Assessing Intellectual Abilities: Tests and Theories

1. INTELLIGENCE
TESTING
AND
ASSESSMENT

2. WHAT IS INTELLIGENCE?
• The general potential to solve problems, adapt to changing
circumstances, think abstractly, and profit from experiences
• It includes the following abilities
• Acquire and apply knowledge
• Reason logically
• Plan effectively
• Infer perceptively
• Make sound judgments and solve problems
• Grasp and visualize concepts
• Pay attention
• Be intuitive
• Find the right words and thoughts with facility
• Cope with, adjust to, and make the most of new situations

3. VIEWS ON INTELLIGENCE

4. SIR FRANCIS GALTON
• “The only information that
reaches us concerning
outward events appears to
pass through the avenues of
our senses; and the more
perceptive the senses are of
difference, the larger is the
field upon which our
judgment and intelligence
can act”

5. ALFRED BINET
• While Binet can be credited for his
involvement in the testing
movement, he did not have any
formal definition of intelligence
• Components of Intelligence:
• Reasoning
• Judgment
• Memory
• Abstraction
• “When one solves a particular
problem, the abilities used cannot
be separated as they interact to
produce a solution”

6. DAVID WECHSLER
• “The aggregate/global capacity of
the individual to act purposefully, to
think rationally, and deal effectively
in one’s environment”
• “The nonintellective factors can be
taken into account”

7. JEAN PIAGET
• It is an evolving biological adaptation
to the outside world
• Schema – organized action/mental
structure that when applied to the
world leads to
knowing/understanding
• Assimilation – active organization of
new information in the attempt to fit
in what is already perceived and
thought
• Accommodation – changing what is
already perceived or thought in the
attempt to fit in new information

8. CHARLES SPEARMAN
• Views that performance of
examinees on any homogeneous
test or subtest is mainly determined
by the following:
• g factor – portion of the variance
intelligence tests have in common
• s factor – portion of variance
accounted by specific components
• e – error components
• Individual differences in g were
reflected in the following principles
of cognition
• The g is the cornerstone of factor
analytic theories

9. LOUIS THURSTONE
• Several broad group factors can
explain empirical results
• Primary Mental Abilities:
• Verbal comprehension
• Word fluency
• Number
• Space
• Associative Memory
• Perceptual Speed
• Inductive Reasoning

10. CATTELL-HORN-CARROLL
THEORY
• Synthesized the various findings from
previous factor analytic studies
• Intelligence consists of pervasive,
broad, and narrow abilities that are
organized in a hierarchy
• STRATUM III: General Intelligence (g)
• All cognitive abilities
• STRATUM II:
• Crystallized Intelligence (Gc): individuals
breadth and depth of acquired cultural
knowledge
• Fluid Intelligence (Gf): high level
reasoning used for novel tasks; largely
nonverbal

11. CATTELL-HORN-CARROLL
THEORY
• STRATUM II:
• Domain Specific Knowledge(Gkn): knowledge acquired in
one or more specialized domains that do not represent
typical experiences of an individual in a culture
• Visual-Spatial Abilities(Gv): imagination, retention, and
transformation of mental representations of visual images
• Auditory Processing (Ga): perception of auditory
information in an accurate manner; analysze, comprehend,
and synthesize patterns/groups of sounds

12. CATTELL-HORN-CARROLL
THEORY
• STRATUM II:
• Broad Retrieval [Memory](Gm): consolidate and store new
information in long-term memory and retrieve later through
association
• Cognitive Processing Speed(Gs): execution of overlearned or
automatized cognitive processes
• Decision/Reaction Time or Speed(Gt): ability to make
decisions quickly in response to simple stimuli
• STRATUM I: narrow abilities from each in stratum II

13. J. P. GUILFORD AND THE
STRUCTURE OF INTELLECT
• The number of discernible
abilities was far from the seven
proposed by Thurstone
• If innovative types of tests
were included in the large
batteries of tests, then a
pattern of correlations
indicates the existence of
dozen of new factors

14. J. P. GUILFORD AND THE
STRUCTURE OF INTELLECT
• Operations: demands from the mind
• Cognition: discovery, knowing, or comprehension
• Memory: committing items of information to memory
• Divergent: retrieval of memory items of production for
a specific class
• Convergent: retrieval of memory a correct production
item
• Evaluation: determine how well a certain item of
information satisfies logical requirements

