Bennett Mechanical Comprehension Test®

(BMCT®)
Author(s): George K. Bennett

Place Knowledgeable, Capable Employees in Manufacturing, Industrial, and Repair Positions

The Bennett Mechanical Comprehension Test (BMCT) is the most widely used and trusted
assessment of mechanical aptitude. This instrument has demonstrated consistent reliability and
validity in helping organizations select the best candidates for mechanical, technical and
industrial occupations for over 50 years.

The BMCT helps you quickly and effectively:

 Identify candidates with good spatial perception and mechanical reasoning ability

 Assess a candidate’s working knowledge of basic mechanical operations and physical laws

 Recognize an aptitude for learning mechanical processes and tasks

 Predict employee success and appropriately align your workforce

 Industry Norms For: Manufacturing/Production, Energy/Utilities

 Occupational Norms For: Automotive and Aircraft Mechanics, Engineers,

Installation/Maintenance/Repairpersons, Industrial/Technical (Non-Retail) Sales Representatives,
Skilled Tradespersons such as Electricians, Welders, and Carpenters; Transportation
Trades/Equipment Operators such as Truck Drivers and Heavy Equipment Operators

The Bennett Mechanical Comprehension Test has been improved with:

 New industry and occupational norms

 An enhanced score report that includes useful narrative along with scoring for fast, easy,
interpretation (see sample report link)

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  Updated item artwork that is more relevant to today’s work settings

 New reliability and validity information

New industry-specific and occupational norm groups include:

Industries

 Manufacturing/Production

 Energy/Utilities

Occupations

 Automotive Mechanic

 Engineer Installation/Maintenance/Repair

 Industrial/Technical Sales Representatives

 Skilled Tradesperson (e.g., electrician, welder, carpenter)

 Transportation Trades/Equipment Operator (e.g., truck driver, heavy equipment operator)

Combined Occupations

 Mechanical Trades (e.g., mechanic, installation/maintenance/repair, electrician, welder, carpenter)

 Automotive and Aircraft Mechanic

The BMCT has 68 multiple choice items that present simple, frequently encountered
mechanisms and situations. While not based on specific training, the BMCT does require a
working knowledge of basic mechanical operations and the application of physical laws. It is a
timed test to be completed in 30 minutes or less.

Combine administration of the BMCT with the Bennett Hand-Tool Dexterity Test for an in-depth
assessment of an applicant’s mechanical knowledge and skills.

Customer Testimonials

Corrugated Services LP is the largest independent producer of recycled containerboard in the

United States and has used pre-employment assessments for over 20 years. Kristi Schmidlap,
Human Resources Manager for Corrugated Services, says that a high performance workforce is
critical to their organizations. “In our business, equipment utilization is critical to maintain

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margins. Our plant maintenance personnel’s problem solving skills and the ability to think
outside the box are keys to maximizing utilization. The Bennett Mechanical assessment is
essential in our hiring process to ensure we select the right candidates with these abilities. Our
proactive approach to hiring has enabled us to select the right people for the right job helping
reduce voluntary and involuntary turnover.”
— Kristi Schmidlap, HR Manager, Corrugated Services

Areas of Assessment

 With a focus on spatial perception and tool knowledge rather than manual dexterity, the BMCT is
especially well-suited for assessing job candidates for positions that require a grasp of the
principles underlying the operation and repair of mechanical devices.

 An individual who scores well on the BMCT demonstrates an aptitude for learning mechanical
skills.

 The ability to apply mechanical information, spatial visualization, and mechanical reasoning in
answering BMCT questions is a predictor of employee success.

Beta III
Author(s): C.E. Kellogg and N.W. Morton

A nonverbal measure of of cognitive abilities in adults

 Administration: 30 minutes

 Test Setting: Individual or Group

 Qualification level: B, Q2-Level

 Publication Date: 1999

 Ages / Grades: 16 years and older

 Norms: Scaled Scores, General IQ Score, Percentile Ranks

Quickly Evaluate Employment Readiness of Applicants Using this Measure of Basic Nonverbal
Intellectual Abilities

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Obtain a quick assessment of adults' nonverbal intellectual abilities with the Beta III. Beta III is
easy to administer and score and is useful for screening large numbers of people for whom
administering comprehensive test batteries would be time-consuming and costly. It is especially
useful when assessing low-functioning or low-skilled individuals. Beta III can be administered
by group or individually.

Beta III is the latest revision of an instrument with a long and distinguished history. The original
version was developed by the U.S. Army during World War I to assess the intellectual ability of
illiterate recruits. In 1934, Kellogg and Morton revised it to make it suitable for civilian use. Beta
III is an updated version of theRevised Beta Examination, Second Edition, published in 1974.

