Ability tests are standardized methods used to assess individuals' performance on work-related tasks. The document discusses various types of ability tests including psychomotor tests, multiple ability tests, and cognitive ability tests. It provides details on specific tests like the Stanford-Binet, Wechsler scales, Kaufman Brief Intelligence Test, and Differential Ability Scales. These tests measure abilities such as intelligence, reasoning, memory, processing speed, and visual skills. Ability tests are used to assess individuals' potential and strengths/weaknesses for educational or employment purposes.

1. ABILITY TESTING

4. Nadeem Shoukat
MS Clinical Psychology
nadeemsho@gmail.com
+92 302 3443 759

5. Topics of Discussion
Ser Topic
1. Introduction of Ability Testing
2. Stanford – Binet Intelligence Scale
3. The Wechsler Scale
4. The Kaufman Scale
5. Differential Ability Scale
6. Das–Naglieri cognitive assessment system

6. Ability Test
Ability tests or aptitude tests are
standardized methods of assessing
an individual’s performance, in
different work related tasks or
situations.

7. Objectives of Ability Test
1. To assess potential
candidates
2. To build a profile of
individual strength and
weaknesses

8. Types of Ability Test
1. Psychomotor and Physical Ability
Test
2. Multiple Ability Test
3. Cognitive Ability Test

9. Psychomotor & Physical Ability Test
These tests measure physical
attributes and capabilities, such as
strength, balance and speed. These
include:-
 Tracing
 Tapping
 Dotting
 Copying
 Location
 Blocks

10. Multiple Ability Test
One approach in psychological
measurement, to incorporate a number of
quite varied subsets in a comprehensive
test battery. Like WAIS. Subsets of Multi-
ability test:
 Information
 Arithmetic
 Picture completion
 Picture arrangement
 Object assembly
 Block design etc

11. Cognitive Ability Test
Cognitive ability test typically use
questions or problems to measure ability
to learn quickly, logic, reasoning,
reading comprehension, and other
enduring mental abilities that are
fundamental to success in many diff
jobs. It has two types:-
1. General Intelligence Test
2. Aptitude Test

12. General Intelligence Test
General Intelligence Test
measure overall intellectual
capacity of a person to deal with
problems.

13. Aptitude Test
Aptitude test are designed to assess
reasoning or capabilities of a person.
These test measure potential for
learning or acquiring a specific skill.
These include:-
 Verbal Test
 Nonverbal Test
 Numeric Ability Test
 Abstract Reasoning Test
 Spatial Ability Test
 Mechanical Ability Test
 Data Check Test

14. Verbal Ability Test
These include questions which
test your ability to spell words
correctly, use correct grammar,
understand analogies and follow
detailed written instructions.

15. Non Verbal Tests
Non Verbal Tests involves the ability
to understand and analyze visual
information and solve problems
using visual reasoning, Fore
example, identify relationship like in
SPM.

16. Numeric Ability Test
This type of test can be categorized as a
speed test and is used to determine your
basic numeracy. It is has 3 categorize:-
1. Basic Arithmetic (Addition, subtraction,
Division, Multiplication)
2. Number Sequence
3. Simple Mathematics (%age, Powers,
Fractions etc)

17. Abstract Reasoning Test
Abstract Reasoning Test also called
conceptual reason test. It measure
your lateral thinking skills or fluid
intelligence, which are your ability to
quickly identify patterns, logical
rules and trends in new data,
integrate this information and apply
it to solve problems.

18. Spatial Ability Test
Spatial Ability Test involves
visualizing and manipulating 2D or
3D shapes or pattern. A high level
of spatial reasoning ability is
essential in subjects such as
architecture and in some branches
of sciences and mathematics.

19. Mechanical Ability Test
Mechanical Ability Test is used
for selection of technical and
trade personnel. This test
measure a candidate
understanding principles of
mechanics, spatial ability, and
cause and effect relationships.

