Research Bytes: A Systematic Examination of the Linguistic Demand of Cognitive Test Directions Administered to School-Age Populations

A Systematic Examination of the Linguistic Demand of Cognitive Test Directions Administered to School-Age PopulationsDamien C. Cormier1⇑Okan Bulut1Deepak Singh1Kathleen E. Kennedy1Kun Wang1Alethea Heudes1Adam J. Lekwa21University of Alberta, Edmonton, Canada2Rutgers University, New Burnswick, NJ, USADamien C. Cormier, Department of Educational Psychology, University of Alberta, 6-107E Education North, Edmonton, Alberta, Canada T6G 2G5. Email:[e-mail] selection and interpretation of individually administered norm-referenced cognitive tests that are administered to culturally and linguistically diverse (CLD) students continue to be an important consideration within the psychoeducational assessment process. Understanding test directions during the assessment of cognitive abilities is important, considering the high-stakes nature of these assessments. Therefore, the linguistic demand of spoken test directions from the following commonly used cognitive test batteries was examined and compared: Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V), Woodcock –Johnson IV Tests of Cognitive Abilities (WJ IV COG), Cognitive Assessment System, Second Edition (CAS2), and Kaufman Assessment Battery for Children, Second Edition (KABC-II). On average, the linguistic demand of the standard test directions was greate r than the linguistic demand of the supplementary test dir...

Source: Intelligent Insights on Intelligence Theories and Tests (aka IQ's Corner) - November 22, 2016 Category: Neuroscience Tags: CAS2 CLIM KABC-II linguistic demand WISC-V WJ IV Source Type: blogs