligence Scale-Revised (WAIS-R) in 107 subjects. Results showed that when statistical corrections are made for item overlap between the two forms, the resulting correlation drops to .90 and that similar results were obtained in a cross-validation study. (LLL)
Descriptors: Intelligence Tests, Patients, Test Construction, Test Validity

Zins, Joseph E.; Barnett, David W. – Journal of School Psychology, 1984
Reports findings about the relationship between the Kaufman Assessment Battery for Children (K-ABC), the Weschler Intelligence Scale for Children-Revised (WISC-R), and the Stanford-Binet for 40 children with no known impairments. The overall results suggested some support for the use of the K-ABC as a measure of intelligence. (BH)
Descriptors: Children, Elementary Education, Intelligence Tests, Test Validity
Bovaird, James A., Ed.; Geisinger, Kurt F., Ed.; Buckendahl, Chad W., Ed. – APA Books, 2011
Educational assessment and, more broadly, educational research in the United States have entered into an era characterized by a dramatic increase in the prevalence and importance of test score use in accountability systems. This volume covers a selection of contemporary issues about testing science and practice that impact the nation's public…
Descriptors: Graduate Students, Test Use, Student Placement, Educational Research
Naglieri, Jack A.; De Lauder, Brianna Y.; Goldstein, Sam; Schwebech, Adam – School Psychology Quarterly, 2006
The relationships between Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and the Cognitive Assessment System (CAS) with the Woodcock-Johnson Tests of Achievement (WJ-III) were examined for a sample of 119 children (87 males and 32 females) ages 6 to 16. The sample was comprised of children who were referred to a specialty clinic…
Descriptors: Measures (Individuals), Intelligence Tests, Comparative Analysis, Correlation
Kaufman, Alan S.; Flanagan, Dawn P.; Alfonso, Vincent C.; Mascolo, Jennifer T. – Journal of Psychoeducational Assessment, 2006
Within the field of psychological assessment, the Wechsler scales continue to be the most widely used intelligence batteries. The concepts, methods, and procedures inherent in the design of the Wechsler scales have been so influential that they have guided most of the test development and research in the field for more than a half century. This…
Descriptors: Intelligence Tests, Test Reviews, Testing, Scoring
Clinton, Amanda – Journal of Psychoeducational Assessment, 2007
In this article, the author reviews the Wechsler Intelligence Scale for Children--Four Edition Spanish (WISC-IV Spanish), an individually administered measure of intelligence for Spanish-speaking children who are English language learners and relatively new to American culture. The WISC-IV Spanish, like its English counterpart, the WISC-IV, is…
Descriptors: Intelligence Tests, Spanish, Children, Adolescents

Dinnan, James A. – Education, 1977
Contending that the Stanford Binet Intelligence Test is not based upon a sound theory of intellectual functions, this article evaluates observations of intelligence and maintains a human has a capacity unto his constructed being, unique unto himself, with a commoness relative to its species. (JC)
Descriptors: Behavior, Criteria, Evaluation, Intelligence Tests

Spitz, Herman H. – American Journal of Mental Retardation, 1988
Comparison of performance of nine groups of mentally retarded subjects (N=236) on the Wechsler Intelligence Scale for Children Scale-Revised (WAIS-R) indicated the WAIS-R produced higher IQs than the WISC-R and that this disparity increased as WISC-R IQ decreased. (Author/DB)
Descriptors: Intelligence Quotient, Intelligence Tests, Mental Retardation, Test Validity

Knuckle, Essie P.; Asbury, Charles A. – Journal of Research and Development in Education, 1986
The relationship between gender, Neuropsychological Test Performance, and specific Wechsler Intelligence Scale for Children-Revised (WISC-R) Verbal and Performance discrepancy score directions was examined with Black adolescents. Results indicated a need to use different normative data for male and female subjects on these tests. (Author/JD)
Descriptors: Adolescents, Blacks, Intelligence Tests, Sex Differences

Armstrong, Robert J.; Jensen, John A. – Educational and Psychological Measurement, 1972
The SIT is an individual test of intelligence, for both children and adults, requiring no specialized training. (Authors)
Descriptors: Intelligence Tests, Screening Tests, Tables (Data), Test Validity

Schofield, Larry F.; Kunce, Joseph T. – Journal of Vocational Behavior, 1971
The purpose of this investigation was to develop a short form of the WAIS that would have concurrent validity as well as construct validity. The short form, the "Adaptability" Scale, constructed was significantly related to Full Scale IQ's (construct validity) and to workshop performance (concurrent validity). (Author/CG)
Descriptors: Employment, Intelligence, Intelligence Tests, Test Validity

Deich, Ruth F. – Perceptual and Motor Skills, 1972
Descriptors: Intelligence Tests, Measurement Instruments, Mental Retardation, Test Validity
Rosenau, Charles B.; Williams, John D. – College of Education Record (University of North Dakota), 1971
Descriptors: Aptitude Tests, Comparative Analysis, Intelligence Tests, Test Validity

Teare, John F.; Thompson, Ronald W. – Journal of Visual Impairment and Blindness, 1982
Although high correlations were obtained between both forms of the Perkins-Binet and the Wechsler scales of intelligence, there were substantial differences in the standard deviations for the different tests. (Author/SW)
Descriptors: Blindness, Elementary Secondary Education, Intelligence Tests, Test Validity