3. Infant and Preschool Tests
Individually administered tests designed to assess the development of infants (from birth to 18
months) and preschool children (from 18 to 60 months).
Important tests include
The Bayley Scales of Infant and Toddler Development
The McCarthy Scales of Children’s Abilities
The Wechsler Preschool and Primary Scale of Intelligence.
4. The Bayley scales of infant and toddler
development
The Bayley’s scale were originally published in 1969 and subsequently revised in 1993;
the most recent version is Bayley-III, published in 2005.
Infants and young children ages 1 month to 42 months.
Test stimuli, such as form boards, blocks, shapes, household objects (e.g., utensils), and
other common items, are used to engage the child in specific tasks.
Tasks from the Mental scale are designed to evaluate such functions as perception,
memory, and learning; those from the Motor scale measure fine motor abilities, such
as crawling, sitting, grasping, and object manipulation.
5. The McCarthy Scales of Children’s
Abilities
A comprehensive instrument used to measure the cognitive and motor abilities of
children between 2.5 and 8.5 years of age
Comprising 18 subtests on 6 overlapping scales: Verbal, Perceptual-Performance,
Quantitative, General Cognitive, Motor and Memory.
6. The Wechsler Preschool and Primary
Scale of Intelligence.
The WPPSI was originally published in 1967; the most recent version is the WPPSI–IV,
published in 2012.
An intelligence test for children ages 2 years 6 months to 7 years 7 months
Two working memory subtests (picture memory and zoo locations)
Three processing speed subtests (bug search, cancellation, and animal coding)
Six verbal comprehension subtests (information, vocabulary, receptive vocabulary,
similarities, comprehension, picture naming)
Two visual subtests (block design, object assembly)
Two reasoning subtests (matrix reasoning, picture concepts)
7. Test for mentally retarded population
The Wechsler and Binet scales remain the two dominant, language-loaded, individually
administered intelligence tests used for the diagnosis of mental retardation
A typical assessment battery for the diagnosis and assessment of mental retardation
(intellectual disability) includes the WISC-III or other individually administered
intelligence tests (K-ABC, Stanford-Binet), an achievement test (Wide Range
Achievement Test-III, Wechsler Individual Achievement Test, Kaufman Test of
Educational Achievement), and measures of adaptive functioning (Adaptive Behavior
Assessment System.
8. Multicultural testing
The System of Multicultural Pluralistic Assessment (SOMPA)
MMPI
SAT
WAIS-III/WISC-III
9. The system of multicultural pluralistic
assessment (SOMPA)
The System of Multicultural Pluralistic Assessment (SOMPA) provides an alternative and more
complex method of evaluating minorities by using traditional assessment tools.
its primary goals is to differentiate between members of minorities who have been incorrectly
labeled mentally retarded because of test bias and those who are in fact mentally retarded.
There are 3 components of the test.
Medical Component
Social System
Pluralistic Component
10. The medical component assesses whether students have any physical disorders that may
be interfering with their level of performance. This assessment includes tests of hearing,
vision, and motor function.
The social system component uses traditional assessment tools, such as the WISC-R, to
measure whether the student is functioning at a level consistent with social norms.
The pluralistic component attempts to correct for the narrow approach in the social system
component by evaluating an individual’s test scores against a culturally similar group,
thereby, it is hoped, adjusting for such variables as socioeconomic status and cultural
background.
11. SOMPA scores have a correlation of only 0.40
students who are now labeled normal through the SOMPA approach, but were previously
labeled mentally retarded or learning disabled, might still require some additional form of
special instruction.
SOMPA has probably not achieved its goal of equalizing educational opportunities for
ethnic minority children
12. MMPI and SAT
the MMPI does not result in greater descriptive accuracy.
What seems to affect MMPI profiles more than ethnicity are moderator variables such
as socioeconomic status, intelligence, and education.
African Americans typically achieve scores equal to European Americans on the verbal
portion of the SAT, but their average scores on math are lower. This suggests that
African American students have a greater development in their verbal skills than in their
quantitative ones. This conclusion is further reflected by, and consistent with, the fact
that African Americans are more likely to choose verbally oriented majors in college.
Based on this, it may be more accurate to predict the future college performances of
African Americans from their SAT verbal scores than from their SAT math scores.
13. WAIS-III/WISC-III
The strategy needed to evaluate multi-cultural. This must include a variety of nonverbal
techniques, such as the Universal Nonverbal Intelligence Test.
So Wechsler began to experiment and created a new scale for multicultural, multilingual and
multinationals.