15. J. P. GUILFORD AND THE
STRUCTURE OF INTELLECT
• Contents: nature of materials/information presented
to the examinee.
• Visual: presented to eyes
• Auditory: presented to ears
• Symbolic: anything that would stand up for something
• Semantic: meanings, usually word symbols
• Behavioral: comprehend mental state and behavior of
others

16. J. P. GUILFORD AND THE
STRUCTURE OF INTELLECT
• Products: what the brain must produce to derive a
correct answer
• Unit: single entity having a unique combination or
properties/attributes
• Class: commonality between units
• Relation: connection between two items
• System: three or more items forming a recognizable
whole
• Transformation: change in an item
• Implication: what an individual item implies

17. ALEKSANDR LURIA’S PASS
THEORY
• Processing of information
proceeds from lower units to
higher units
• Planning: selection, usage, and
monitoring effective solutions to
problems
• Attention: selectively attend to
stimuli and ignore others
• Simultaneous: execute several
mental operations simultaneously
• Successive: making sure that
proper sequence of information
would be followed

18. HOWARD GARDNER’S
MULTIPLE INTELLIGENCES
• Existence of several relatively
independent human intelligences
• Bodily-kinesthetic
• Interpersonal
• Intrapersonal
• Musical
• Logical-mathematical
• Linguistic
• Naturalistic
• Spatial
• Existential

19. STERNBERG’S TRIARCHIC
THEORY
• The ability to adapt, shape, and select
environments to accomplish one’s
goal and of the society and culture
• Analytical
• executive process
• Performance components
• Knowledge acquisition
• Creative
• Deal with novelty
• Automatize information processing
• Practical
• Adapt to the real world
• Select a suitable environment
• Shape the environment

20. TESTS OF INTELLIGENCE

21. BINET SCALE
• Stanford-Binet Intelligence Scales: Fifth Edition
• Ratio IQ: mental age divided by chronological age,
multiplied by 100
• Deviation IQ: comparison of the performance of individual
with performance of others of the same age in
standardization
• Age Scale: grouping of items based on age
• Point Scale: organization into subtests by category in which
the testtaker is presumed to respond as correct
• Test Composite: combination of and/or a mathematical
transformation of one or more subtest scores

22. BINET SCALE
• Stanford-Binet Intelligence Scales: Fifth Edition
• can be administered from ages 2 to 85
• Subtest scores has a mean of 10 and a standard deviation of
3
• Composite scores has a mean set at 100 and standard
deviation of 15
• It has been attempted to balance tasks requiring facility
with language and tasks that minimize demands on
language

23. BINET SCALE
• Stanford-Binet Intelligence Scales: Fifth Edition
• Adaptive Testing: testing individually tailored to the
testtaker.
• Ensures that the early test or subtest items are not difficult to
frustrate the testtaker and not so easy to lull the testtaker into
a false sense of security or a state on mind that the test would
not be taken seriously
• Routing Test: task used to direct the examinee to a
particular level of questions
• Directs the testtaker to items that have higher probability of
being at an optimal level of difficulty

24. BINET SCALE
• Stanford-Binet Intelligence Scales: Fifth Edition
• Basal Level: criterion in order to proceed for a subtest testing
• Ceiling Level: when reached and testing is discontinued
• Scores on individual items are tallied to yield raw scores on each
of various subtests
• The results may yield valuable information regarding testtaker
strengths and weaknesses in cognitive functioning
• Assessors are alert of extra-test behaviors:
• Coping with frustration
• Reaction to items
• Amount of support
• Approach to task
• Anxious, fatigue, cooperative, impulsive

25. BINET SCALE
CHC MODEL SB-5 DESCRIPTION SUBTEST
Fluid
Intelligence
Fluid
Reasoning
Novel problem solving.
Understanding
relationships that are not
culturally bound
Object
Series/Matrices
Verbal Analogies
Crystallized
Knowledge
Knowledge Skills and knowledge
acquired by formal and
informal education
Picture
Absurdities
Vocabulary

26. BINET SCALE
CHC MODEL SB-5
FACTORS
DESCRIPTION SUBTEST
Quantitative
Knowledge
Quantitative
Reasoning
Knowledge of
mathematical thinking
Verbal
Quantitative
Reasoning
Nonverbal
Quantitative
Reasoning
Visual
Processing
Visual-Spatial
Processng
See patterns and
relationships and spatial
orientation
Position and
Direction
Form Board

