This study aimed to address the need for a comprehensive assessment tool to evaluate the mathematical abilities of first-grade students through cognitive diagnostic assessment (CDA). The primary challenge involved in this endeavor was to delineate the specific cognitive skills and sub-skills pertinent to first-grade mathematics (FG-M) and to…

We provide evidence of validity for a newly developed diagnostic competence model of operation sense, by both (a) describing the theoretically substantiated development of the competence model in close association with its use within a large-scale formative assessment and (b) providing empirical evidence for the theoretically described cognitive…

The Delis Rating of Executive Function (D-REF) is a set of rating scales designed to assess executive functions and their constituent sub-processes in children and adolescents between the ages of 5 and 18. More specifically, the D-REF is a supplemental assessment of children and adolescents demonstrating behavioral or cognitive difficulties often…

Compared the performance of 21 moderately mentally retarded children on the McCarthy Scales of Children's Abilities (MSCA), Stanford-Binet, and Minnesota Child Development Inventory (MCDI). Mental age estimates from the three measures correlated significantly, but valid MSCA Index scores could not be obtained. (JAC)

Performed confirmatory factor analyses of Kaufman Assessment Battery for Children (K-ABC) using subtest correlations for standardization samples provided in manuals to test hypothesis that factors underlying K-ABC are substantially intercorrelated at all age levels for two- and three-factor models. Findings suggest K-ABC cannot distinguish between…

First graders (N=26) completed the Wechsler Intelligence Scale for Children-Revised, McCarthy Scales, and Woodcock-Johnson Scales of Cognitive Ability. Two years later, their academic achievement was determined by Wide Range Achievement Test and teacher ratings. Results suggest that all three intellectual measures are appropriate for predicting…

This study determines the comparability of the Wechsler Intelligence Scale for Children-Revised and the Wechsler Intelligence Scale for Children-III in relation to gifted children. Results indicate that both tests produce remarkably similar scale and subtest scores when administered under clinical conditions. (JPS)

The Peabody correlated significantly with the McCarthy General Cognitive Index, Verbal Scale, Perceptual Scale, and Memory Scale. A significant difference between the means of the two tests was found, with the Peabody yielding lower scores. (Author)

Administered the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) to educable mentally retarded children (N=30). Results showed significant mean differences between WISC-R and WJTCA full-scale standard scores, providing implications for placement of children in classes for the…

Compares the Qualitative Scoring System and the Developmental Scoring Systems, both Bender-Gestalt tests, in predicting achievement on the Metropolitan Achievement Test (MAT). In this study, first through fourth graders (n=409) from regular elementary schools were subjected to both tests; both systems correlated significantly with school…

Examined and compared the validity of Friedman's Developmental Level (DL) and Exner's Developmental Quality (DQ) as measures of cognitive development in children (N=134). Results supported the convergent and discriminant validity of both DL and DQ. The DL and DQ were most strongly related to different types of cognitive ability. (JAC)

Since Howard Gardner proposed the theory of multiple intelligences as an alternative to the unitary concept of general intelligence, educators have been searching for an acceptable method of assessment. To help with this search, three studies that describe the development and validation of a self- (and parent-) report measure of children's…

Examined validity of use of human figure drawing to evaluate cognitive development status using Piagetian tasks with 7- to 11-year-olds. Found that scores for children's drawings of a man and a woman correlated significantly with mental imaging, conservation of mass, and conservation of length, suggesting the possibility of finding patterns to…

Explored the hierarchical structure of mental abilities by comparing principal component analysis with a hierarchical cluster analysis algorithm on a short test battery for 182 children. Both the linear principal component analysis and the nonlinear hierarchical clustering analysis confirmed the hierarchical organization of mental abilities. (JAC)

Twenty-two children with mild mental retardation, 27 children with learning disabilities, and 49 nondisabled peers (ages 4-5) were presented with a battery of eight cognitive tasks being considered for inclusion in a new screening test. Results found the components measured different cognitive tasks and led to accurate individual classification…