The document provides information about the Kaufman Assessment Battery for Children (KABC), Second Edition. It discusses the administration, scoring, subtests, and categories of the KABC-II. Reliability and validity evidence for the test is also reviewed. The document emphasizes following the National Association of School Psychologist's principles when administering the KABC-II to avoid bias and ensure ethical testing.

1. Testing 2
Testing
Christy Mock
PSY-FP7610
Assignment 3
Capella University
May 2017
Testing
Test
The Kaufman Assessment Battery for Children (KABC),
Second Edition offers testing that can be completed in twenty-
five to seventy-minute test settings. This test is designed to be
administer in a school setting by a testing administer that has
completed specific training and read the testing manual
thoroughly with complete understanding. The scoring is
completed through specialized software. This test consists of

2. eighteen subtests that an administrator can administer in
sections to avoid testing fatigue for the student. Per the website
Pearson Clinical, the test is administered in eighteen subsets
that are broken down into five categories. The five categories
focus on specific aspects that will be assessed and offer
different categories for different age ranges. Category 1 focuses
on Simultaneous Triangles, this includes seven subsets that are:
Face Recognition, Pattern Reasoning, Block Counting which are
designed to be tested on students from five to eight years old
(Pearson Clinical Psychology, 2017). This subset also includes
Story Completion, Conceptual Thinking, Rover, and Gestalt
Closure that can be used to test any ages between five and
eighteen. Category two is Sequential Word Order, this set
includes Number Recall, and Hand Movements that can also be
used for any age category (Pearson Clinical Psychology, 2017).
The third category Planning which measures the pattern
reasoning and story completion in students from 7-18 (Pearson
Clinical Psychology, 2017). This category includes testing the
Learning Atlantis, Atlantis Delayed, Rebus, and Rebus. The last
category is Delayed Knowledge which is included in the CHC
model only Riddles, Expressive Vocabulary, and Verbal
Knowledge (Pearson Clinical Psychology, 2017).This form of
testing offers reliability and validity to the results.
Reliability and Validity
The validity evidence from associations that are compared
to different mediums produced outcomes that offered the same
as the results that would have been expected. Per the article
published by Kaufman, the subscale and index-score
relationships are commonly offered in association with the K-
ABC, also per the index and IQ scores of the WISC-III, WISC-
IV, and WPPSI-III, with the KAIT, and with the Cognitive
clusters of the Woodcock-Johnson III. Correlations of KABC-II
scales with the like-named clusters of the WJ III Cog battery
reveal weak discriminant validity (Kaufman, A. S., & Kaufman,
N. L, 2004). Large amounts of clinical studies disclose

3. variances that exist in different section of students with
disabilities and the norm group. In the group that included
Autistic Disorder, ADHD, and emotional disturbance the
greatest pattern of differences could be found. The authors of
the study often warn about considering the smaller differences
too much as it could take focus off the larger benefits of using
the test.
Strengths and Limitations
As with all testing there are certain strengths and
limitations with neuropsychological testing. The strengths are
found in the design of the assessments. If students are not
willing to engage in the testing due to the test being boring or
uninviting, this could affect the score or desired outcome. When
testing for learning and attention disorders providing the best
situation and test available for the students will help aid in the
correct diagnosis. Limitations are also present when testing for
Neuropsychological purposes. Some of those limitations involve
student’s participation, others include limits that the student or
tester may have both physical and mental. The
Neuropsychological evolution is focused on detecting any issue
that affects the whole child or person not just certain subjects or
academic gaps or learning delays that other test are designed to
assess.
NASP Principles
The National Association of School Psychologist offers
principals that are designed to protect both the tester and the
test administrator. In a school setting these principals are key to
protecting the students from various situations. First and
foremost, with any test, permission must be obtained. Principle
1:1 focuses on ensuring that parental or custodial consent be
obtained. This will ensure that parents are aware of the testing,
as well as provide parents or guardians an opportunity to ask
questions and fully understand the need for the testing. When
privacy and confidentiality is concerned principle 1.2 covers
how the test administrator should conduct themselves in regards
to this topic. As with any test fairness should always be present.