27. BINET SCALE
CHC MODEL SB-5
FACTORS
DESCRIPTION SUBTEST
Short-Term
Memory
Working
Memory
Temporarily storing then
transforming or sorting
information in memory
Memory for
Sentences
Delayed
Response

28. WECHSLER SCALES
• Began to be established in 1932 to create suitable
test for diverse patients at Bellevue Hospital in New
York
• Wechsler-Bellevue Intelligence Scales (1939)
• Explained that the Stanford-Binet was inadequate for
assessing adult intelligence
• Binet scale involved mere manipulation of words
• Instructions emphasized the speed at expense of accuracy
• Reliance on mental age is irrelevant on adult testing

29. WECHSLER SCALES
• IQ = actual score / expected mean score for age
• Constancy IQ – IQ is independent of age by which they are
calculated , because unless the assumption holds, no
permanent scheme of intelligence classification is possible
• Large difference between verbal and performance measures can
be thought of a diagnostic qualification
• V > P = organic brain disease, psychoses, and emotional
disorders
• P < V = adolescent psychopaths and mild mental
retardation

30. WECHSLER SCALES
• Common Features:
• 13 to 15 Subtests
• Empirical breakdown into composite scores and full scale IQ
• Verbal comprehension
• Perceptual reasoning
• Working memory
• Processing speed
• Mean for IQ and index scores is 100 with a standard
deviation of 15.
• Scaled cores on each subtest has a mean of 10 and a
standard deviation of approximately 3
• Common subtests for different versions

31. WECHSLER SCALES
• Subtests
• Information: factual knowledge of persons, places, and
common phenomena
“In the declaration of Martial Law, what is being suspended?”
• Digit Span: recall the digits in order and reversed order;
arrange the proper sequence of digits; immediate auditory
recall for numbers
6 – 1 – 3 – 4 – 2 – 8 – 5
• Vocabulary: define several dozen of words of ascending
difficulty and the test administrator writes down verbatim

32. WECHSLER SCALES
• Subtests
• Arithmetic: orally presented mathematics
• Comprehension: eclectic collection of items requiring
explanation than factual knowledge. The easy ones requires
commonsense while the difficult ones needs an
understanding of social and cultural conventions
• Similarities: evaluate the testtaker’s ability to distinguish
important from unimportant resemblances in objects, facts,
and ideas; verbal concept formation.
• Letter-Number Sequencing: arrange numbers in ascending
order while the letters in an alphabetical manner.

33. WECHSLER SCALES
• Subtests
• Picture Completion: identification of an important part
missing from the picture
• Picture Concepts: measure abstract, categorical reasoning;
present a card with 2 or 3 rows of pictures and instruct to
choose one picture from each row to form a group with a
common characteristic.
• Block Design: reproduction of two-dimensional geometric
designs by proper rotation and placement of three-
dimensional colored blocks; can be solved by trial and error
• Matrix Reasoning: identify a recurring pattern or
relationship between figural stimuli drawn along a straight
line or in a 3 x 3 grid

34. WECHSLER SCALES
• Subtests
• Object Assembly: assemble pieces of a jigsaw puzzle to
form a common object
• Coding: (A) the child must draw the correct symbol inside a
series of randomly sequenced shapes. (B) associate one
symbol with each digits 0 to 9 and draw the appropriate
symbol underneath the series. To be successful, one must
have a rapid performance
• Symbol Search: highly speeded and the examinee must look
at a target group of symbols and mark a “yes” or “no” box
besides the symbol

35. WECHSLER SCALES
• Subtests
• Cancellation: draw a line or cancel drawings placed
randomly; it has random arrangement or clearly structured
rows/columns.
• Visual Puzzles: presentation of a completed shape and
asked on which smaller shapes can be used to assemble the
larger shape
• Figure Weights: presentation of an old-fashioned fulcrum
scale by which it will be asked to be balanced out

37. WECHSLER SCALES
• Wechsler Adult Intelligence Scale – Fourth Edition
(WAIS-IV)
• A sharp demarcation of discrete cognitive measures
• Neuropsychologically relevant process scores for four of the
subtests.
• Expanded norms for ages 74 to 89
• Co-normed with Wechsler Memory Scale – Third Edition
• Core Subtest: administered to obtain a composite score
• Supplemental Subtest: used for providing additional clinical
information or extend the number of abilities or processes
sampled. It is used when:
• Incorrect administration of a core subtest
• Inappropriate exposure to subtest items prior to administration
• Physical limitations of examinee

