Artificial intelligence (AI) and robotics are major breakthrough technologies that are transforming the economy and society. The OECD's Artificial Intelligence and the Future of Skills (AIFS) project is developing a programme to assess the capabilities of AI and robotics, and their impact on education and work. This volume reports on the first…

E-assessments of students profoundly influence their motivation and play a key role in the educational process. Adapting assessment techniques to current technological advancements allows for effective pedagogical practices, learning processes, and student engagement. The "Handbook of Research on E-Assessment in Higher Education"…

Cognitive assessment of young children contributes to high-stakes decisions because results are often used to determine eligibility for early intervention and special education. Previous reviews of cognitive measures for young children highlighted concerns regarding adequacy of standardization samples, steep item gradients, and insufficient floors…

This study of 60 special education children found that Wechsler Intelligence Scale for Children-III (WISC-III) scores correlated significantly and positively with the Wide Range Achievement Test-3 (WRAT-3). Correlations between the two tests were much higher than those reported in test manuals. Mean WISC-III scores were consistently higher than…

Analysis of Wechsler Intelligence Scale for Children-Revised protocols for identified gifted, high IQ, and average children (total N=599 and ages 5-16) identified a four-factor solution for the gifted sample (Perceptual Organization, Verbal Comprehension, Acquisition of Knowledge, and Spatial Memory). Results suggested gifted children process…

Examined Shipley-Hartford Scale effectiveness in predicting Wechsler Adult Intelligence Scale-Revised Full Scale intelligence quotients (IQ) in hospital patients (N=156). Analyses revealed overestimation of below average Full Scale IQs, underestimation of above average IQs. Advanced age was associated with low conceptual quotients, suggesting that…

Administered three Wechsler adult intelligence scales to 72 undergraduates and tested the quality of means, variances, and covariances, utilizing subtest scale scores and IQs. Results indicated that the three scales were not parallel. Generally, the subtest scaled scores exhibited less similarity across the three scales than the IQ estimates.…

Comparison of scores on the Kaufman Assessment Battery for Children and the Wechsler Intelligence Scale for Children-Revised of 67 students (ages 6-12) referred for possible learning disabilities found strong relationships among all the global standard scores on both instruments with different score patterns for those with severe disabilities.…

This study examined cognitive correlates of social perception in 32 learning-disabled elementary students. Three subtests of the Wechsler Intelligence Scale for Children-Revised and the Profile of Nonverbal Sensitivity were used as measures. Subtests for Picture Arrangement and Comprehension seemed to have an inherent relation to social perceptual…

Fifty-one gifted children, aged 9-17, were tested with the Stanford Binet Intelligence Scale, Fourth Edition, and the Peabody Picture Vocabulary Test-Revised. Correlations indicated that the Peabody may be of value in screening students being considered for gifted placement. (Author/JDD)

This study compared global scores of 26 Australian students (ages 4 to 16) with mental retardation on the third and fourth editions of the Stanford Binet Intelligence Scale. Analysis indicated a fairly strong positive relation between the two tests, suggesting that the fourth edition may be substituted for the older instrument in longitudinal…

Thirty-two preschool children were administered the Cognitive Levels Test (CLT) to evaluate its temporal stability and concurrent validity. Results indicated good temporal stability for the CLT-Cognitive Index and high correlations between the CLT-Cognitive Index and the Stanford-Binet: Fourth Edition. (Author/JDD)

This study, involving 64 students with specific learning disabilities, found positive correlations between the Wechsler Intelligence Scale for Children-III (WISC-III) and the Arithmetic subtest of the Wide Range Achievement Test-Revised (WRAT-R), the KeyMath-Revised, and the Peabody Picture Vocabulary Test-Revised, but not between the WISC-III and…

This study examined patterns of nonverbal intelligence test performance of 11 preschool children with and 12 without specific language impairments. The study found group differences in relations among nonverbal cognitive skills. Results suggest caution in using nonverbal intelligence tests normed on nondisabled children with children having…

Fifty gifted students, aged 9-17, were tested with the gifted identification battery from Stanford-Binet IV and the SRA Educational Ability Series (EAS). The EAS was found to be a feasible test for screening gifted students. The discrepancies between the standard scores of the two tests were low and favored the EAS. (Author/JDD)