20. Data Checking Test
Data Checking Tests present you
with number of tables of
information, which must be
checked against each other. This
type of test is used to measure
how quickly and accurately errors
can be detected in data. It is used
to select candidates for clerical
and data input jobs, particularly
where accuracy is important, for
example accounting and banking

21. Data Checking Test
Data Checking Tests present you
with number of tables of
information, which must be
checked against each other. This
type of test is used to measure
how quickly and accurately errors
can be detected in data. It is used
to select candidates for clerical
and data input jobs, particularly
where accuracy is important, for
example accounting and banking

24. History

25. HISTORY

28. TEST STRUCTURE

30. USES OF SB5

37. Wechsler Intelligence Scale

38. Development of Wechsler Scale
 The Wechsler intelligence scales were developed by Dr.
David Wechsler, a clinical psychologist with Bellevue Hospital.
His initial test, the Wechsler-Bellevue Intelligence Scale
(WBIS) was published in 1939 and was designed to measure
intellectual performance by adults.
 According to Wechsler :-
“Intelligence is the aggregate or global capacity of the
individual to act purposefully, to think rationally and to deal
effectively with his environment.”

39. Wechsler Scale Types
Since 1939, three scales have been developed and
subsequently revised, to measure intellectual
functioning of children and adults.
1. Wechsler Adult Intelligence Scale (WAIS)
2. Wechsler Intelligence Scale for Children (WISC)
3. Wechsler Preschool and Primary Scale of Intelligence
(WPPSI)

40. Wechsler Scales
 1939: the Wechsler-Bellevue, later called WAIS.
 1945: the Wechsler Memory Scale
 1949: the children’s version, the WISC
 1955: Wechsler Adult Intelligence Scale
 1967: the WPPSI for children ages 2½ -7
 1981: WAIS-R (revised form of 1955 test)
 1997: WAIS-III

41. Wechsler’s test
 Wechsler believed that intellectual ability
involves two major types of skills:
1. Verbal
2. Performance abilities.
 Each of these broad types includes a variety of
specific skills that are assessed by the various
subtests of the WAIS.
 However, all these subtests measure g as well
as specific skills

42. WAIS Subtests
Verbal Subtests Performance Subtests
Information Picture Completion
Vocabulary Picture Arrangement
Arithmetic Block Design
Similarities Object Assembly
Comprehension Digit Symbol
Digit Span

43. Verbal Subtests
Information: culturally acquired info
Vocabulary: general verbal intelligence.
Arithmetic: numerical reasoning
Similarities: abstract reasoning
Comprehension: How one’s understand
Questions
Digit Span: short term memory

44. Performance Subtests
Picture Completion: Visual concentration and
nonverbal general information.
Picture Arrangement: Ability to plan, interpret and
anticipate in social context
Block Design: Perceptual organization, spatial
visualization and abstract concentration
Object Assembly: visual motor organ., synthesis
Digit Symbol: visual memory

45. Wechsler Scales: Clinical Use
 Estimation of general intelligence.
 Examine the discrepancy in performance
between verbal and performance subtests.
 Measure cognitive and intellectual
functioning.

46. Kaufman
Brief
Intelligence Test

47. Kaufman Brief Intelligence
Test

57. Differential Ability Scale
DAS-II

58. Introduction
 “DAS-II helps you find out why a child isn’t learning, and
targets the specific nature of the problem, so that appropriate
intervention strategies can be identified. It’s a well-rounded
assessment of a child’s strengths and ability that also
enables measuring change over time, in order to monitor
progress.
 “individually administered clinical instrument designed for
assessing the cognitive abilities of children and adolescents
from ages 2 years 6 months through 17 years 11 months.”
 Published by Pearson
 Created by Colin D. Elliot
 First edition published in 1990 with 17 subtests
 Second, and current, edition published in 2006 with 20
subtests
 Measures conceptual and reasoning abilities

59.  The DAS-II consists of 20 cognitive subtests which
include 17 subtests from the original DAS.
 The subtests are grouped into the Early Years and
School-Age cognitive batteries with subtests that
are common to both batteries and those that are
unique to each battery. These batteries provide the
General Conceptual Ability score (GCA), which is a
composite score focusing on reasoning and
conceptual abilities.