38. WECHSLER SCALES
• Wechsler Adult Intelligence Scale – Fourth Edition
(WAIS-IV) - Core Subtests
• Verbal Comprehension Index
• Similarities
• Vocabulary
• Information
• Perceptual Reasoning Index
• Block Design
• Matrix Reasoning
• Visual Puzzles
• Working Memory Index
• Digit Span
• Arithmetic
• Processing Speed Index
• Symbol Search

39. WECHSLER SCALES
• Wechsler Adult Intelligence Scale – Fourth Edition
(WAIS-IV) - Supplemental Subtests
• Verbal Comprehension Index
• Comprehension
• Perceptual Reasoning Index
• Picture Completion
• Figure Weights
• Working Memory Index
• Letter-Number Sequencing
• Processing Speed Index
• Cancellation

40. WECHSLER SCALES
• Wechsler Adult Intelligence Scale – Fourth Edition
(WAIS-IV)
• Included a more explicit instructions as expanded use of
demonstration and sample items in the attempt to provide
testtakers with practice to do what is required in addition to
the feedback they may receive
• Practice items: also known as teaching items; used to ensure
that low scores are due to deficits and not misunderstanding
of directions.
• Cognitive Proficiency Index: comprised of working memory
index and processing speed index
• General Ability Index: composite of verbal comprehension and
perceptual reasoning; overall index of intellectual ability

41. WECHSLER SCALES
• Wechsler Intelligence Scale for Children – Fourth
Edition (WISC-IV)
• Warming to the CHC Model
• Cognitive functions are interrelated, making it difficult to
obtain pure measure of a function
• Can derive 7 process scores, an index designed to help
understand the testtaker process kinds of information

42. WECHSLER SCALES
• Wechsler Preschool and Primary Scale of
Intelligence – Third Edition (WPPSI-III)
• Ought to be the first test developed that included racial
minorities in its sampling
• Can be used to test children until 2 ½ years of age
• Reflects the enhancements in measuring fluid reasoning
(matrix reasoning, picture concepts, and word reasoning)
and processing speed (coding and symbol search)
• Added easier and more difficult items to measure
cognitive functioning for children with developmental
delays or being suspected of giftedness

43. WECHSLER SCALES
• Short Forms
• Abbreviated length
• Used for screening purposes
• Screen intellectual ability for ages 6 to 89
• Helpful in cost benefit analysis

44. OTHER SCALES OF
INTELLIGENCE
• Cognitive Assessment System – II
• Administered from ages 5 to 17
• Normed with M = 10, SD = 3
• Uses the PASS Model
• Planning – develop strategies for task completion
• Matched numbers, Planned codes, Planned connections
• Attention – resistance to distraction over time
• Expressive attention, Number detection, Receptive attention
• Simultaneous – organize information into coherent means
• Nonverbal matrices, Verbal spatial relations, Figure Memory
• Successive – mental processes needed to remember and
complete a task
• Word series, Sentence completion, Sentence questions/Speech rates
(ages 5 to 7)

45. OTHER SCALES OF
INTELLIGENCE
• Kaufman Brief Intelligence Test – 2 (KBIT-2)
• Administered for ages 4 to 90
• Can be administered in approximately 20 minutes
• Consists of a Verbal or Crystallized Scale

46. MEASURES OF SPECIFIC
INTELLECTUAL ABILITIES
• Originality – produce something innovative or non-
obvious
• Fluency – ease with how responses are reproduced
• Flexibility – variety of ideas presented and the ability to
shift from one approach to another
• Elaboration – richness in details in a verbal explanation or
pictorial display
• Convergent Thinking – deductive reasoning process that
entails recall and consideration of facts as well as a series
of logical judgments to narrow down solutions and
eventually arrive at one solution
• Divergent Thinking – thought is free to move in many
directions, making many several solutions

47. ASSESSMENT IN
EDUCATION

48. LEARNING DISABILITY
• Severe discrepancy between achievement and
intellectual ability
• Disorder in one or more of psychological processes
involved in the understanding or n using of language,
spoken or written, which can impair the ability to
perform academic tasks

