Assessment pdf

Ability Tests Instrument Purpose Parameters Qualifications Publisher Norm Group Scoring Validity Reliability Content, Internal .84- Bilingual Assess verbal ‚K-12 No specialized Riverside Samples from Hand- construct, .95; Test- Verbal Ability ability by ‚30 minutes training; two age five scored; and factor retest .80-.92 Tests (BVAT) using both ‚Individual examiners, one through adult in software to analysis English and ‚16 who speaks Spanish, automate Test-retest Extensive >.85 the student’s languages English and German, scores and one who Arabic, provide Extensive Test-retest native ‚Assesses >.85 language Woodcock speaks the Japanese, summary Johnson oral student’s Hindi, Russian, vocabulary, native Creole, French, picture language, may Italian, Chinese vocabulary, be used. (2), Portuguese, and verbal Turkish, Polish, analogies Vietnamese, and English Cognitive Measure ‚K-12 No specialized Riverside Very large Hand- Abilities Test - cognitive ‚90 minutes training sample; scored, Form 6 abilities ‚Group normed machine- (CogAT) through alongside Iowa scored, or verbal and Tests of Basic publisher- quantitative Skills scored reasoning Cognitive Measure ‚K-12 No specialized Riverside Large sample; Hand- Abilities Test - nonverbal ‚30 minutes training normed scored, Nonverbal reasoning ‚Group alongside Iowa machine- Battery and problem Tests of Basic scored, or (CoGAT solving using Skills; subsample publisher- Nonverbal) symbols of scored gifted/talented Table 8. Standardized Instruments Suitable for Identification of Gifted/Talented Potential: Ability Tests. Excerpted from Equity in Gifted Education: A State Initiative 1

Instrument Purpose Parameters Qualifications Publisher Norm Group Scoring Validity Reliability Comprehensive ‚K-adult No Pro-Ed Construct, Internal >.80 Test of Nonverbal Assess innate ‚45 minutes specialized Large sample Hand- concurrent, Intelligence abilities of ‚Individual training Riverside reflecting 1997 scored, predictive, Full-scale (CTONI) analogical ‚Uses ethnic/racial machine- and reliability .96; reasoning, designs and Training useful demographics scored, or discriminant Subtests of Das-Naglieri classification, pictures to and is of school publisher- p.a.s.s. .83- Cognitive and sequential assess available districts across scored Discriminant .93 Assessment reasoning; nonverbal through CD- the US; special validity for System (CAS) recommended ability ROM and efforts were gifted/ for individuals books made to talented who are limited ‚K-12 eliminate from other English ‚40 minutes sources of groups of proficient, for basic cultural, learners economically and 60 gender, racial, disadvantaged, minutes for or linguistic bias. or deaf. full ‚Group 2,200 students Hand- Assess ‚Uses shapes aged 5.0-17.11, scored intelligence and designs closely across cognitive in a reflecting USA processing progressive population dimensions of matrix planning, format attention, simultaneous, and successive (p.a.s.s.) Table 8 (cont’d). Standardized Instruments Suitable for Identification of Gifted/Talented Potential: Ability Tests. Excerpted from Equity in Gifted Education: A State Initiative 2

Instrument Purpose Parameters Qualifications Publisher Norm Group Scoring Validity Reliability Full-scale Differential Assess verbal ‚K-12 PhD in Psychological 3,475 students Hand- Construct, reliability low- psychology Corporation aged 2.6-5.11 scored or concurrent, to-mid .90's Ability Scales ability, ‚45-65 and discriminant (DAS) nonverbal minutes and/or (preschool machine- validity; reasoning, ‚Individual education form) and 6- scored discriminant validity spatial ability; tests for with relevant 17.11 (school established with G/T also has general assessment form) with diagnostic conceptual training large samples and ability via and/or of Hispanic achievement both verbal license and African subtests and American; also nonverbal samples of G/T Gifted and Ascertain the channels No Prufrock Press Over 1,000 Hand- Some validity Internal Talented presence of specialized children in US scored studies on consistency Evaluation G/T behaviors ‚K-12 training and Canada; content .90 Scale on five scales: ‚30 minutes US children Test-Retest ‚Individual .90+ ‚Based on (GATES) intellectual, popular reflected 1990 academic, definitions Census creativity, leadership, and artistic Kaufman Determine ‚PK-12 PhD in AGS Over 3,100 Hand- Extensive Original Assessment verbal ‚30 minutes psychology validity version .77- Battery (K- intelligence ‚Individual and/or students, aged scored or studies of .97 content, 3-18; machine- construct, concurrent, ABC) through education, subsample of scored predictive, & discriminant consciousness with relevant gifted/ validity of cultural assessment talented diversity training students and/or license Table 8 (cont’d). Standardized Instruments Suitable for Identification of Gifted/Talented Potential: Ability Tests. Excerpted from Equity in Gifted Education: A State Initiative 3

