Contemporary intellectual assessment : theories, tests, and issues

Author(s)

    • Flanagan, Dawn P.
    • Genshaft, Judy
    • Harrison, Patti L.

Bibliographic Information

Contemporary intellectual assessment : theories, tests, and issues

edited by Dawn P. Flanagan, Judy L. Genshaft, Patti L. Harrison

Guilford Press, c1997

Available at  / 12 libraries

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Includes bibliographical references and indexes

Description and Table of Contents

Description

Now in a thoroughly revised and expanded second edition, this comprehensive work provides the most current information about theory and research on assessment of intellectual abilities and processes. Leading test authors, theorists, and scholars review the conceptual and research underpinnings of recent editions of intelligence tests, including the WISC-IV, KABC-II, SB5, and WJ III, and offer recommendations for interpretation. Highlights include new and fully revised chapters on assessment of special populations, including culturally and linguistically diverse individuals, preschoolers, and children with learning disabilities. Other new chapters describe cutting-edge interpretive approaches (e.g., nondiscriminatory and cross-battery methods) and current theories (e.g., CHC theory, Gardner's MI theory, Sternberg's triarchic theory of successful intelligence, Luria's theory of information processing); outline ways to link assessment to interventions; and address standards-based educational reform.

Table of Contents

I. The Origins of Intellectual Assessment 1. The Early History of Intelligence Testing, Thorndike 2. The History of Test Development, Ittenbach, Esters, and Wainer 3. A History of Intelligence Test Interpretation, Kamphaus, Petoskey, and Morgan II. Contemporary and Emerging Theoretical Perspectives 4. Human Cognitive Capabilities: Gf-Gc Theory, Horn and Noll 5. The Triarchic Theory of Intelligence, Sternberg 6. Alternative Assessment from a Multiple Intelligences Theoretical Perspective, Chen and Gardner 7. The Three-Stratum Theory of Cognitive Abilities, Carroll 8. The Role of Intelligence in a Broad Model of Personal Competence, Greenspan and Driscoll 9. Analysis of the Major Intelligence Batteries according to a Proposed Comprehensive Gf-Gc Framework, McGrew III. New Tests and Alternative Techniques for Assessing Intelligence 10. The Differential Ability Scales, Elliott 11. The Kaufman Adolescent and Adult Intelligence Test, Kaufman and Kaufman 12. The Woodcock Johnson Tests of Cognitive Ability Revised, Woodcock 13. Planning, Attention, Simultaneous, and Successive Theory and the Das Naglieri Cognitive Assessment System: A Theory-Based Measure of Intelligence, Naglieri 14. The Universal Nonverbal Intelligence Test, McCallum and Bracken 15. Dynamic Assessment Approaches, Lidz 16. The Learning Potential Assessment Device, Feuerstein, Feuerstein, and Gross 17. A Cross-Battery Approach to Assessing and Interpreting Cognitive Abilities: Narrowing the Gap between Practice and Cognitive Science, Flanagan and McGrew 18. Issues and Suggestions for Training Professionals in Assessing Intelligence, Alfonso and Pratt IV. Emerging Issues and New Directions in Intellectual Assessment 19. Ontology, Structure, and Diagnostic Benefits of a Normative Subtest Taxonomy from the WISC-III Standardization Sample, Glutting, McDermott, and Konold 20. Using Confirmatory Factor Analysis to Aid in Understanding the Constructs Measured by Intelligence Tests, Keith 21. Contemporary Models for the Biometric Genetic Analysis of Intellectual Abilities, McArdle and Prescott 22. Diagnostic and Treatment Utility of Intelligence Tests, Reschly 23. The Functional Utility of Intelligence Tests with Special Education Populations, Flanagan, Andrews, and Genshaft 24. The Utility of Intelligence Tests for Preschool Children, Bracken and Walker 25. The Cognitive Assessment of Limited English Proficient and Bilingual Children, Lopez 26. The Triple Quandary of Race, Culture, and Social Class in Standardized Cognitive Ability Testing, Helms 27. An Integration and Synthesis of Contemporary Theories, Tests, and Issues in the Field of Intellectual Assessment, Harrison, Flanagan, and Genshaft Appendix A: Ethical Principles of Psychologists and Code of Conduct (Ethical Standard 2). Appendix B: Code of Fair Testing Practices in Education. Appendix C: Code of Professional Responsibilities in Educational Measurement

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