This article provides guidelines for an entry-level course that prepares psychology students and practitioners to acquire entry-level skills, abilities, knowledge, and attitudes important to the individual assessment of intellectual abilities of children and youth. The article reviews prominent international, regional, and national policies,…

Validation research for educational achievement tests is often limited to an examination of intended test score interpretations. This article calls for an expansion of validation research in three dimensions. First, validation must attend to actual test use and its consequences, not just score meaning. Second, validation must attend to unintended…

This article offers advice on interpreting intelligence quotient (IQ) data and other results from intelligence tests. Myths regarding the practical applications and broader implications of IQ profiles are debunked. Several warnings are given regarding test use along with general statements of intelligence tests' strengths and weaknesses in…

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)

This book is designed to align assessment with instructional practices that promote the development of the multiple intelligences outlined by Howard Gardner. To facilitate the use of multiple assessments for the multiple intelligences, the information in this book is transferable to the classroom. The book explains how a teacher can design…