Instrument Purpose Parameters Qualifications Publisher Norm Group Scoring Validity Reliability Leiter Assess PhD in Stoelting Sample of Hand- Numerous Internal International nonverbal ‚PK-12 psychology 2411, scored or validity consistency ‚25 minutes studies .88-.93 Performance intelligence (short form); 3 and/or reflecting 1993 machine- Scale- Revised without any hours (total) education, with demographics scored (LIPS-R) words ‚Individual relevant in US; spoken or ‚Uses shapes assessment subsamples of written; and figures to training and/or G/T and ADHD emphasis on assess \"fluid\" license Naglieri fairness intelligence No specialized Harcourt Over 100,000 Hand- Related to Internal Nonverbal training US students; scored, achievement consistency Ability Test Determine ‚K-12 special groups machine- and .95; Test- Multilevel Form through ‚30 minutes of G/T, LD, scored, or intelligence; retest .85 culture-fair, ‚Group content and language- ‚Uses shapes construct (NNAT) free means; and designs in and across publisher- students' progressive several scored nonverbal matrix format cultures reasoning , problem- Otis-Lennon solving ‚K-12 No specialized Harcourt Normed with Hand- Numerous Internal School Abilities Assess both the scored, validity consistency cognitive ‚75 minutes for training studies >.90; Test-retest Test, 7th edition abilities older Stanford-9 and machine- >.85 (OLSAT-7) related to students; less Metro-8 scored, or learning for younger Achievement publisher- and school ‚Group Tests in huge scored potential ‚Logical and studies of abstract 200,000+ thinking by children generalizing, and seeing relationships Table 8 (cont’d). Standardized Instruments Suitable for Identification of Gifted/Talented Potential: Ability Tests. Excerpted from Equity in Gifted Education: A State Initiative 4

Instrument Purpose Parameters Qualifications Publisher Norm Group Scoring Validity Reliability Screening Identify gifted ‚K-8 No specialized Prufrock Hand- Extensive Reliabilities Assessment students K-8 ‚Untimed, but training Press Over 5,300 scored validity data .77-.95 for Gifted via a students, Elementary combined at least 60 PhD in Riverside stratified by Years of Reliabilities and Middle aptitude and psychology norm and validity >.90 School achievement minutes and/or SOI gifted groups studies of all Students, 2nd test (3 ‚Group education, with and 1997 US types with Reliabilities edition subtests) ‚Analogical relevant demographics impressive vary widely (SAGES-2) assessment results; by subtests Identify reasoning, training and/or Over 5,000 Hand- discriminant Stanford- unitary license subjects of all scored validity on Binet intelligence math/ ages in 1972 giftedness Intelligence, (g) Training in SOI, renorming Form L-M science, social interpretation, effort Ongoing Identify and scoring validity Structure of strengths and studies, and invaluable Over 1,000 Hand- studies; Intellect Test weaknesses subjects and scored or strong results of Learning using language growing; publisher- to date in Abilities (SOI) Guilford's ‚PK-adult norming is on- scored content, view of ‚Individual going construct, multiple ‚Time depends and intelligence discriminant on ability ‚Higher ceilings than Stanford-Binet- IV and better for finding intellectual giftedness ‚PK-adult ‚Individual or group ‚1 hour (K-3); 3 hours (3-adult) ‚Assesses many discrete intelligences Table 8 (cont’d). Standardized Instruments Suitable for Identification of Gifted/Talented Potential: Ability Tests. Excerpted from Equity in Gifted Education: A State Initiative 5