49. RESPONSE TO
INTERVENTION MODEL
• Multilevel prevention framework
• Classroom
• Small group of learners that are segregated from their
typically developing peers
• Individually tailored
• Maximize student achievement by using the data that
identifies students at risk of poor learning outcomes
combined with evidence-based intervention and
teaching on the basis of student responsiveness

50. RESPONSE TO
INTERVENTION MODEL
• Problem Solving Model
• Use of interventions tailored to students’ individual needs
that are selected by a multidisciplinary team of school
professionals
• Integrative Assessment
• Multidisciplinary approach to evaluation that assimilates
input from relevant sources
• Dynamic Assessment
• Test -> Intervention -> Retest
• This model uses the concept of zone of proximal
development, the distance between actual development as
determined by problem-solving and the level of potential
development as determined through problem solving under
adult guidance or collaboration with peers

51. ACHIEVEMENT TESTS
• Measures accomplishment
• Can be standardized nationally, regionally, or locally,
or it may not be
• A sound achievement test is one that adequately
samples the targeted subject matter and reliably
gauges the extent to which the examinee have
learned it
• Can be helpful in gauging the quality of instruction in a class,
school, or school district.
• Can be used to screen difficulties which may precede
administration of more specific tests designed to identify areas
that requires remediation

52. ACHIEVEMENT TESTS
• Diagnostic Achievement Battery-3 (DAB-3)
• Suitable for ages 6 through 14, the DAB-3 consists of 14
subtests used to compute eight diagnostic composites.
The composite scores include Listening, Speaking,
Reading, Writing, Mathematics, Spoken Language,
Written Language, and Total Achievement. More
comprehensive than most achievement tests, the DAB-3
takes up to two hours to administer. The test was
carefully normed on 1,534 children nationwide

53. ACHIEVEMENT TESTS
• Kaufman Test of Educational Achievement (KTEA-
II)
• A well-normed individual test of educational
achievement, a special feature of the KTEA-II is the
detailed error analysis. Currently, norms extend from age
4½ through age 25. A separate brief form that can be
administered in 30 minutes or less is useful for screening
purposes.

54. ACHIEVEMENT TESTS
• Mini-Battery of Achievement (MBA)
• Assesses four broad achievement areas—reading writing,
mathematics, and factual knowledge—for persons ages 4
through 90+. The complete battery can be administered
in 30 minutes. The MBA provides a more extensive
coverage of basic and applied skills than any other brief
battery. For example, the reading component assesses
letter-word identification, vocabulary, and
comprehension.

55. ACHIEVEMENT TESTS
• Peabody Individual Achievement Test-Revised-
Normative Update (PIAT-R/NU)
• For ages 5 through 22, this 60-minute test includes
subtests of general information, reading recognition,
reading comprehension, mathematics, and spelling. A
new subtest, written expression, is now offered for
screening written language skills. Administration of the
PIAT-R/NU requires minimal training; the test can be
administered by properly trained classroom teachers

56. ACHIEVEMENT TESTS
• Wechsler Individual Achievement Test-II (WIAT-III)
• The WIAT-III consists of 16 subtests organized into seven
composites. The composites are Oral Language, Total Reading,
Basic Reading, Reading Comprehension and Fluency, Written
Expression, Mathematics, and Math Fluency. The test is suitable
for children ages 4 through adults age 50, and is empirically
linked with all of the Wechsler intelligence scales. The feature
of linkage allows for direct comparisons of achievement and
intelligence, which facilitates the assessment of learning
disabilities. A new element of the third edition is the Essay
Composition subtest, which requires the examinee to write a
10-minute essay supporting an argument and giving reasons
why. Testing time with older children and adults typically is 90
minutes or more.

57. ACHIEVEMENT TESTS
• Woodcock-Johnson III Tests of Achievement (WJ
III)
• The WJ III covers individuals from 2 years of age through
adulthood. The WJ III is co-normed with a separate set of
cognitive measures, the WJ III Tests of Cognitive Abilities.
The achievement battery is perhaps the most extensive
and comprehensive of any test in this area and provides
for assessment in reading, oral language, math, written
language, and academic knowledge. Area scores are
directly linked to federal standards of Public Law 94-142.

58. ACHIEVEMENT TESTS
• Wide Range Achievement Test-4 (WRAT-4)
• Well normed for ages 5 through 94, the WRAT-IV is
widely used as a screening instrument. The subtests
include: Word Reading (letter and word recognition as
gauged by correct pronunciation), Sentence
Comprehension (ability to comprehend ideas and
information in sentences), Spelling (traditional dictated
spelling test), and Math Computation (ability to perform
basic mathematical computations). This brief test (15 to
25 minutes) is not suited for the identification of specific
achievement deficits.

