Measuring General Learning Ability by: Ashley Ferrell

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Measuring General Learning Abilityby
Ashley Ferrell
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General Learning Ability

• the ability to catch on or understand
  instructions and underlying principles the
  ability to reason and make judgements -closely
  related to doing well in school

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Test 1 for Assessing General Learning Ability
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Slosson Full-Range Intelligence Test (S-FRIT)
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Slosson Full-Range Intelligence Test (S-FRIT)

• Purpose Screen intellectual strength and
  weaknesses with a brief instrument
• Has 252 test items divided into
• Verbal Index
• Perfomance Index
• Memory Index
• Time for administration Allow 20-35 minutes
• Subtests
• Rapid Cognitive Index allows for more rapid
  results using 181 of 252 questions

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Slosson Full-Range Intelligence Test (S-FRIT)

• Norm Group Standardized on 1,509 children and
  adolescents representative of a U.S. census
• Results Yielded A Full-Range Intelligence
  Quotient (only takes a few minutes)
• Types of scores
• Raw scores
• Standard scores
• Percentile rank
• Stanines

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Slosson Full-Range Intelligence Test (S-FRIT)

• Reliability Internal consistency reliability for
  median values range from .96-.98 with a mean of
  100 and standard deviation of 16
• At age 10, standard error of measurement is 2.77
• Age group ages 5-21 years
• Where used school, business, and clinical
  settings
• At Regent University, costs 20.00 for the patient

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Slosson Full-Range Intelligence Test (S-FRIT)

• Strengths
• Easily scores
• Quick test
• Weaknesses
• Test should be used as a screener not to be
  used in deciding final eligibility

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Test 2 for Assessing General Learning Ability
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Stanford-Binet Test (5th edition)
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Stanford-Binet Test (5th edition)

• History
• Alfred Binet, a French educator, created the
  Binet-Simon Test in 1905 with the purpose of
  developing a way of identifying children who were
  behind in their academic performance so that they
  could receive remedial education
• In 1916, Lewis Terman worked with Binet at
  Stanford University to produce a majorly revised
  version

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Stanford-Binet Test (5th edition)
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Stanford-Binet Test (5th edition)

• Purpose Measure general mental ability
• Time for Administration 45-60 minutes, depending
  on age and ability
• Age Range 2-90 years old
• Date of Most Recent Version 2003
• Created in 1905

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Stanford-Binet Test (5th edition)

• Organization of the Fifth Edition
• Subtests (15) of the Fourth Edition
• Vocabulary
• Comprehension
• Verbal absurdities
• Pattern analysis
• Matrices
• Paper folding and cutting
• Copying
• Quantitative
• Number Series
• Equation building
• Memory for sentences
• Memory for digits
• Memory for objects
• Bead memory

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Stanford-Binet Test (5th edition)

• Norm group Normed on a stratified random sample
  of 4,800 individuals that matches the 2000 U.S.
  Census
• Reliability based on satisfactoriness and a high
  biserial correlation between individual subtests
  and the total score (1972 version)

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Stanford-Binet Test (5th edition)

• Interpretation of results Standard score of 100,
  standard deviation of 15
• Scored by hand or my computer software
• standard scores, percentile ranks, age
  equivalents, and change-sensitive scores
• Includes Full Scale IQ, Verbal and Nonverbal
  IQ, and Composite Indices spanning 5 dimensions
• Subtests have a mean of 10 and standard deviation
  of 3

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Stanford-Binet Test (5th edition)

• Administration of test must be by a trained
  professional, preferably a psychologist
• Cost in 1997, Medicare reimbursement rate for
  intelligence testing 58.35

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Stanford-Binet Test (5th edition)

• Comprehensive measurement of five factors
• Fluid Reasoning
• Knowledge
• Quantitative Reasoning
• Visual-Spatial Processing
• Working Memory

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Stanford-Binet Test (5th edition)

• Helps identify
• Learning disabled
• Gifted
• Mentally Retarded
• ADHD
• Speech and language delayed
• Alzheimer's/dementia
• Traumatic brain injury
• Autistic

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Stanford-Binet Test (5th edition)

• Strengths
• Greater diagnostic and clinical relevance of
  tasks, such as verbal and nonverbal assessment of
  working memory
• Extensive high-end items, many adapted from
  previous Stanford-Binet editions and designed to
  measure the highest level of gifted performance
• Improved low-end items for better measurement of
  young children, low functioning older children,
  or adults with Mental Retardation
• Wide variety of items requiring nonverbal
  performance by examinee--ideal for assessing
  individuals with limited English, deafness, or
  communication disorders
• Weaknesses
• None noted

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Rehab Context of Intelligence Tests

• Schools
• Testing for learning disabilities
• Businesses
• Selecting job applicants
• Military
• Selecting personnel for specialized jobs
• Medicine
• Testing mental capacity, evaluating brain damage

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General Learning Ability

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