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Chapter 15

Using Measures of Intelligence

General Issues in Measuring Intelligence

• General v. multiple intelligence • Genes v. experience – More recently: Interaction between genes and experience

• Decline in the use of IQ tests– May not inform instruction– Over-identification of sub-groups– Low expectations associated with labels (e.g. mentally

retarded)• Recall that all tests are samples of behavior– Evaluation of intelligence should extend beyond scores

The Effect of Pupil Characteristics on Assessment of Intelligence

• Acculturation – The level of background experiences and opportunities to learn

in both formal and informal educational settings– Level of acculturation increases with time spent in a particular

environment (e.g. United States public school system)• Test items vary in their connection to culture

– For example:• Asking students to compare hail and sleet

– What about students who have no experience with hail or sleet?

• Educators must seriously consider student factors when interpreting information from intelligence tests– Consequences

• Inaccurate information may result in a restriction of opportunity and rights

Behaviors Sampled by Intelligence Tests

• Discrimination• Generalization• Motor Behavior • General Knowledge• Vocabulary • Induction• Comprehension

• Sequencing • Detail Recognition • Analogical Reasoning• Pattern Completion• Abstract Reasoning• Memory

Factors Underlying Intelligence Test Behaviors

• General intelligence theory (g)– Charles Spearman

• Raymond Cattell and associates– Fluid intelligence– Crystallized intelligence

• Cattell-Horn-Carroll (CHC) theory– Added intelligence factors– Theory on which many prominent tests of

cognitive ability are based

Types of Intelligence Tests

• Individual tests– Frequently used for making exceptionality,

eligibility, and educational placement decisions

• Group tests– Screening devices– Sources of descriptive information

• Nonverbal intelligence tests– Provide a more limited estimate of intelligence

Commonly Used Tests

• Wechsler Intelligence Scale for Children – IV (WISC-IV)

• Woodcock-Johnson III Normative Update: Tests of Cognitive Abilities (WJ-III-COG)

• Woodcock-Johnson III Normative Update: Tests of Achievement (WJ-III-ACH)

• Peabody Picture Vocabulary Test – Fourth Edition (PPVT-4)

Wechsler Intelligence Scale for Children – IV (WISC-IV)

• General– Assesses cognitive ability and problem-solving

processes in individuals 6-16 years of age– Measures global intelligence and discrete domains of

cognitive functioning• Norm population– Standardized on 2,200 children – Stratified according to the 2000 U.S. census

information– Representative sample of student in special groups

(e.g. learning disorders, gifted, ADHD)


WISC-IV Subtests

Verbal Comprehension

Perceptual Reasoning

Working Memory Processing Speed

Similarities Block design Digit span Coding

Vocabulary Picture concepts Letter-number sequencing

Symbol search

Comprehension Matrix reasoning Arithmetic Cancellation

Information Picture completion

Word reasoning

Scores•Standard scores available for all four subtests and a full-scale IQ •Tables available to convert scores to percentile ranks, and confidence intervals. •7 process scores


• Reliability– Test-retest and split-half – Full-scale IQ and index scores are reliable enough for

important educational decisions– Subtests and process indicators are not sufficiently

reliable for such decisions • Although may be useful to consider in addition to FSIQ

• Validity– Test content, response processes, internal structure,

relationship to other variables – Validity evidence is extensive but somewhat

inconsistent

• Woodcock-Johnson III Normative Update: Tests of Cognitive Abilities (WJ-III-COG)

• Woodcock-Johnson III Normative Update: Tests of Achievement (WJ-III-ACH)

• General– Individually administered, norm-referenced

assessment system for the measurement of general intellectual ability, specific cognitive abilities, scholastic aptitudes, oral language, and achievement

– Pre-K – Adulthood

Woodcock-Johnson III Normative Update

Woodcock-Johnson III Normative Update: Tests of Achievement (WJ-III-ACH)

• Clusters– Oral expression– Listening comprehension– Basic reading skills– Reading comprehension– Phoneme/Grapheme

knowledge– Math calculation– Math reasoning– Written expression

• Subtests and clusters can be combined to form scores for broad areas in reading, mathematics, and writing


• Scores– Computer scoring– Age norms, grade norms, percentile ranks,

standard scores, relatively proficiencies indices– Test session observation checklist

• Norms– Large norm population (8,782 total and 4,740 K-

12)– Matched to U.S. census data


• Reliability– Adequate reliability data for standard broad

cognitive and achievement clusters

• Validity – Adequate content, construct, and criterion-

related validity evidence

Peabody Picture Vocabulary Test – Fourth Edition (PPVT-4)

• General– Individually administered, norm-referenced, non-

timed test – Assesses receptive vocabulary of children and

adults– May also be useful as a supplemental assessment • Language competence• Selecting instruction• Measuring learning


• Administration– Examinee shown a set of four colored pictures• Selects picture that best represents a spoken word• Age appropriate stimuli sets of 12

• Scores– Raw scores converted to • Standard scores, percentiles, normal curve equivalents,

and stanines• Age and grade equivalents • Also may measure change in PPVT scale over time


• Norm population– 3,540 people sampled across a broad array of

demographic variables– Adequately represents the U.S. population at each

age and grade level

• Reliability– Adequate reliability data reported as:• Split-half and coefficient alpha, alternate-form, test-

retest


• Validity – Adequate criterion-referenced validity– Discrimination data between special populations

and general population– May be used as intended

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