A Review of the Kaufman Adolescent and Adult Intelligence Test: An Advancement in Cognitive Assessment?
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The Kaufman Adolescent and Adult Intelligence Test (KAIT), a new instrument for assessing cognitive functioning, is reviewed. This article provides a general description of the KAIT and its theoretical underpinnings. Evaluation of its technical qualities such as reliability, validity, standardization characteristics, and subtest and total test floors and ceilings is made according to specific criteria. The strengths and weaknesses of the KAIT are discussed in the context of their implications for advancing the field of intellectual assessment. It is concluded that the KAIT represents an advancement in cognitive assessment. However, the KAIT cannot be regarded as superior to existing intelligence measures until data are available to substantiate its diagnostic utility as well as demonstrate its treatment validity.Keywords:
Strengths and weaknesses
Cognitive test
Contrary to Herrnstein and Murray (1994) who claim that racial groups have different cognitive endowments and that these best explain differential test score achievements, our regression analyses document that there is less improvement in test scores per year of education for African-Americans and women. That is, the observed group test score differences do not appear to be due to racial cognitive differences but rather to other factors associated with group-linked experiences in the educational system. We found that 666 of the subjects in the Herrnstein-Murray database had actual IQ scores derived from school records. Using these as independent controls for IQ, we document that each of the test components that were the basis of the Herrnstein-Murray "IQ" scores was significantly associated with education level (p< .001). Consequently, their IQ score appears to be an education-related measure rather than an IQ test, and thus challenges the validity of their analysis.
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Differential effects
Test score
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The Developing Cognitive Abilities Test (Beggs and Mouw, 1980) was developed for the assessment of the aptitudes of students in the overall Comprehensive Assessment Program (CPA) test battery. The Developing Cognitive Abilities Test (DCAT) is similar in format to traditional intelligence tests but the DCAT was developed along a format that included both a cognitive taxonomy and content areas. The concept seems to be unique for tests designed to measure student aptitudes. This study was concerned with the predictive validity of the DCAT.
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This article has 2 goals. The first is to examine whether children's cognitive growth in first grade as gauged by teachers' marks is affected by the same factors as those that affect their cognitive growth as gauged by the California Achievement Test. Even though children's marks and standardized test scores are correlated, there are many reasons why children's growth as measured by these 2 indicators may not be the same. For example, teachers could mark first-grade students partly on the basis of effort, demographic characteristics, or even their parents' behavior, all criteria to which standardized tests should be insensitive. If the processes underlying the 2 varieties of achievement are different, then the messages students get from teachers that govern their day-to-day activities could undercut the (presumably) more universal kinds of learning measured by standardized tests. The second goal of this article is to shed light on ethnic differences in early school attainment. Minority-group children's test scores do not increase as much over the school year as do majority-group children's, but the reasons for this divergence are not clear. A major finding of this article is that the factors determining teachers' marks and those determining standardized test performance are much more closely matched for white children than for black children. Conduct marks of black students were positively related to the marks they received from first-grade teachers in reading and mathematics but negatively related to their gains on a standardized achievement test over that period. Conduct marks for white students, on the other hand, were positively related to achievement, whether measured by marks or the standardized test. Another notable ethnic difference is that white parents influenced their children's gains on standardized tests in math, but black parents did not.
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