Instrument Purpose Parameters Qualifications Publisher Norm Group Scoring Validity Reliability No specialized Prufrock Hand-scored Numerous Internal Test of Assess ‚K-Adult training Press Large sample validity studies, consistency Nonverbal nonverbal ‚20 minutes stratified concentrating .90 Intelligence- intelligence ‚Individual across US on content and 3rd Edition using ‚No words, demo- construct Reliability .60->.80 (TONI-3) abstract numbers, or graphics of Numerous validity studies figures familiar mid-1990's with various results; content pictures of and construct validity language strongest Torrance Assess ‚K-12 Training in Scholastic Over 1,000 Hand-scored Tests of creativity and ‚30-45 administration, Testing students from or publisher- Creative creative minutes scoring, and all cultures scored Thinking potential ‚Group or interpretation (figural) and (TTCT) individual required over 1,000 Figural & ‚Measures from US Verbal fluency, (verbal) flexibility, originality, abstraction, resistance to premature closure ‚Figural, requires little English Table 8 (cont’d). Standardized Instruments Suitable for Identification of Gifted/Talented Potential: Ability Tests. Excerpted from Equity in Gifted Education: A State Initiative 6

Instrument Purpose Parameters Qualifications Publisher Norm Group Scoring Validity Reliability Universal Assess general Reliabilities Nonverbal intelligence (g) ‚K-12 No Riverside Stratified diverse Hand- Extensive .80-.98 ‚15-45 statistical specialized samples of scored validity studies with strong Intelligence nonverbally minutes, training 3,865 children concurrent validity, Test (UNIT) with depending on using 1995 US moderate predictive unprecedented form and/or demographics validity, and discriminant cultural fairness need validity for ‚Memory and giftedness reasoning using symbols, objects, analogic thought, space, and design ‚No words used, even in Wechsler Identify unitary directions PhD in Psychological Over 2,200 Hand- Extensive Reliabilities Intelligence intelligence (g) psychology Corporation children scored or validity >.90 Scale for ‚1-12 and/or stratified by machine- studies, ‚50-85 minutes including ‚10 core discriminant validity on Children, subtests and 3 education, age, gender, scored giftedness 3rd Edition supplemental with relevant parental (WISC-III) subtests assessment education, training region, and Woodcock- Measure ‚K-adult and/or license ethnicity Machine- Many validity Reliabilities ‚10-15 minutes No Riverside Over 8,800 scored Johnson cognitive ability specialized students; studies >.80 Test of as a single (brief form) to training normed Cognitive dimension of >1 hour concurrent with Ability - WJ-III intelligence (g) ‚Seven Edition III subtests Achievement; (WJ-III) subdivide g culturally diverse Table 8 (cont’d). Standardized Instruments Suitable for Identification of Gifted/Talented Potential: Ability Tests. Excerpted from Equity in Gifted Education: A State Initiative 7

Achievement Tests Instrument Purpose Parameters Qualifications Publisher Norm Group Scoring Validity Reliability Strong Internal Compre- Assess quickly ‚K-12 No Pro-Ed Over 1,000 Hand- construct consistency hensive develop- ‚15 minutes specialized children scored and .90 Scales of mental ability ‚Individual training representing predictive Student through ‚Broad overview diverse groups validity Reliabilities .75-.98 Ability (CSSA) achievement of development Impressive ‚Useful with validity Internal studies of consistency young children many types high .80s (brief) to low with potential Construct, .90s (full); criterion- Test-retest Iowa Test of Provide giftedness No Riverside Large sample Machine- referenced, mid .90s Basic Skills, traditional specialized throughout US scored or and content (brief) to high Form M (ITBS- assessment of ‚K-12 in 14 levels training and across publisher- .90s (full) ‚Group ‚2 hours to 4.5 M) academic hours (full) various diverse scored achievement depending on strata level Kaufman Test Determine ‚1-12 No AGS US sample of Publisher- of student ‚20-30 minutes specialized over 3,000 scored Educational academic (brief); 30-60 training; strict students across Achievement achievement minutes (grades adherence to diversity of , New Edition 1-3); 50-75 time regions, (K-TEA-NU) minutes (4-12) guidelines socioeconomic ‚Group or status, and individual ethnicities ‚Multiple choice and open- ended ‚All major academic areas tested Table 11. Standardized Instruments Suitable for Identification of Gifted/Talented Potential: Achievement Tests. Excerpted from Equity in Gifted Education: A State Initiative 8

