The history of intellectual assessment with children and youth in Peru is presented from the foundation of scientific psychology in Peru until now. Current practices are affected by the multicultural ethnolinguistic diversity of the country, the quality of the different training programs, as well as by Peruvian regulations for becoming an academic…

Explains two microcomputer programs written in BASIC for the Apple IIe microcomputer which allow the user to evaluate the Wechsler Intelligence Scale for Children-Revised and choose recommendations to fit the individual needs of the client being tested. (MBR)

The criterion validity of the factor index scores of the third edition of the Wechsler Intelligence Scale for Children (WISC-III) was evaluated in a sample of 88 children with traumatic head injury. Only the Perceptual Organization and Processing Speed scores demonstrated acceptable sensitivity to injury severity for evaluation use. (SLD)

The Wechsler Intelligence Scale for Children-Third Edition (WISC-III) was factor analyzed with a sample of 106 deaf and hard-of-hearing children. Two factors emerged, labeled "Language Comprehension" and "Visual-Spatial Orientation." Implications and future directions for the assessment of deaf and hearing-impaired students are…

The Kaufman Brief Intelligence Test (K-BIT) was used as a screening instrument to predict Wechsler Intelligence Scale for Children-Third Edition (WISC-III) scores of 94 students referred for psychoeducational evaluations. Although the correlation coefficient between the K-BIT IQ Composite and the WISC-III Full Scale IQ was 0.771 for the entire…

Disadvantages of traditional intelligence tests with handicapped children are discussed, and an alternative approach, The "Assessment of Basic Competencies" (ABC) is presented. The background and design of the ABC and the three domains of the model (language skills, math reasoning skills, and information processing skills) are…

Defines test bias as a phenomenon in which test scores result in negative outcomes for certain groups, often lower socioeconomic groups and minorities. Discusses three manifestations of test bias including content, atmosphere, and use bias and presents recommendations for remedying bias problems in testing the culturally different. (JAC)

Data from 30 national service centers found the number of assessment instruments endorsed increased as centers adopted a multidisciplinary approach to education and treatment, the largest proportion of instruments fell within intellectual, motor, and language/communication domains, and instruments were used most frequently for diagnostic and…

A mail survey about the use of instruments in 9 assessment areas was answered by 389 school psychologists. Comparison with a similar survey 10 years earlier suggests no decline in assessment overall, although emphasis is switching away from intelligence testing, toward achievement testing, behavior rating, and adaptive measurements. (SLD)

This package contains articles in three general areas: items covering measurement topics; brief and practical guides on measurement techniques; and professional reading on broader assessment issues. The purpose of these publications by "Set" is to provide research information to teachers. The initial article, "Overview of Issues in…

This fact sheet lists problems involved in the use of standardized tests. It is argued that standardized tests are not really fair and helpful evaluation tools because they reward the ability to answer superficial questions quickly and do not measure the ability to think or create in any field. They also assume that all test takers have been…

This manuscript was written to provide rehabilitation professionals, and vocational evaluation practitioners in particular, with information about learning style assessment instruments. The first section of the guide consists of a literature review that focuses on such aspects of development of the learning styles concept as individual…