Various Applications
The test has a variety of occupational and educational applications. Appropriate uses include
prison systems assessing the intellectual ability of inmates, companies evaluating the
employment readiness of potential new hires, and vocational schools determining placement of
students. Beta III is also appropriate for use with ESL individuals, as no reading is required.
Administration instructions are available in English and Spanish.

Easy to Use
Professionals familiar with Beta II can administer Beta III with minimal training. Technicians,
paraprofessionals, and others in the fields of psychology and education can also administer Beta
III with training and supervision. It is easily hand scored with a key.

Reliable and Valid

Extensive reliability and validity studies were conducted with Beta III. The norm sample
included 1,260 adults. Validation data were collected using individuals with Mental Retardation
and more than 400 prison inmates. The standardization sample was stratified by age, gender,
race/ethnicity, educational level, and geographic region according to 1997 census data.

Beta III was validated using other well-known tests, including the WAIS®–III, ABLE–
II, Raven's Standard Progressive Matrices, Revised Minnesota Paper Form Board
Test (RMPFBT™), Personnel Tests for Industry-Oral Direction Test (PTI–ODT™), Bennett
Mechanical Comprehension Test® (BMCT®), and Revised Beta Examination, Second
Edition (Beta II).

Features & Benefits

Beta III features:

 New norms

 Contemporary and larger artwork

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  New items

 New subtest (Matrix Reasoning)

 Extended (upward) age range

 Low floors for individuals with average and lower cognitive abilities

 Higher ceiling with more challenging items

Areas of Assessment

The five subtests are:

 Coding

 Picture Completion

 Clerical Checking

 Picture Absurdities

 Matrix Reasoning

Comprehensive Test of Nonverbal Intelligence, Second Edition (CTONI-2)

Here is a completely nonverbal assessment that's ideal for children and adults whose performance on
traditional intelligence tests might be adversely affected by language or motor impairments. The CTONI-
2 is particularly appropriate for use with people who are bilingual, non-English speaking, socially or
economically disadvantaged, deaf, language disordered, or physically limited. The test requires no oral
responses, no reading or writing, and no object manipulation. All the examinee has to do is point to his or
her selected response.

Individually administered in 60 minutes, the CTONI-2 measures analogical reasoning, categorical

classification, and sequential reasoning. Its six subtests assess these abilities in two ways--first using
pictures of familiar objects and then using geometric designs:

 Pictorial Analogies
 Geometric Analogies
 Pictorial Categories
 Geometric Categories
 Pictorial Sequences
 Geometric Sequences

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The CTONI-2 generates six subtest and three composite scores: Global Nonverbal IQ, Pictorial
Nonverbal IQ, and Geometric Nonverbal IQ. All are provided as standard scores, percentile ranks, and
age equivalents. The test was standardized on a nationally representative sample of 2,827 individuals
between the ages of 6-0 and 89-11. Norms are stratified by age, and this Second Edition eliminates floor
effects.

Test items are presented in sturdy, spiralbound Picture Books, each with a handy easel back. Directions
can be given orally to individuals who speak English, Spanish, simplified Chinese, French, Tagalog,
Vietnamese, German, or Korean. Gestures can be used with those who are deaf or speak a language not
noted above.

Easy to administer, fun to take, and free of gender and racial bias, the CTONI-2 allows you to assess the
reasoning ability of individuals who would otherwise be difficult to test.

CTOPP-2: Comprehensive Test of Phonological Processing – Second Edition

Ages: 4-0 through 24-11

Testing Time: 40 minutes
Administration: Individual

The Comprehensive Test of Phonological Processing(CTOPP) was published in 1999 to meet the need for
an assessment of reading-related phonological processing skills. Since its initial publication, the CTOPP
has been popular with professionals in psychology and education. It has been used in many studies of
reading and phonological processing in both typical and clinical populations. The extent of its widespread
adoption and usage is evident from the results of a recent search of the PsychInfo database for research
studies using the terms Comprehensive Test of Phonological Processing or CTOPP. The query returned
4,287 results.

Characteristics of the CTOPP-2

All new normative data were collected in 2008 and 2009. The test was normed on 1,900 individuals
ranging in age from 6 through 24 years. The demographic characteristics of the sample conform to those
of the population reported in the Statistical Abstract of the United States, and are, therefore, representative
of the U.S. population.

The floor effects present in the 5- and 6-year-old version of the first edition have been eliminated by the
addition of easier items and the ceilings were extended by the addition of more difficult items. The results
of the item additions were so successful that it now is appropriate to administer the CTOPP-2 to 4-year-
olds. The lower version of the CTOPP-2 now covers the 4- to 6-year-old range. A new phonological
awareness subtest called Phoneme Isolation was added.