59. ACHIEVEMENT TESTS
• Wide Range Achievement Test-4 (WRAT-4)
• Well normed for ages 5 through 94, the WRAT-IV is
widely used as a screening instrument. The subtests
include: Word Reading (letter and word recognition as
gauged by correct pronunciation), Sentence
Comprehension (ability to comprehend ideas and
information in sentences), Spelling (traditional dictated
spelling test), and Math Computation (ability to perform
basic mathematical computations). This brief test (15 to
25 minutes) is not suited for the identification of specific
achievement deficits.

60. ABILITY TESTS
• Sample a broad assortment of proficiencies in order
to estimate current intellectual level.
• This information might be used for screening or
placement purposes

61. ABILITY TESTS
• Multidimensional Aptitude Battery-II (MAB-II)
• Paper-pencil equivalent of WAIS-R
• Multiple choice and be capable of being administered
via computer
• Appropriate for ages 16 to 74
• Verbal
• Information, Comprehension, Arithmetic, Similarities,
and Vocabulary
• Performance
• Digit Symbol, Picture, Completion, Spatial, Picture
Arrangement, and Object Assembly

62. ABILITY TESTS
• Cognitive Abilities Test (CogAT)
• In a multilevel battery, each group test is designed for a specific age
or grade level, but adjacent tests possess some common content
• Evolved from Lorge-Thorndike Intelligence Test
• A measure of scholastic ability but also incorporates a nonverbal
reasoning battery with items that bear no direct relation to formal
school instruction
• Timed for at least 8 to 12 minutes
• Verbal
• Verbal Classification, Sentence Completion, and Verbal Analogies
• Quantitative
• Quantitative Relations, Number Series, and Equation Building
• Figure
• Figure Classification, Figure Analogies, and Figure Analysis

63. ABILITY TESTS
• Raven’s Progressive Matrices (RPM)
• Inductive reasoning based on figural stimuli
• In answering correctly, the recurring pattern between
stimuli must be identified in an organized 3 x 3 matrix
• Items are arranged in increasing difficulty
• The RPM is particularly valuable for the supplemental
testing of children and adults with hearing, language,
or physical disabilities.

64. APTITUDE TESTS
• Usually measure a few homogeneous segments of
ability and are designed to predict future
performance
• Used for institutional selection purposes
• Also referred to as prognostic tests

65. APTITUDE TESTS
• Differential Aptitude Test (DAT)
• Educational and vocational guidance of Grades 7 to 12
• Consists of 8 independent tests that were based on
experimental and experiential data:
• Verbal Reasoning
• Numerical Reasoning
• Abstract Reasoning
• Perceptual Speed and Accuracy
• Mechanical Reasoning
• Space Relations
• Spelling
• Language Use

66. APTITUDE TESTS
• General Aptitude Test Battery (GATB)
• Derived from a factor analysis of 59 tests administered
to thousands of male trainees in vocational courses

67. APTITUDE TESTS
• Scholastic Assessment Test (SAT)
• To introduce law and order into an educational anarchy which towards the
close of the nineteenth century had become exasperating, indeed almost
intolerable, to schoolmasters
• Critical Reading
• Extended Reasoning
• Literal Comprehension
• Vocabulary in Context
• Math
• Numbers and Operations
• Algebra and Functions
• Geometry and Measurement
• Data Analysis, Statistics, and Probability
• Writing
• Essay
• Improving Sentences
• Identifying Sentence Errors
• Improving Paragraphs

68. APTITUDE TESTS
• Graduate Record Exam (GRE)
• a multiple-choice and essay test widely used by graduate
programs in many fields as one component in the selection of
candidates for advanced training
• Theart of the test is the general test designed to measure
verbal, quantitative, and analytical writing aptitudes
• The verbal section (GRE-V) includes verbal items such as
analogies, sentence completion, antonyms, and reading
comprehension
• The quantitative section (GRE-Q) consists of problems in
algebra, geometry, reasoning, and the interpretation of
data, graphs, and diagrams.
• The analytical writing section (GRE-AW) was added in
October 2002 as a measure of higher-level critical thinking
and analytical writing skills