4. School psychologist should ensure that action that are
discriminating against and one group of students not be present.
The psychologist should maintain awareness and protect the
integrity of the test at all times. This can be found in the
Principles 2.1 through 2.4, school psychologists must not
administer test outside their area of professional abilities. They
must use scientific knowledge from psychology and education
to offer assistance to parents and test takers to make
knowledgeable decisions, and accept responsibility for their
work (NASP professional standards, 2017).
Adhering to NASP
The steps that I can take to adhere to the National Association
of School Psychologist principles. The first step would be to
ensure that the test is administered following all the manual
guidelines. This would mean that I must understand each ethic
and guideline that is
issued. Before administering any test, I would seek proper
training on the Psychological
Association to ensure that all bas could be removed and all
ethics are maintained. The second
step would be to ensure that the test groups offer a fair balance
in regards to race and gender. The
last step involves the evaluation or scoring of the test. I would
redact any identifying markers
such as name, gender, and ethnic make-up, as this would
remove the information that could lead
to bias in the scoring process. hen administering a test in the
future, I will take specific steps to ensure that ethical code is
maintained throughout the administration of testing, scoring,
and interpretation of psychological test. The first step will be to
ensure that the test being administered fall within my scope of
experience. I will obtain written consent to test and ensure that
all confidentiality has been maintained. Then, I will seek out
training of the admiration, scoring and interpretation of the test
being conducted. After ensuring that all training has been
completed and that I full understand all expectations of the test,

5. I will ensure that the test can be administered without bias.
There will be further steps taken once the test has been
completed and the scoring and interpretation of the
psychological results are ready to review. The first step when
scoring the test will be to maintain confidentiality of the test.
Ensuring that the test results and participants remain private
and confidential is extremely important to the integrity of the
test. The next step would be to score the test as it appears. I will
not be interpreting any aspect of the test when scoring. The
answer elected will be the answer scored. When interpreting the
test results, I plan to follow all guidelines set forth by the test
design or administration handbook.
Technology
Technology is a great tool when conduction
psychoeducational assessments, it contributes important
information to the understanding of individual characteristics
and capabilities, through the collection, integration, and
interpretation of information about an individual (Groth-Marnat,
2009). There are many advantages to using technology in
psychoeducational testing, such as monetary savings and time
convenience. By providing testing online the risk of incorrectly
scoring will also be reduced. Online testing or using software to
test will also be a benefit when a test is orally administered.
This is largely due to the ability to have the software installed
that will read the assessment to the tester. Technology use will
also allow for the reduction in time that test administrator
would need to spend on scoring the assessments as technology
offers instant scoring. This can be completed faster with
technology as results or feedback is generally immediate.
NASP in Technology
When administering assessment with the use of technology
the National Association of School Psychologist principles must
still be applied. The principles offer some clear guidelines for
what professional expectations should be applied in all testing
situations. The test administrator should use the same guidelines
outlined for a paper based test when administering with the use

6. of technology. In standard 2 section 3.2 the responsibilities for
the use of technology is identified. It states that the school
psychologist must choose a test that will meet all professions
standards for accuracy and validity. The standards that are
mentioned in the section titled NASP Principles apply to the use
of technology as well. The principle 2.5 lays the foundation for
the responsible use of material. In this principle, School
psychologists respect the intellectual property rights of those
who produce tests, intervention materials, scholarly works, and
other materials (NASP professional standards, 2017). When
administering the test with the use of technology the security of
the test must be keep just as it would if the test was paper
based.
Test Bias
Test norms and standardization can become sources of test bias
by over servicing a gender, religion, or demographic makeup. It
is stated in the Encyclopedia of School Psychology, that
research investigating content validity bias is concerned with
the test questions and the degree to which individual test
questions are biased against a specific group. If a test question
is biased against specific groups, then it should be found to be
more problematic for that group (Canivez, G. L., 2005). Any
assessment that is designed to forecasts the outcome lower for a
certain subgroup based on demographic group, gender specific
group or religious group, should be regarded as invalid for
testing any group. An example of a way that could be used for
assessing individuals or specific groups to measure predictive
validity would be to equate the correlation coefficients between
numerous groups that specify whether the test had increased
predictive validity for gender, religion, or demographic groups
with the higher coefficient. Research exploring construct
validity bias is characteristically concerned with the differential
factor construction of a test that could possibly indicate bias
against an identifiable group (Canivez, G. L., 2005).School
psychologists have a legal as well as an ethical obligation to
take steps to protect all students from reasonably foreseeable

