Download or read book Construct and Content Validity Bias for the Universal Nonverbal Intelligence Test for African Americans and European Americans written by Barzanna Anita White and published by . This book was released on 1996 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Intelligence Testing and Minority Students written by Richard R. Valencia and published by SAGE. This book was released on 2000-09-19 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: Intelligence Testing and Minority Students offers the reader a fresh opportunity to re-learn and re-consider the implications of intelligence testing. Richard R. Valencia and Lisa A. Suzuki discuss the strengths and limitations of IQ testing relative to the factors which may contribute to biased results. They review the history of the adaptation and adoption of intelligence testing; evaluate the heredity-environment debate; discuss the specific performance factors which apply to IQ testing of those in minority ethnic groups. This practical book offers the practitioner a good sense of what can be done to make testing and education serve the needs of all students fairly and validly, whatever their background.
Download or read book Construct Validity of the Universal Nonverbal Intelligence Test and the Universal Brief Adaptive Behavior Index written by Mellissa Testerman Reed and published by . This book was released on 1994 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Predictive Validity of the Intellectual Constructs Identified on the Universal Nonverbal Intelligence Test and the Woodcock johnson Psychoeducational Battery revised with Achievement written by Patricia Couch Williams and published by . This book was released on 1994 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Black White Test Score Gap written by Christopher Jencks and published by Brookings Institution Press. This book was released on 2011-01-01 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt: " The test score gap between blacks and whites—on vocabulary, reading, and math tests, as well as on tests that claim to measure scholastic aptitude and intelligence--is large enough to have far-reaching social and economic consequences. In their introduction to this book, Christopher Jencks and Meredith Phillips argue that eliminating the disparity would dramatically reduce economic and educational inequality between blacks and whites. Indeed, they think that closing the gap would do more to promote racial equality than any other strategy now under serious discussion. The book offers a comprehensive look at the factors that contribute to the test score gap and discusses options for substantially reducing it. Although significant attempts have been made over the past three decades to shrink the test score gap, including increased funding for predominantly black schools, desegregation of southern schools, and programs to alleviate poverty, the median black American still scores below 75 percent of American whites on most standardized tests. The book brings together recent evidence on some of the most controversial and puzzling aspects of the test score debate, including the role of test bias, heredity, and family background. It also looks at how and why the gap has changed over the past generation, reviews the educational, psychological, and cultural explanations for the gap, and analyzes its educational and economic consequences. The authors demonstrate that traditional explanations account for only a small part of the black-white test score gap. They argue that this is partly because traditional explanations have put too much emphasis on racial disparities in economic resources, both in homes and in schools, and on demographic factors like family structure. They say that successful theories will put more emphasis on psychological and cultural factors, such as the way black and white parents teach their children to deal with things they do not know or understand, and the way black and white children respond to the same classroom experiences. Finally, they call for large-scale experiments to determine the effects of schools' racial mix, class size, ability grouping, and other policies. In addition to the editors, the contributors include Claude Steele, Ronald Ferguson, William G. Bowen, Philip Cook, and William Julius Wilson. "
Download or read book Predictive and Concurrent Validity of the Universal Nonverbal Intelligence Test and the Test of Nonverbal Intelligence II with Achievement written by Connie Theriot England and published by . This book was released on 1997 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Concurrent and Predictive Validity of the Universal Nonverbal Intelligence Test Group Ability Test written by and published by . This book was released on 2008 with total page 81 pages. Available in PDF, EPUB and Kindle. Book excerpt: In order to determine the concurrent and predictive validity of the Universal Nonverbal Intelligence Test- Group Ability Test (UNIT-GAT; McCallum & Bracken, in press), the UNIT-GAT and the Naglieri Nonverbal Ability Test (NNAT; Naglieri, 1997a) were administered in counter-balanced order to 93 students. In addition, 40 students were rated on the Universal Nonverbal Intelligence -- Gifted Screening Scales (UNIT-GSS; McCallum & Bracken, in press). The correlation coefficient of r = .36 between the UNITGAT total raw score and the NNAT was statistically significant at the p
Download or read book Effects of an Increasingly Precise Socioeconomic Match on Mean Score Differences in Nonverbal Intelligence Test Scores written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Data consisting of 3,861 participants from the Universal Nonverbal Intelligence Test (UNIT) standardization and validity studies samples were used to examine the effects of increased socioeconomic refinement on cultural and racial mean difference scores. Groups were equated not only on age, sex, and highest parent education level, as reported in the UNIT manual, but on two additional socioeconomic status (SES) indicators: community setting and both parent education levels. Results suggest that additional refinement on socioeconomic variables does little to further reduce mean score IQ differences in UNIT Standard FSIQ scores between African Americans and Whites (n=168 in each group; mean difference = 8.51, effect size= .55); however, the 8.51 mean difference is considerably smaller than the 15-point difference typically observed between African American and Whites and is lower than the 11 point difference shown for WISC-III FSIQ scores, even after SES matching. There were no significant mean IQ score differences (n=162, p>.05) between Hispanics and Non Hispanics indicating that additional socioeconomic status refinement does contribute to reductions in mean score differences in IQ between these populations. In fact, Hispanics scored higher than their Non Hispanic counterparts on several subscales. Findings offer support for the use of the UNIT with diverse populations, as this measure of intelligence may limit the influence of irrelevant cultural factors in assessment. Future research on the use of nonverbal intelligence measures to predict minority student achievement, progressive conceptualizations of intelligent behavior, and exploration of within racial-ethnic group factors that contribute to or inhibit cognitive growth and academic achievement in minorities is warranted.
