Intelligence and Academic Achievement

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Feb 20, 2024

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Uploaded by SuperFlowerChimpanzee45

Shonya Taymar Harris Psych 655 Matthew Will February 12, 2024

Intelligence Test and Achievement Test Intelligence is the mental ability for reasoning, problem-solving, and learning where knowledge is applied and acquired to manipulate select environments. Achievement is the ability to accomplish something based on prior knowledge and experiences with acquired skills. Intelligence tests measure how well an individual can use information and logic to solve problems and make predictions. Achievement tests measure skills and knowledge previously learned (Holden & Tanenbaum, 2023). The evaluation of intelligence and academic achievement tests is crucial to verifying the reliability and validity of selecting testing to ensure effectiveness and efficiency. Reynold’s Adaptable Intelligence Test; Non-Verbal Reynold’s Adaptable Intelligence Test; Non-Verbal (RAIT-NV) was created to provide an accurate, reliable, and valid assessment to measure fluid intelligence using two nonverbal subtests from the Reynolds Adaptable Intelligence Test (RAIT). RAIT is named Nonverbal Intelligence Index (NVII) on the RAIT-NV. The RAIT-NV includes a professional manual that gives test overview, administration and scoring information, 10 item books with answer keys, scoring key overlay, and score summary forms. Test author Is required to have formal training in assessment and knowledge of cognitive evaluations. Examinees are required to silently read instructions and inform the administrator when finished unless accommodations are needed whereas the examiner is allowed to read instructions aloud for nonreaders. The two subtests used are the Nonverbal Analogies (NVA) and the Sequences (SEQ). The NVA subtest has fifty-two items and a 7-minute time limit requiring examinees to choose which picture best fits the analogy. The SEQ subtest has forty-three items with a 10-minute time limit requiring

examinees to select the picture that best completes the series of pictures shown. Both subtests are formatted in multiple choice and the overlay is used to hand-score answer sheets. The test is given to individuals ages 10 to 75 years of age used to assess individuals with various disabilities such as learning disabilities, intellectual disabilities, autism spectrum disorder, neuropsychological impairments, human resource testing, and second language learners (Gross & Madie, 2021). The RAIT-NV used a standardized sample of 2,124 individuals that were divided into twenty-three categories and was used to match the 2010 Census population statistics through stratified random sampling. Within the sample, only 484 individuals completed the booklet version of the test while the other 1,640 completed the assessment on the computer and no differences were found between groups. The overall scores were collected as raw scores and converted into standardized t-scores. The results showed significance when the duration of the assessment was shorter, and the assessment was taken in booklet form. Validity was evaluated using individuals from several clinical groups, results determined insufficient evidence meaning more research needs to be conducted and reliability needs to be tested. The reliability of the RAIT-NV was tested with the test- retest method though statistically the study shows that the correlation between the subtests was inaccurate and unreliable. Bias from lack of accounting for socioeconomic status, education, and other factors could cause insufficient results when exploring different clinical groups as well as the sensitivity and specificity of those groups (Gross & Madie, 2021).

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Young Children’s Achievement Test; 2 nd Edition The Young Children’s Achievement Test (2 nd Ed.) (YCAT-2) is an academic achievement test designed to test. for children ages 4 years old to 7 years old. The purpose of YCAT-2 is to identify children progressing below their peers in important learning and information processing abilities, help in placement decisions or help document the need for services, document academic progress, identify strengths and weaknesses, and serve as a measure in research projects (Brookhart & Bulut, 2021). The YCAT-2 has five subtests that focus on general information, reading, math, writing, and language with 178 items. Each subtest takes ten to fifteen minutes to complete and is administered individually. Directions are given to establish basal (three correct answers in a row) and ceiling (three incorrect in a row), items are scored 1 or 0 either correct or incorrect; items below the basal are marked correct and items above the ceiling are marked incorrect (Brookhart & Bulut, 2021). Raw scores are converted to age-equivalent scores, scaled scores, and percentile ranks. The first subtest uses letter names and sounds to measure the child’s ability to identify upper and lowercase letters and their associative sounds. Results help determine if a child has developed the needed basic skills for reading. Phonological awareness is used to evaluate skills such as rhyming, word blending, segmentation of words, deletion, and sound substitution. The general information test assesses the child’s knowledge of various subjects and topics including science, health education, social studies, fine arts, and music. The mathematical subtest assesses a child’s basic understanding of numerical concepts providing insights on the child’s reasoning abilities at an early age. The vocabulary and comprehension test evaluates the child’s ability to

read and understand what they read using picture recognition for word representation, describing words in context, responding to questions about short passages, and making predictions based on context. The YCAT-2 is a well-constructed, accurate, and reliable academic achievement test. The reliability of YCAT-2 was tested using test-retest resulting in a high level of test-retest dependability. In comparison to the original YCAT, YCAT-2 has a correlation coefficient greater than .9 which indicates good validity and high reliability.. Therefore YCAT-2 is known to be reliable assuring to is valid in assessing academic achievement in young children (Brookhart & Bulut, 2021).

References Brookhart, S. M., & Bulut, O. (2021). Young Children’s Achievement Test–Second Edition. The Twenty-First Mental Measurements Yearbook . Gross, T. J., & Madle, R. A. (2021). Reynolds Adaptable Intelligence Test– Nonverbal. The Twenty-First Mental Measurements Yearbook . Holden, L. R., & Tanenbaum, G. J. (2023). Modern Assessments of Intelligence Must Be Fair and Equitable. Journal of Intelligence, 11(6), 126. https://doi.org/10.3390/jintelligence11060126

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