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| Child Assessment - Test Descriptions and Development | ||||||||||||||||||||||||||||||||||||||||||||
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At CPAC, where possible, we use child psychometric instruments with Australian norms. To better understand how tests differ based on their normative groups and why Australian norms are important to interpret scores, please read the following brief description on test development and score interpretation. Test norms At the core of their development, psychological tests are standardised by using groups of people as norms, against which individual performances are later compared to. The composition of groups varies, based on the purpose of the test. For example, the standardisation process of tests measuring children's intellectual ability (IQ) involves administering the tests to large groups of children in different age groups. Six year olds, 7 year olds, 8 year olds and so on. Determining an individual child's performance is based on comparing his or her scores to the average performance of children who comprised the original standardisation sample. The closer the characteristics and environmental context of children in the standardisation sample to an individual child's characteristics and environmental context, the more realistically the scores will represent his or her abilities. Test scores IQ and achievement scores are calculated by comparing an individual child's performance to the average performance of the standardisation samples. Scores derived through this method are best treated as estimates of functioning at the time of test taking. Apart from the child's true abilities, test scores are influenced by a number of other factors, such as fatigue, interest, test anxiety and characteristics of the examiner. Reporting of test scores include the careful analysis and inclusion of these factors. For example, when conditions are optimal and a meaningful interpretation of an intelligence test is possible, the report will contain two distinct interpretative categories, an IQ range and a percentile rank. Both categories are represented in ranges, rather than in concrete scores. While concrete scores are calculated, placing the child's performance within a range is more accurate and representative of his or her abilities. Wechsler classifications are as follows:
The Wechsler Preschool Primary Scale of Intelligence - Australian Standardisation (WPPSI-III Australian) is an individually administered instrument for measuring the general intellectual functioning of children aged 2 years 6 months through 7 years 3 months. The WPPSI-III Australian includes composite scores that reflect intellectual functioning in specified cognitive domains. The verbal subtests measure the child's ability to process verbal material and to use language. The nonverbal subtests assess nonverbal reasoning, visual-spatial perception, and the ability to process visual stimuli. Stanford-Binet Intelligence Scale for Early Childhood - Fifth Edition (SB5)
The Stanford-Binet Intelligence Scale for Early Childhood - Fifth Edition (SB5) is an individually administered instrument for measuring the general intellectual functioning of children aged 2 years to 7 years 3 months. The SB5 includes 10 subtests that yield IQ scores on five distinct indexes of Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing and Working Memory. Due to the high ceiling to identify superior intellectual abilities, the SB5 is particularly useful in identifying giftedness. Wechsler Intelligence Scale for Children - Fourth Edition - Australian Standardisation (WISC–IV Australian)
The Wechsler Intelligence Scale for Children - Fourth Edition - Australian Standardisation (WISC-IV Australian) is the newest revision of Wechsler's intelligence tests for children and adolescents. The WISC-IV Australian is an individually administered intelligence test designed for children aged 6 years 0 months to 16 years 11 months. The WISC-IV Australian is based on a theoretical foundation that places more emphasis on fluid reasoning, working memory, and processing speed. Traditional Verbal and Performance IQs are not calculated, however, the test still yields Full Scale IQ (FSIQ) and four Index scores: Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory Index (WMI), and Processing Speed Index (PSI). Wechsler Individual Achievement Test - Second Edition - Australian (WIAT-II)
The Wechsler
Individual Achievement Test - Second Edition - Australian (WIAT-II)
is a comprehensive individual achievement test that measures
educational skills. The test provides composite scores in four
domains of educational achievement: reading, mathematics, written
language, and oral language.
The Beck Combined Youth Inventories of Social and Emotional Impairment for Ages 7-14 (BYI) is an individually administered self report scale of emotional and behavioural functioning. The questionnaire is used as a diagnostic instrument in clinical settings and identifies severity levels for Childhood Depression, Childhood Anxiety, Anger, Disruptive Behaviour and Self Esteem. | ||||||||||||||||||||||||||||||||||||||||||||
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