The model of phonological processing abilities was clarified. Confirmatory factor analyses were carried
out and justified the presence of rapid naming subtests on a test of phonological processing. The model
for 4- to 6-year-old range was revised by adding rapid naming of digits and letters to this version, and
reporting scores on both symbolic and non-symbolic rapid naming at this level.

Uses of the CTOPP-2

The CTOPP-2 has four principal uses: (1) to identify individuals who are significantly below their peers
in important phonological abilities, (2) to determine strengths and weaknesses among developed
phonological processes, (3) to document individuals' progress in phonological processing as a
consequence of special intervention programs, and (4) to serve as a measurement device in research
studies investigating phonological processing.

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CTOPP-2 Subtests

1. Elision measures the ability to remove phonological segments from spoken words to form other
words.

2. Blending Words measures the ability to synthesize sounds to form words.

3. Sound Matching measures the ability to select words with the same initial and final sounds.

4. Phoneme Isolation measures the ability to isolate individual sounds within words.

5. Blending Nonwords measures the ability to synthesize sounds to form nonwords.

6. Segmenting Nonwords measures the ability to segment nonwords into phonemes.

7. Memory for Digits measures the ability to repeat numbers accurately.

8. Nonword Repetition measures the ability to repeat nonwords accurately.

9. Rapid Digit Naming measures the ability to rapidly name numbers.

10. Rapid Letter Naming measures the ability to rapidly name letters.

11. Rapid Color Naming measures the ability to rapidly name colors.

12. Rapid Object Naming measures the ability to rapidly name objects.

CTOPP-2 Composites
Phonological Awareness Composite Score (PACS) comprises the standard scores of three subtests-Elision,
Blending Words, and Sound Matching-for 4 through 6 year olds, and Elision, Blending Words, and
Phoneme Isolation for 7through 24 year olds. The PACS represents the examinee’s awareness of and
access to the phonological structure of oral language.

Phonological Memory Composite Score (PMCS) comprises the standard scores of two subtests -Memory
for Digits and Nonword Repetition-for all individuals. The PMCS represents the examinee's ability to
code information phonologically for temporary storage in working or short-term memory.

The Rapid Symbolic Naming Composite Score (RSNCS) comprises the standard scores of two subtests-
Rapid Digit Naming and Rapid Letter Naming –for all individuals. The RSNCS measures the examinee’s
ability to include efficient retrieval of phonological information from long-term or permanent memory
and execute a sequence of operations quickly and repeatedly.

Rapid Non-Symbolic Naming Composite Score (RNNCS) comprises the standard scores of two subtests-
Rapid Color Naming and Rapid Object Naming and offers an alternative for young children, ages 4
through 6 year olds, not familiar with letters and numbers. The RNNCS measures the examinee’s ability
to include efficient retrieval of phonological information from long-term or permanent memory and
executing a sequence of operations quickly and repeatedly using objects and colors.

The Alternate Phonological Awareness Composite Score (APACS), an alternate composite for measuring
phonological awareness is available for 7 through 24 year olds. It is formed by combining the scaled
scores from Blending Nonwords and Segmenting Nonwords. The APACS measures the examinee’s
phonological awareness exclusively with nonwords.

Scores Available

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The CTOPP-2 yields six types of normative scores: age equivalents, grade equivalents, percentile ranks,
subtest scaled scores, composite indexes, and developmental scores. Percentile ranks are easily
understood by parents and others with whom the examiner might want to share the results. Subtest scaled
scores have a mean of 10 and a standard deviation of 3. The composite score indexes have a mean of 100
and a standard deviation of 15. Age and grade equivalents show the relative standing of individuals’
scores. A new Rasch-based developmental score is now available for the non-speeded subtests.

Statistical Characteristics
Reliability of the CTOPP-2 subtests and composites was demonstrated by average internal consistency
coefficients presented for the subtests that exceed .80 for all except Nonword Repetition with an average
alpha of .77. The average internal consistency coefficients for the composites were all .85 or higher, a
highly desirable level for reliability.

Validity of the CTOPP-2 subtests and composites was demonstrated by correlations to measures directly
related to the constructs measured by the CTOPP-2. The averaged coefficients for the subtests range
from .49 (moderate) to .84 (very large); those for the composites range from .65 (large) to .76 (very large)
in magnitude.

