The Sustainable Development Goals mandate that by 2030, all children should have access to quality early child development opportunities, healthcare and pre-primary education. Yet validated measures of ECD in low and middle income countries (LMICs) are rare. To address this gap, a Systematic Review (SR) of measures available to profile the…

Children born preterm are at risk for developmental deficits across multiple functional domains. As the rate of survival for preterm infants increases due to medical advancements, a greater understanding is needed for how to meet the needs of this growing population in schools. Because approximately 50-70% of children born preterm require…

While the number of English Learners (ELs) continues to grow rapidly in the United States, corresponding proportions of ELs are not found in gifted and talented education programs across the nation. The underrepresentation of ELs in gifted programs is both a societal and a research problem. This report presents the results of a systematic review…

Assessment is a crucial component of gifted education. Not only does it facilitate the recognition of the potential and specific needs of gifted students, it also monitors the progress and growth of gifted students, and allows for the evaluation of gifted education programs. In the present review, we synthesize the literature on assessment in…

Care Quality Rating and Improvement Systems (QRISs) have advanced and matured, a number of states and localities have undertaken evaluations to validate the systems. Such efforts stem from the desire to ensure that the system is designed and operating in the ways envisioned when the system was established. Given that a central component in a QRIS…

A meta-analysis of the stability of low IQ (IQ less than 80) was performed on IQ tests that have been commonly used--tests that were derived by D. Wechsler (1949, 1955, 1974, 1981, 1991, 1997) and those based on the Binet scales (L. M. Terman, 1960; L. M. Terman & Merrill, 1972). Weighted-mean stability coefficients of 0.77 and 0.78 were found…

A brief review of these tests is provided, and it is concluded that the procedures possess a number of characteristics that make the evaluation of change in intelligence a tenuous proposition. (Author)

Evaluates three approaches to dynamic assessment of intelligence in terms of their ability to address both classification and remediation functions of assessment in schools. Argues that relative to traditional intelligence tests, dynamic approaches have failed to provide evidence of satisfactory technical characteristics, such as reliability and…

Reviewed 285 studies describing intelligence of deaf and hard-of-hearing people to determine assessment practices used with this population; outcomes of intellectual assessments; and interaction between assessment practices and outcomes. Found research growing slowly, Wechsler Performance Scales being most popular assessment instruments, methods…

This discussion of psychoeducational assessment of hearing-impaired students and the influence of language competence focuses on: the nature of the interaction between cognition and language, the nonpragmatic nature of traditional assessments, approaches to reducing intelligence test bias, pragmatic violations in intellectual assessment, and…

Responds to Kranzler and Keith (this issue) by providing data from a data-driven approach that suggests the Cognitive Assessment System (CAS) has validity. Provides evidence that the interpretation of the planning, attention, simultaneous and successive (PASS Scales) theory described in the "CAS Interpretive Handbook" is well supported.…

The article reviews the development of infant cognitive assessment and describes selected tests. Considerations in choosing, administering, and interpreting the results of infant intelligence/cognitive assessment instruments are outlined. The usefulness of cognitive assessment is discussed as are new approaches to assessment. (Author/DB)

Although it is sometimes claimed that Raven's Matrices provide an almost pure measure of g, there is evidence that the easier items in the Standard Progressive Matrices and in Set I of the Advanced Matrices measure a perceptual or Gestalt factor distinct from the more analytic items in the rest of the tests. There is also, however, both factor…

Uses confirmatory factor analysis (CFA) to address unresolved issues concerning the structure of the Cognitive Assessment System, a test of intelligence based upon the planning, attention, and simultaneous-successive (PASS) processes theory of human cognition. Results reveal that the CFA of the standardization data do not support use of the CAS…

Nine questions that link performance on the Kaufman Assessment Battery for Children to classroom teaching and pupil learning were posed. Results revealed the absence of empirical validation for linking K-ABC scores and altered teaching methods to known and desirable outcomes. (Author/CL)