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Assessment for Learning MOOC’s Updates

Kaufman Brief Intelligence Test

In the early 1980s, Kaufman and his wife, Nadeen Kaufman, EdD, a lecturer at the Yale School of Medicine, published the Kaufman Assessment Battery for Children (K-ABC).The KABC-II helps to identify an individual’s strengths and weaknesses in cognitive ability and mental processing. The information provided by the KABC-II can facilitate clinical and educational planning, treatment planning and placement decisions. As with most psychological assessments the utility can be improved when combined with other tools.The Kaufman Brief Intelligence Test, Second Edition (KBIT-2), is a reliable, valid, and norms-based brief assessment of intelligence for individuals aged 4–90 years. The KBIT-2 provides a valid and reliable way of assessing both verbal and nonverbal intelligence in approximately 20 min.

The Kaufman Brief Intelligence Test-second edition (K-BIT-2; Kaufman & Kaufman, 2004) is a brief intelligence test designed as a screening measure for verbal and nonverbal abilities for individuals 4–90 years of age. The K-BIT-2 contains three subtests: Verbal Knowledge, Matrices, and Riddles.

The Verbal Knowledge subtest consists of items where the examiner says a word or asks a question and the participant responds by pointing to the picture that best answers the question;

the Matrices subtest requires the participant to analyze a series or pictures/patterns and point to the response that corresponds with that picture/pattern;

and for the Riddles subtest, the examiner says a verbal riddle and the participant responds by pointing to a picture or saying a word that answers the riddle.

The Verbal Knowledge and Riddles subtests comprise the Verbal Standard Score, while Matrices makes up the Nonverbal Standard Score. Administration time is approximately 15–30 minutes.

Strength

In most cases, an intelligence test such as the KBIT-2 is intended to measure crystallized intelligence as it relates to others of the same age group. For example, a gifted program may use the KBIT-2 to measure the crystallized intelligence of kindergarten students against others in their class, to see how far ahead they are relative to other children. The KBIT-2 is also useful in identifying at-risk students, whose crystallized intelligence is below the norm for their age group.Also,another strength of the KBIT is that it can be quickly and easily administered to individuals across a very wide chronological age range.

Weekness

Its primary weakness, a reliance on verbal ability.Also,because of its brevity, it does not provide as thorough an assessment of intelligence as other more in-depth assessments, such as the authors’ own Kaufman Assessment Battery for Children (KABC).

KABC-II scales and their subtests include:

Simultaneous/Gv

Triangles: the child assembles several foam triangles to match a picture.
Face Recognition: the child looks a photographs of one or two faces for 5 seconds and then selects the correct face/faces shown in a difference pose from a selection.
Block Counting: The child counts the number of blocks in a picture of a stack of blocks, some of the blocks are partially hidden.
Conceptual Thinking: The child selects one picture from a set of 4 or 5 which does not belong with the set.
Rover: The child moves a toy dog to a bone on a grid that contains several obstacles trying to find the quickest path to the bone.
Gestalt Closure: The child mentally fills in the gaps in a partially completed inkblot drawing and names or describes the object/action depicted in the drawing.
Pattern Reasoning (ages 5 and 6).
Story Completion (ages 5 and 6).

Sequential/Gsm

Word Order: The assessor reads the names of common objects, the child the touches a series of silhouettes of these objects in the same order they were read out in.
Number Recall: The assessor reads a string of numbers and the child repeats the string in the same order. The strings range from 2 to 9 digits.
Hand Movements: the child copies a series of taps the examiner makes on the table with the fist, palm or side of the hand.

Planning/Gf

Pattern Reasoning (ages 7–18): the child is shown a series of stimulus that form a logical linear pattern with one stimulus missing. The child selects the missing stimulus from several options.
Story Completion (ages 7–18): the child is shown a row of pictures that tell a story, some pictures are missing. The child selects several pictures from a selection that are needed to complete the story and places them in the correct location.

Learning/Glr

Atlantis: the assessor teaches the child nonsense names for pictures of fish, shells and plants. The child then has to point to the correct picture when read out the nonsense name.
Atlantis Delayed: the child repeats the Atlantis subtest 15–25 minutes later to demonstrate delayed recall.
Rebus: the assessor teaches the child the word or concept associated with a rebus (drawing) and the child reads aloud phrases and sentences composed of these rebuses.
Rebus Delayed: the child repeats the Rebus subtest 15–25 minutes later to demonstrate delayed recall of paired associates.

Knowledge(Gc) included in the CHC model only

Riddles: the examiner says several characteristics of a concrete or abstract verbal concept, and the child has to point to it or name it.
Expressive Vocabulary: measures the Childs ability to say the correct names of objects and illustrations.
Verbal Knowledge: the child selects from an array for 6 pictures the one that corresponds to a vocabulary word or answers a general information question.