CMAT: Comprehensive Mathematical Abilities Test

Age: 7-0 to 18-11

Testing Time: 30 minutes to 2 hours
Administration: Individual

Based on actual materials used to teach math in schools and on state and local curriculum guides, the
CMAT represents a major advance in the accurate assessment of the mathematics taught in today's
schools. All items reflect real world problems using up-to-date, current information and scenarios. Use as
few as 2 subtests or as many as 12 depending on your purpose for testing.

CMAT Subtests

The CMAT has six Core Subtests (Addition; Subtraction; Multiplication; Division; Problem Solving; and
Charts. Tabls, and Graphs) and six Supplemental Subtests (Algebra; Geometry; Rational Numbers; Time;
Money; and Measurement). For most testing purposes, you will only want to give the core subtests, which
can be administered in about 40 minutes. The Supplemental Subtests are used in those relatively few
instances where information about higher-level mathematics ability is needed.

CMAT Composites

The CMAT has both Core and Supplemental Composites.

Core Composites

Basic Calculations—Subtests that comprise this composite are Addition, Subtraction, Multiplication, and
Division. It measures basic calculations.

Mathematical Reasoning—The Problem Solving and Charts, Tables and Graphs subtests make up this
composite. It measures mathematical reasoning.

General Mathematics—This composite is formed by combining the six core subtests.

Supplemental Composites

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Advanced Calculations—The subtests in this composite (Rational Numbers, Algebra, and Geometry) are
usually given to middle school or older students who are showing poor achievement or to advanced
students.

Practical Applications—This composite measures the ability to solve problems related to time concepts
(Time), the use of money (Money), and aspects of measurement (Measurement).

Overall Mathematic Abilities—The results of all twelve CMAT subtests all combine to form this
composite.

Statistical Characteristics of the CMAT

Finally, examiners have a psychometrically sound, content oriented, clear alternative to existing tests of
mathematical abilities. All subtests and composites are based on familiar metrics. The subtests have a
mean of 10 and a standard deviation of 3; composites have a mean of 100 and a standard deviation of 15.
This provides for extreme ease of use and comparability with other tests. Both age-based norms (age 7
through 18) and fall and spring grade-based norms (grade 3 through 12) are provided, giving the examiner
flexibility in meeting state and local education agency guidelines. Reliability was determined using
standard methods for estimating the internal consistency of the subtests and composites. Reliability
estimates are uniformly high, with all composites and most subtest reliability values exceeding or
rounding to .90. Coefficients for time sampling and interscorer reliability are also presented.

The CMAT manual provides clear evidence for validity. Strong evidence of content-description validity,
criterion-prediction validity, and construct-identification validity is provided, including correlational
research with individual and group mathematics tests, intelligence tests, and measures of academic ability.

National Standardization and Sample Bias

The CMAT was normed on a national sample of over 1600 students whose demographic characteristics
match those of the United States according to the 2000 census report. The normative group was stratified
on the basis of age, gender, race, ethnic group membership, geographic location, community size, and
socioeconomic status (as indicated by educational attainment and family income).

Potential item bias was studied using crucial DIF (differential item functioning) and found to be
insignificant. Not only was bias studied at the test level, but individual item bias was examined by
comparing item difficulty across demographic subgroups and by determining item curve characteristics,
considered to be one of the most direct and sensitive methods for detecting biased items.

Other Features

Calculators are allowed for all subtests except Addition, Subtraction, Multiplication, and Division.

The CMAT is easy to use and score.

The CMAT reflects the National Council of Teachers of Mathematics 2000 Guidelines.

The CMAT helps to identify students who are having difficulty as well as those students who are
exceeding beyond expectations.

DTLA-P:3: Detroit Tests of Learning Aptitude-Primary — Third Edition

Ages: 3-0 through 9-11

Testing Time: 15 to 45 minutes
Administration: Individual

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The DTLA-P:3 is a quick, easily administered test for measuring the general aptitude of young children. It
is particularly useful with low-functioning school-age children ages 3-0 through 9-11. It comprises six
subtests, measuring cognitive ability in areas such as language, attention, and motor abilities. Significant
improvements over the previous editions have been made.

These include:

1. All new normative data (collected 2001-2003).

2. Characteristics of the normative sample relative to socioeconomic factors, gender, and other
critical demographics are the same as those reported in the Statistical Abstract of the United
States (U.S. Bureau of the Census, 2001) and are thereby representative of the U.S. population.

3. The normative data have been stratified by age, geographic region, gender, race, ethnicity,
socioeconomic status, and parent education.

