Thesis--Lund. / Includes bibliographical references (p. 146-152).

No description available.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1970. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p.26-27).

Thesis--Lund. / Includes bibliographical references (p. 146-152).

Thesis (Ph. D.)--Drexel University, 2006. / Includes abstract and vita. Includes bibliographical references (leaves 69-74).

The use of standardized tests in the assessment of ethnic students who speak English as a second language has become an important issue in Canada due to the increasing number of immigrant students in the school system. The subjects of this study were a group of 34 Canadian born, bilingual Chinese third graders with at least three years of schooling in English. They were tested on two standardized tests and the results were compared with the standardization population. The study also investigated the correlations among these two measures and an informal teacher rating scale. The subjects were found to perform more than one standard deviation below the norm on the Peabody Picture Vocabulary test - Revised, which is a test of receptive language. Chinese speaking home environments and the culturally biased items in the test might have resulted in the significantly low score obtained by the subjects. On the Stanford-Binet Intelligence Scale: Fourth Edition, the subjects did not perform significantly different from the norm on the Test Composite, Verbal Reasoning, Abstract/Visual Reasoning, Short-Term Memory and seven subtests. They did score significantly higher than the norm on Pattern Analysis, Matrices, Number Series and Quantitative Reasoning and significantly lower on Copying and Memory for Sentences. When compared with a group of Asian subjects (ages 7-11) from the Stanford-Binet standardization sample, the subjects performed significantly higher on Quantitative Reasoning and lower on Short-term Memory. As consistent with the results of previous research, the subjects in the present study excelled in visual/perceptual and mathematical tests. It is possible that their (English Language) proficiency may have brought about significantly low score in Memory for Sentences. The four reasoning area scores on the Stanford-Binet were found to be significantly different from each other with the subjects' highest score in Quantitative Reasoning and the lowest in Short-Term Memory. Correlations among the three measures reached statistical significance ranging from the thirties to the sixties. Teacher rating correlated equally well with the standardized tests as there was no significant difference among the correlations. However, the correlations indicated that though these tests shared something in common, in practice, they cannot be used interchangeably. The study concluded that the Peabody Picture Vocabulary Test - Revised may not be an appropriate instrument for measuring the receptive language of Chinese students who have English as their second language. The Stanford-Binet Intelligence Scale: Fourth Edition could be considered a valid measure of the cognitive ability of this group of students. The positive and significant correlations among Teacher Rating and standardized tests indicate that teachers' perception of student ability parallels what formal testing reveals. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

No description available.

Individually administered intelligence tests are a routine component of psychological assessments of children who may meet criteria for Attention-Deficit/Hyperactivity Disorder (ADHD), learning disorders (LD), or emotional and behavioral disorders (EBD). In addition to providing potentially useful test scores, the individual administration of an intelligence test provides an ideal opportunity for observing a child’s behavior in a standardized setting, which may contribute clinically meaningful information to the assessment process. However, little is known about the associations between test scores and test session behavior of children with these disorders. This study examined patterns of test scores and test session observations in groups of children with ADHD, LD, EBD who were administered the Stanford Binet Intelligence Scales, Fifth Edition (SB5), as well as in control children from the SB5 standardization sample. Three hundred and twelve children receiving special education services for ADHD (n = 50), LD (n = 234), EBD (n = 28) and 100 children selected from the SB5 standardization sample were selected from a data set of children who were administered both the SB5 and the Test Observation Form (TOF; a standardized rating form for assessing behavior during cognitive or achievement testing of children). The groups were then compared on SB scores and TOF scores. Associations between test scores and TOF scores in children with ADHD, LD, and EBD and normal controls were also examined. The results of this investigation indicated that children with ADHD, LD, and EBD and normal control children differed on several SB5 and TOF scales. Control children scored higher on all of the SB5 scales than children with LD, and scored higher on many of the SB5 scales than children with ADHD and EBD. Children with EBD demonstrated the most problem behavior during testing, followed by children with ADHD. Children with LD were similar to control children with respect to test session behavior. In addition, several combinations of test scores and test session behavior were able to predict diagnostic group status. Overall, the results of this investigation suggest that test scores and behavioral observations during testing can and should be important components of multi-informant, multi-method assessment of children with ADHD, LD, and EBD.

No description available.

Introduced in 1986, the Stanford-Binet Intelligence Scale: Fourth Edition differs radically from its predecessors. Because of the adaptive testing format and the limited number of items given to each subject, it is especially important that consecutive levels in each of the tests increase in difficulty. The purpose of this study was to investigate the progression of difficulty among items in the Fourth Edition.Three hundred sixty-four subjects f iii Indiana who ranged in age from 3 years, 0 months to 23 years, 4 months were administered the Fourth Edition. The study was limited to those subjects earning a Composite SAS Score at or above 68.Data were presented to indicate trends in the difficulty of each item as well as in the difficulty of each level in the Fourth Edition. Three research questions were answered. 1.) Are the items at each level equally difficult? 2.) Are the levels in each test arranged so that the level with the least difficult items is first followed by levels with more and more difficult items? 3.) In each test is an item easier for subjects who have entered at a higher level than it is for subjects who have entered at a lower level?The results supported the hypotheses, confirming that the Fourth Edition is a solidly constructed test in terms of item difficulty levels. Most item pairs within a level were found to be approximately equal in difficulty. Nearly all of the levels in each test were followed by increasingly more difficult levels. And each item was found to be more difficult for subjects entering at a lower entry level than for those entering at a higher entry level with very few exceptions. For these few discrepancies found, there was no reason to believe that these were caused by anything other than chance. / Department of Educational Psychology