Download or read book A Concurrent Validity Study on the Universal Nonverbal Intelligence Test written by Judith E. Arellano and published by . This book was released on 2001 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Concurrent and Predictive Validity of the Universal Nonverbal Intelligence Test Group Ability Test written by Brooke Lauren Browarnik and published by . This book was released on 2017 with total page 61 pages. Available in PDF, EPUB and Kindle. Book excerpt: Within the framework of a pretest/posttest design, relations among the Universal Nonverbal Intelligence Test - Group Ability Test (UNIT-GAT) and two measures of reading achievement: the Test of Silent Word Reading Fluency, Second Edition (TOSWRF-2) and the Test of Silent Word Reading Comprehension, Second Edition (TOSCRF-2) were examined for 140 children between the ages of six and fifteen, enrolled in one of three Boys & Girls Clubs in the eastern United States. Based on a counterbalanced administration at pretest, UNIT-GAT Analogical Reasoning (AR) scores moderately correlated with TOSWRF-2 Form A scores (r = .45, p
Download or read book Concurrent and Predictive Validity of the Universal Nonverbal Intelligence Test and the Leiter International Performance Scale Revised written by Vincent Scott Hooper and published by . This book was released on 2002 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Assessing Intelligence in Children and Adolescents written by John H. Kranzler and published by Rowman & Littlefield. This book was released on 2020-08-27 with total page 415 pages. Available in PDF, EPUB and Kindle. Book excerpt: This practical guide to the intellectual assessment of children and adolescents in schools is widely used, both by practicing school psychologists and by instructors and students in graduate school psychology programs. This second edition includes evidence-based best practices for the use and interpretation of intelligence tests in decision-making by counselors, teachers, administrators, and other school personnel. While the assessment of intelligence has long been mandated by law for eligibility determination for special education and related services, there is widespread disagreement about the use and interpretation of intelligence tests. This is the only intellectual assessment book to address this issue by critically reviewing the scientific evidence regarding the critical role played by intelligence tests in the schools for the determination of eligibility for special education and related services, alongside the plethora of practical information. New to this edition: New chapter that reviews the methodology used in research on interventions that target cognitive abilities, and the results of that research, as well as literature on aptitude-by-treatment interactions in the cognitive domain New chapter on the WISC-V, its history, and an in-depth description of its organization, materials, and scores, for both the traditional administration format and the new Q-interactive format New section titled, “Where in the Brain is Intelligence?” as well as expanded discussions of contemporary training programs designed to increase intelligence Revised Screening Tool for Assessment forms to address English language proficiency and acculturation Updated entries for four intelligence tests and added an entry for the Detroit Test of Learning Abilities, Fifth Edition (Hammill, McGhee, & Ehrler, 2018). Added sections focused on test accommodations and behavior management during testing Recommendations for incorporating emergent assessment technology (e.g., tablet-based test administration). New content addressing different styles of reports as well as a summary of new recommendations from the recently published Publication Manual of the American Psychological Association, Seventh Edition (2019). Review of the most recent ethical guidelines from the American Psychological Association and the National Association of School Psychologists
Download or read book Handbook of Tests and Measurements for Black Populations written by and published by Cobb & Henry. This book was released on 1996 with total page 684 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Construct Bias in the Differential Ability Scales Second Edition DAS II written by Katherine Marie Trundt and published by . This book was released on 2013 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: Intelligence testing has had a relatively long and controversial history, beginning with what is generally considered the first formal measure of intelligence, the Binet-Simon Scales (1916). Questions regarding possible cultural bias in these measures arose virtually simultaneously (e.g. Burt, 1921; Stern, 1914). Over the course of the twentieth and early twenty-first centuries, an abundance of intelligence measures have been developed, with many of them having several revisions, but the issue of test bias remains an important one, both in the professional literature and in the popular press (Reynolds & Lowe, 2009). A current intelligence measure in use, the Differential Ability Scales, Second Edition (DAS-II, Elliott, 2007), is a test with growing popularity for assessment of children and youth, not only for its ease of use, but also for its appeal to young children and its nonverbal composite (among other things). Consequently, it is essential that there be empirical evidence supporting the use of the DAS-II as an appropriate measure of cognitive abilities for children of varying backgrounds. The test publishers conducted extensive research with a representative sample during test development in an effort to ensure that the measure met adequate reliability and validity criteria; however, the issue of test bias, particularly regarding cultural or racial/ethnic groups, was not explicitly addressed. This issue was raised and examined with the original DAS by Keith, Quirk, Schartzer, and Elliott (1999), but with the significant changes made from the first edition to the second, there is no guaranty that the evidence from the earlier would necessarily apply to the latter. The current study investigated whether the DAS-II demonstrates systematic construct bias toward children and youth of any of four ethnic groups: Black, Hispanic, Asian, and White. Multi-group confirmatory factor analysis using data from the DAS-II standardization sample was used to assess whether criteria for increasingly strict levels of invariance were met across groups. Outcomes of this research contribute to an existing body of literature on test bias, as well as provide evidence regarding cross-group construct validity in the DAS-II. Ultimately the results of this study can be used to evaluate the appropriateness of the DAS-II for clinical use with certain ethnic groups and will help to emphasize further the importance of exploring these issues with all standardized tests.
Download or read book Test Bias Construct and Criterion related Validity of William s i e Williams Black Intelligence Test of Cultural Homogeneity written by Carlene Romans and published by . This book was released on 1977 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Toward Understanding of Evidence of Differential Validity of Cognitive Ability Tests for Racial ethnic Subgroups written by Christopher Michael Berry and published by . This book was released on 2007 with total page 674 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Stereotype Threat Stereotype Obligation and the Intellectual Test Performance of African Americans and European Americans written by Bryant Thomas Marks and published by . This book was released on 2000 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt:
