This study reviews existing research on the use of large language models (LLMs) for automatic item generation (AIG). We performed a comprehensive literature search across seven research databases, selected studies based on predefined criteria, and summarized 60 relevant studies that employed LLMs in the AIG process. We identified the most commonly…

The Naglieri Nonverbal Ability Test (NNAT) was developed to more equitably identify students of color, as it advertises itself as a culture-fair measure. In this meta-analytic evaluation, we aimed to investigate: (1) the generalizability of validity evidence of NNAT by checking its construct and criterion validity with other measures (Part I); and…

Attachment difficulties are associated with a range of adverse outcomes in mental health, and people with intellectual disabilities (IDs) may be at greater risk of experiencing difficulties in their attachment relationships. This review critically evaluated recent research measuring the prevalence of attachment difficulties in people with ID.…

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…

Universal screening of very early school-age children (age 4-7 years) is important for early identification of learning problems that may require enhanced learning opportunity. In this context, use of standardized instruments is critical to obtain valid, reliable, and comparable assessment outcomes. A wide variety of standardized instruments is…

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…

Recent research demonstrates that intelligence is much more complex than can be measured by standardized tests. External sociocultural factors influence the development of intelligence, and a distinction should be made between potential for learning and actual learning. (SK)

Reviews findings on the predictive validity of psychometric tests of intelligence. Concludes that conventional tests of intelligence can be useful but only if they are interpreted very carefully, taking into account the factors that can affect them, and in conjunction with other measures. (Author)

The history and use of intelligence testing are reviewed, with emphasis on the validity of intelligence tests for black populations. Different definitions of intelligence are summarized, followed by an historical review of intelligence testing. The work of Alfred Binet is discussed, as well as the validity and reliability of his scales. A…

Argues that IQ tests work only for some people some of the time. Offers a theory that emphasizes the roles in intelligence of information-processing, the environmental context, and coping with novelty and automatization of task performance, as a possibility for improving levels of prediction. (CMG)

The nature of tests involved in the controversy on coaching is examined. Then coaching is considered against the background of diverse types of training that may affect test performance, and the implications of these various forms of training for the meaning and validity of test scores is discussed. (Author/BW)

A review of the basic information on intelligence testing as a schooling practice is presented, including a discussion of what intelligence is and three psychological approaches to studying intelligence (psychometric, behavioristic, and developmental). All intelligence tests derived from the psychometric approach are standardized and…

Although the Wechsler Intelligence Scale for Children-Revised (WISC-R) involves modifications and a complete restandardization, the literature suggests that it remains very similar in nature to its predecessor, the Wechsler Intelligence Scale for Children (WISC). Individuals perform on the WISC-R largely the same as they do on the WISC. (Author)

A selective review of literature on the revised Wechsler Intelligence Scale for Children (WISC-R) is presented to relate research results to test interpretation. Included are inferences drawn from factor analyses, subtest specificity, subtest profiles for some exceptional populations assessment of minority group children, and IQ differences…

Validity studies conducted with the Stanford Binet Intelligence Scale: Fourth Edition (SB:FE) are reviewed. Results support its validity as a measure of general mental ability and that it can distinguish between groups of youngsters with differing intellectual abilities. Recommendations are made for use of the SB:FE. (SLD)