Instrument Purpose Parameters Qualifications Publisher Norm Group Scoring Validity Reliability No Harcourt Over 500,00 Publisher- Impressive Most subtests Metropolitan Determine ‚K-12 specialized students across scored validity results >.80; lowest ‚90 minutes to 4 subtests >.70; Achievement student open-ended subtests Tests, 8th achievement hours, depend- training; strict various strata on construct, lowest Edition in traditional ing on level adherence to content, and Mid .90s (Metro-8) academic discriminant subjects ‚Group time Majority of subtests .80- ‚Comprehensive guidelines .90; lowest subtests in test of .70’s; open- ended academic subtests lowest Mini-Battery Ascertain subjects No Riverside Over 6,000 US Software- Correlation of of quickly specialized individuals scored .80 and up Achievement student ‚K-12 training with major, academic ‚30 minutes lengthy ‚Individual ‚Reading (sight, achievement comprehension, achievement vocabulary), batteries writing, math, factual knowledge Stanford Assess ‚K-12 No Harcourt US sample of Publisher- Impressive over 500,000 Achievement academic ‚Most of a week, specialized scored validity on Test, 9th achievement depending on training; strict students across construct, Edition (SAT- subtests used adherence to many variables criterion- 9); Aprenda- ‚Group time of referenced, 2 (SAT ‚Tests all major guidelines socioeconomic and content Spanish) academic skill status, region, and content and ethnicity areas ‚Both multiple choice and open-ended Table 9 (cont’d). Standardized Instruments Suitable for Identification of Gifted/Talented Potential: Achievement Tests. Excerpted from Equity in Gifted Education: A State Initiative 9

Instrument Purpose Parameters Qualifications Publisher Norm Group Scoring Validity Reliability Wechsler Assess No Psychological Over 1,000 Hand- Strong Reliabilities Individual individual ‚K-12 specialized Corporation students scored or construct, >.80 Achievement achieve- ‚Individual training across diverse machine- content, and ‚30-75 Reliabilities mid .90s Test, 2nd Edition ment and minutes, groups scored predictive (WIAT-II) correlate it depending validity to the on age WISC-IV ‚Diagnoses disabilities; also reveals Woodcock- Efficiently high abilities No Riverside Over 8,800 Machine- Validity .60-.70 Johnson Test of measure specialized students; scored compared to Achievement, school- ‚K-Adult training normed other 3rd Edition (WJ- related ‚Group concurrent achievement ‚1-2 hours ‚Focus on III) achieve- ability and with WJ-III tests ment achievement Achievement; discrep- culturally ancies diverse; co- normed with WJ-III Test of Cognitive Abilities Table 9 (cont’d). Standardized Instruments Suitable for Identification of Gifted/Talented Potential: Achievement Tests. Excerpted from Equity in Gifted Education: A State Initiative 10

Checklists and Inventories Instrument Purpose Parameters Qualifications Publisher Norm Group Scoring Validity Reliability Internal .90; Gifted Assess five ‚Ages 4.5-19 No Hawthorne Unknown Hand-scored Factor Test-retest .91 Evaluation areas of ‚Untimed specialized analysis Scale giftedness ‚Group or training reveals one Unknown individual area of Unknown ‚48 items giftedness; Reliabilities correlates >.85 with WISC-R Unknown Group Screen for ‚6-12 No Educational Unknown Hand-scored Content and ‚Documents specialized Assessment construct Inventory for creative Finding giftedness teacher training Service validity Interests observation studies Group Screen for ‚K-6 No Educational Unknown Hand-scored Content and ‚Documents specialized Assessment construct Inventory for creative Finding Talent giftedness teacher training Service validity (GIFT) observation studies Iowa Determine ‚K-8 No Gifted Diverse Hand-scored Excellent ‚Encompasses specialized predictive Acceleration appropriate- Psychology sample of Scale (IAS) ness of whole- key issues training Press >500 validity grade related to a accelerated acceleration need for students and grade >500 not acceleration accelerated Kingore To document ‚K-3 No ALPS Unknown Hand-scored Unknown specialized Observation observed ‚Teacher Inventory behaviors observes and training (KOI) related to tallies traits giftedness over a 6-week period Table 10. Standardized Instruments Suitable for Identification of Gifted/Talented Potential: Checklists and Inventories. Excerpted from Equity in Gifted Education: A State Initiative 11

