Top Ten Standardized Tests Used Internationally With Children and Youth by School Psychologists in 64 Countries

Oakland, Thomas; Douglas, Sara L.; Kane, Harrison

doi:10.1177/0734282915595303

Cited by 44 publications

(37 citation statements)

References 19 publications

(21 reference statements)

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“…The Wechsler Intelligence Scale for Children – Fifth Edition (WISC‐V; Wechsler, ) is the latest edition of one of the most popular intelligence tests in applied psychological practice and likely to be extensively used throughout the world (Oakland, Douglas, & Kane, ). Based on neuropsychological research and Cattell–Horn–Carroll (CHC) theory (CHC; Schneider & McGrew, ), which is an amalgam of the work of Carroll, Cattell, and Horn (Carroll, ; Horn, ; Horn & Cattell, ), two Wechsler Intelligence Scale for Children – Fourth Edition (WISC‐IV; Wechsler, ) subtests were deleted and three new subtests were added.…”

Section: Introductionmentioning

confidence: 99%

Construct validity of the Wechsler Intelligence Scale For Children – FifthUKEdition: Exploratory and confirmatory factor analyses of the 16 primary and secondary subtests

Canivez

Watkins

McGill

2018

Brit J of Edu Psychol

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Section: Introductionmentioning

confidence: 99%

Construct validity of the Wechsler Intelligence Scale For Children – FifthUKEdition: Exploratory and confirmatory factor analyses of the 16 primary and secondary subtests

Canivez

Watkins

McGill

2018

Brit J of Edu Psychol

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“…The Wechsler instruments are commonly used measures of academic and cognitive functioning (Oakland et al, 2016) that have demonstrated generally high validity and reliability. A norm-referenced measure of intellectual ability, the WISC-IV CDN (Wechsler, 2003), provides an FSIQ comprising 10 primary subtests and four indices.…”

Section: Methodsmentioning

confidence: 99%

Comparing Math LD Diagnostic Rates Obtained Using LDAC and DSM-5 Criteria: Implications for the Field

Schroeder

Drefs

Zwiers

2020

Canadian Journal of School Psychology

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Within the Canadian context, the two major learning disability classification systems are arguably the American Psychiatric Association’s (APA) Diagnostic and Statistical Manual of Mental Disorders and the Learning Disabilities Association (LDAC) of Canada’s Official Definition of Learning Disabilities. Several of the more recent changes to the fifth edition of the DSM contrast with the LDAC definition, which establishes them as competing diagnostic frameworks. We investigated the frequency of math learning disability identification when both the LDAC and DSM-5 criteria were modelled and applied to an archived data set (2011–2016). Results support generally similar percentages of math learning disability cases identified when employing LDAC or DSM-5 criteria; however, the two methods identified a different set of cases. Implications for using DSM-5 versus LDAC criteria in diagnosing learning disabilities are discussed, including the need to consider adopting a national diagnostic standard.

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“…Verbal ability was assessed in each study via either a Stanford-Binet or Weschler intelligence test (or revisions thereof). These measures of verbal ability remain two of the top-ten most utilized psychometric tests in school systems around the world today (Oakland, Douglas, & Kane, 2016).…”

Section: Motivating Datamentioning

confidence: 99%

Estimating New Quantities from Longitudinal Test Scores to Improve Forecasts of Future Performance

McNeish

Dumas

Grimm

2019

Multivariate Behavioral Research

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Psychometric models for longitudinal test scores typically estimate quantities associated with single-administration tests, like ability at each time-point. However, models for longitudinal tests have not considered opportunities to estimate new quantities that are unavailable from singleadministration tests. Specifically, we discuss dynamic measurement modelswhich combine aspects of longitudinal IRT, nonlinear growth models, and dynamic assessmentto directly estimate capacity, defined as the expected future score once the construct has fully developed. After discussing the history and connecting these areas into a single framework, we apply the model to verbal test scores from the Intergenerational Studies, which follow 494 people from 3 to 72 years old. The goal is to predict adult verbal scores (Age ≥ 34) from adolescent scores (Age ≤ 20). We held-out the adult data for prediction and compared predictions from traditional longitudinal IRT ability scores and proposed dynamic measurement capacity scores from models fit to the adolescent data. Results showed that the R 2 from capacity scores were 2.5 times larger than the R 2 from longitudinal IRT ability scores (43% vs. 16%), providing some evidence that exploring new quantities available from longitudinal testing could be worthwhile when an interest in testing is forecasting future performance.

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Top Ten Standardized Tests Used Internationally With Children and Youth by School Psychologists in 64 Countries

Cited by 44 publications

References 19 publications

Construct validity of the Wechsler Intelligence Scale For Children – FifthUKEdition: Exploratory and confirmatory factor analyses of the 16 primary and secondary subtests

Construct validity of the Wechsler Intelligence Scale For Children – FifthUKEdition: Exploratory and confirmatory factor analyses of the 16 primary and secondary subtests

Comparing Math LD Diagnostic Rates Obtained Using LDAC and DSM-5 Criteria: Implications for the Field

Estimating New Quantities from Longitudinal Test Scores to Improve Forecasts of Future Performance

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