60. Core features
 It has satisfactory validity
 Excludes children with severe
disabilities
 Includes children with perceptual,
speech, and motor impairments

61. Core features
 Set up much like the WISC-IV
 It has core subtests that give us a
composite score focused on reasoning
and conceptual abilities-The General
Conceptual
 Ability (GCA)--with optional subtests
that provide info on specific abilities
 2 separate batteries:

62. The Early Years Battery
 2 age ranges 2:6-3:5 & 3:6-6:11
 4 Core Subtests GCA, Verbal Ability, and
Nonverbal Ability Clusters
 3 additional diagnostic subtests
 6 Core Subtests GCA, Verbal Ability, Nonverbal
Reasoning Ability, and Spatial Ability Clusters
 10 Additional Diagnostic Subtests School
Readiness, Working Memory, and Processing
Speed Clusters

63. The Subtests:
Lower Level
 Verbal Comprehension Naming Vocabulary
 Picture Similarities Pattern Construction
 Recall of Digits Forward
 Recognition of Pictures
 Early Number Concepts

64. The Subtests
Upper Level
 Verbal Comprehension Matrices
 Naming Vocabulary Pattern Construction
 Picture Similarities Copying
 Early Number Concepts
 Matching Letter-Like Forms
 Phonological Processing
 Recall of Sequential Order
 Recall of Digits Backward
 Speed of Information Processing
 Rapid Naming
 Recall of Objects-Immediate
 Recall of Objects-Delayed
 Recall of Digits Forward
 Recognition of Pictures

65. School Age Battery
 Ages 7:0-17:11
 6 Core Subtests GCA, Verbal Ability,
Nonverbal Reasoning Ability, and Spatial
Ability Clusters
 8 Additional Diagnostic Subtests Working
Memory, and Processing Speed Clusters

66. The Subtests:
 Word Definitions Sequential and Quantitative Reasoning
 Matrices Recall of Designs
 Verbal Similarities Pattern Construction
 Recall of Sequential Order
 Recall of Digits Backward
 Speed of Information Processing
 Rapid Naming
 Phonological Processing
 Recall of Objects-Immediate
 Recall of Objects-Delayed
 Recall of Digits Forward
 Recognition of Pictures

67. scores
Composite Scores
 General Conceptual Ability (GCA)
 Special Nonverbal Composite (SNC)

68. scores
 Cluster Scores
 Verbal Ability (Verb)
 Nonverbal Ability (NV)
 Nonverbal Reasoning Ability (NVR)
 Spatial Ability (Spat)
 School Readiness (Sch R)
 Working Memory (W Mem)
 Processing Speed (P Sp)
 Percentile Scores

69. Das–Naglieri cognitive
assessment system

70. • The Das–Naglieri cognitive assessment
system (CAS) test is an individually administered
test of cognitive functioning for children and
adolescents .
• Developers J.P. Das and Jack Naglieri based the
test on the PASS (Planning, Attention, Simultaneous,
Successive) cognitive processing theory of
intelligence and introduced it to the world in 1997.
• The Cognitive Assessment System (CAS) and its
PASS scale are designed to measure processes, not
abilities. Each element of the CAS battery includes
multiple subtests to gain an understanding of the
subject’s processing skills in that area.
Introduction

72. CAS Structure

73.  Planning helps us select or develop strategies
needed to complete tasks for which a solution
is needed, and is critical to all activities where
an individual has to determine how to solve a
problem:-
 The Planning scale includes
1. Matching numbers
2. Planned codes
3. Planned connections.
Planning Scale

74. Attention Scale
 Attention is a mental process that involves,
focusing on selected aspects of external
events, internal events, or stimuli.
 Attention is controlled by intentions and goals.
 The Attention scale includes:-
1. The expressive attention
2. Number detection
3. Receptive attention subtests.

75. Simultaneous Scale
 Simultaneous processing is essential for organization
of information into groups or a coherent whole.
 It requires both nonverbal and verbal processing for
the analyses and synthesis of logical and
grammatical components of language and
comprehension of word relationships.
 The Simultaneous scale includes:-
1. Nonverbal matrices
2. Verbal spatial relations
3. Figure memory.

76. Successive Scale
Successive processing is involved whenever
information must be remembered or completed in a
specific order or sequence.
 The Successive scale Includes:-
1. Word series
2. Sentence repetition
3. Sentence questions.
In word series, the examiner reads the child a series
of words and then asks to repeat the words in the
same order.

78. Applications of Ability Testing
 Assist in diagnosis
 Determine the nature of the deficits.
 Assess the severity of psychopathology and
response of treatment.
 To assess general characteristics of
individual.
 Used for forensic evaluation, family court
issues, or criminal charges.
 Assess level of functioning or disability.

79. Thank You