Instrument Purpose Parameters Qualifications Publisher Norm Group Scoring Validity Reliability Leadership ‚K-Adult No specialized Gifted Unknown Unknown Development Determine ‚Self-reported training Psychology Unknown Hand-scored Program the need and self- Press for scored No specialized leadership ‚Learning training Creative training for Skills Learning students Inventory Press with high used pre- leadership and post- Institute for potential leadership Behavioral activities in Research in Scales for Document classroom Creativity Requires Hand-scored Construct Requires Rating the observed ‚K-12 development and content development Behavioral behaviors ‚Adult of local validity of local Characteristics related to observes and norms drawn from norms of Superior giftedness tallies traits in numerous Students five areas of research Internal .77- giftedness studies .91 Student Talent Determine ‚5-12 No specialized Large sample Hand-scored Correlation and Risk Profile students ‚45 minutes training restricted to with Stanford who may ‚Group or one state Achievement benefit Test from G/T individual services and who may be at risk for school problems Table 10 (cont’d). Standardized Instruments Suitable for Identification of Gifted/Talented Potential: Checklists and Inventories. Excerpted from Equity in Gifted Education: A State Initiative 12

Core Content Areas (Language, Mathematics, Science, and Social Studies) Instrument Purpose Parameters Qualifications Publisher Norm Group Scoring Validity Reliability Internal Orleans-Hanna Confirm ‚Grades 7-8 No Harcourt Almost 16,000 Publisher- Strong consistency validity of >.90; Algebra readiness to ‚Use in out-of- specialized students in scored Test-retest >.90 Prognosis Test, learn algebra level with G/T training grades 7 and several types; Internal 3rd Edition group 8 from predictive consistency (OHAP-3) ‚Foundational general validity .88; Test- retest .85 concepts mathematics especially Internal and algebra good consistency .90; Test- Test of Early Determine ‚PK-3 No Stoelting Over 1,000 Hand-scored Construct, retest .87 Mathematics develop- ‚Individual specialized young content Internal Ability, 2nd mental basic math training children consistency .81-.92; Edition (TEMA- mathe- concepts Test-retest .84-.94 2) matical ability Test of Early Determine ‚PK-3 No Stoelting Over 1,000 Hand-scored Construct, young content Reading Ability, develop- ‚Individual specialized children 2nd Edition mental ‚Basic reading training (TERA-2) reading ability skills and in young compre- children hension Test of Identify ‚K-6 No Pro-Ed US sample of Hand-scored Construct Mathematical mathematical ‚Untimed specialized over 500,000 or publisher- (especially Abilities for talent in ‚Group training students scored for G/T), Gifted Students children ‚Reflects across many content, (TOMAGS) current NCTM variables of criterion- curricula socioeco- referenced nomic status, region, and ethnicity Table 11. Standardized Instruments Suitable for Identification of Gifted/Talented Potential: Core Content Areas (Language, Mathematics, Science, and Social Studies). Excerpted from Equity in Gifted Education: A State Initiative 13

Instrument Purpose Parameters Qualifications Publisher Norm Group Scoring Validity Reliability Test of Assess writing ‚Ages 6.6- No specialized Pro-Ed 1,226 students Hand- Content, Internal Written achievement 14.11 training in 26 states scored construct, consistency Expression ‚60 minutes+ representative (TOWE) ‚76 items of of the nation and criterion- >.90; referenced; Test-retest writing skills, demograph- good mid-.90’s plus ically correlation completion with writing of a story tests stimulus Table 11 (cont’d). Standardized Instruments Suitable for Identification of Gifted/Talented Potential: Core Content Areas (Language, Mathematics, Science, and Social Studies Excerpted from Equity in Gifted Education: A State Initiative 14

Excerpted from Equity in Gifted Education: A State Initiative 15