7. risk of harm (NASP professional standards, 2017).
Conclusion
When testing using the Kaufman Assessment Battery for
Children (KABC), Second Edition test, it is imperative to
follow the National Association of School Psychologist
principles. This will aid in a successful evaluation of students.
Using the National Association of School Psychologist
principles, the test will be administered without bias and a
lower chance of testing irregularities or screwed data.
References
Canivez, G. L. (2005). Bias. Encyclopedia of School
Psychology, 66-69.
Groth-Marnat. (2009). A Measure of Everyday Ability. In
Handbook of Psychological. Hoboken, NJ.: John Wiley & Sons.
Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman
Assessment Battery for Children, Second Edition. San Antonio:
Pearson.
NASP professional standards. (2017, May 05). Retrieved from
National Association of School Psychologists (2010):
http://www.nasponline.org/standards/2010standards.aspx
Pearson Clinical Psychology. (2017, May 06). Retrieved from
Pearson Clinical: pearsonclinical.com
PSY7610 – Evaluation of Test Materials and Procedures
Research Worksheet
Assessment 3:
This worksheet contains three sections:
· Section One: Test Review Table.
· Section Two: Test Selection and Rationale (minimum 5 pages
of content).

8. · Section Three: Resources (APA Style).
Section One: Test Review Table
Use the Mental Measurements Yearbook reviews, publisher Web
sites, and peer-reviewed journal articles to obtain information
about the three tests under consideration.
Test Name
Publisher
Publication Date
Types of Scores Obtained
Intended Population
1
3
Section Two: Summary and Rationale
Summary: Relate your findings for your selected test according
to the sixth element of the Code, "(6) evaluate representative
samples of test questions or practice tests, directions, answer
sheets, manuals, and score reports before selecting a test.”
Specifically, address as many of the following facets as possible
in your analysis of this element for your selected test. Address
technology in your response.
Test Items and Format
Identify type or format of test items.

9. Identify formats of the test that are available (e.g., alternate
forms, audio, computer, et cetera).
Identify the types of scores obtained from the test (include
information about norms).
Evaluate and identify or cite positive aspects of test items and
formats, directions, answer sheets, and score reports.
Evaluate and identify or cite negative aspects of test items and
formats, directions, answer sheets, and score reports.
Summarize the quality and appropriateness of the test items and
formats, directions, answer sheets, and score reports.
Discuss and evaluate how advances in technology have been
utilized or incorporated with your selected test to address test
items and format.
Summary: Relate your findings for your selected test according
to the seventh element of the Code, “(7) evaluate procedures
and materials used by the test developers, as well as the
resulting test, to ensure that potentially offensive content or
language is avoided.” Specifically, address as many of the
following facets as possible in your analysis of this element for
your selected test. Address technology in your response. Fair
and Appropriate Materials
Identify or cite positive and negative aspects of test materials
that minimize potentially offensive content or language.
Explain.

10. Cite at least one AERA standard for Supporting Documentation
for Tests (see Chapter 7 of your Standards for Educational and
Psychological Testing text) that are implicated in either the
positive or negative aspects of your selected test.
Discuss and evaluate how advances in technology have been
utilized or incorporate with your selected test to address fair
and appropriate materials.
Summary: Relate your findings for your selected test according
to the eighth element of the Code,“(8) select tests with
appropriately modified forms or administration procedures for
test takes with disabilities who need special accommodations."
Specifically, address as many of the following facets as possible
in your analysis of this element for your selected test. Address
technology in your response.
Fair and Appropriate Materials
Identify or cite if the test allows appropriate modifications or
accommodations. Explain how or why it does not allow such
modifications or accommodations.
Cite at least one AERA standard for Supporting Documentation
for Tests (see Chapter 7 of your Standards for Educational and
Psychological Testing text) that are implicated in either the
positive or negative aspects of your selected test.
Discuss and evaluate how advances in technology have been
utilized or incorporate with your selected test to address fair

11. and appropriate materials.
Section Three: References
Locate a minimum of five resources (a minimum three peer-
reviewed journal articles) pertaining to your selected test's
construction, item development, procedures utilized in
construction to minimize offensive content, and provisions of
modifications and accommodations for test takers. You will not
be required or need to have a copy of your test to complete this
assessment. You may use many different types of references and
sources to obtain this information about your test. These
references may include journal articles, literature reviews,
Mental Measurements Yearbook (MMY) reviews, reviews, and
publisher Web sites.
Add references using APA format and style to this page.