4. All pictures have been drawn in color to present a more appealing look to children.

5. Pictures are now presented to the child using an easel.

6. Additional instructions have been provided for giving and scoring the digit sequences and design
reproduction items.

7. Interpretation sections have been expanded.

8. Each item on the test has been reevaluated using both conventional item analysis to choose
"good" statistical items and the newer differential item functioning analysis to find and eliminate
biased items.

9. Items have been validated by both exploratory and confirmatory factor analysis.

10. Construct-identification has been strengthened by including the studies of independent

researchers.

11. Evidence is provided to show that the test is reliable and valid for specific gender disability,
ethnic, and racial groups, as well as for a general population.

Developmental Tasks for Kindergarten Readiness—II (DTKR-II)

Assessment of Prekindergarten Children to Determine Kindergarten Readiness

Ages: 4-6 through 6-2

Testing Time: 20 to 30 minutes
Administration: Individual

The Developmental Tasks for Kindergarten Readiness-II(DTKR-II) provides objective data on a child’s
skills and abilities as they relate to successful performance in kindergarten. It is used for both screening
and diagnostic-prescriptive purposes.

The results can be used by school personnel to plan remedial instructional programs and/or to make
adjustments in the kindergarten curriculum when the child enters school. Raw scores are converted to
standard scores. A composite quotient and factor scores are also available.

The DTKR-II is a restandardized, updated version of the DTKR. New to the second edition are scaled
scores (mean of 10, standard deviation of 3) for subtests and three factors, and a composite score with a

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mean of 100 and a standard deviation of 15. The DTKR-II was normed on 2,521 prekindergarten children
(1,273 males and 1,248 females).

Reliability was determined using internal consistency, interrater agreement, and test-retest reliability.
Test-retest reliability ranges from .82 to .97. The composite score reliability is .93. Predictive validity data
are available in the manual. The DTKR-II can be individually administered in about 20 to 30 minutes.

Diagnostic Achievement Battery 3 (DAB-3)

By Phyllis L. Newcomer

ENEFITS

Measures silent reading comprehension, identifying students who need to improve reading prociciency
and guiding intervention efforts

BENEFITS

Measures silent reading comprehension, identifying students who need to improve reading prociciency
and guiding intervention efforts

AGES

7-0 to 17-11 years

ADMIN TIME

25 minutes

FORMAT

5 individually administered subtests with various reading tasks

SCORES

Reading Comprehension Index that represents the student's ability to understand contextual printed
material

NORMS

Based on a sample of more than 1,500 students

PUBLISH DATE

2001

This popular achievement test is useful in identifying students for special education placement or
remedial planning. It includes 14 subtests, all relevant to the assessment of learning disabilities:

 Story Comprehension

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  Capitalization

 Characteristics

 Punctuation

 Synonyms

 Spelling

 Grammatic Completion

 Contextual Language

 Alphabet/Word Knowledge

 Math Reasoning

 Reading Comprehension

 Math Calculation

 Story Construction

 Phonemic Analysis

To reduce administration time, you can give the Spelling, Capitalization, Punctuation, and Math
Calculation subtests in small groups. In addition, any of the 14 subtests can be administered
independently and used diagnostically.

Easy to administer and score and free of gender, ethnic, and disability bias, the DAB-3 is an excellent
resource for professionals concerned with the identification of learning problems, special education
placement, and remedial planning.

Differential Aptitude Tests®, Fifth Edition

(DAT®)
Author(s): G.K. Bennett, H.G. Seashore, A.G. Wesman

Use the Differential Aptitude Tests® for Personnel and Career Assessment to identify candidates
for hiring, training and career development in any organizational setting. From corporations to
nonprofits, the skills measured in these tests offer clear indications of a candidate's strengths and
weaknesses. The Differential Aptitude Tests® for Personnel and Career Assessment tests
applicants in key areas directly related to successful job performance. General Cognitive

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Abilities - Contains Verbal Reasoning and Numerical Ability. These tests measure the ability to
learn in either an occupational or training setting, and specifically the ability to learn from books
and manuals, self instruction, trainers, teachers, or mentors.

Perceptual Abilities - Abstract Reasoning, Mechanical Reasoning, and Space Relations. Tests
abilities that are important when dealing with things, rather than people or words.

Clerical and Language Skills - Spelling, Language Usage, and Clerical Speed and Accuracy.
Tests skills necessary to perform various types.

Areas of Assessment
Subtests Help Measure Aptitude for Success

 Verbal Reasoning - is appropriate for measuring general cognitive ability and for placing
employees in professional, managerial, and other positions of responsibility requiring higher
order thinking skills.

 Numerical Ability - test the understanding of numerical relationships and facility in handling
numerical concepts. Good prediction of success of applicants in such fields as mathematics,
physics, chemistry, engineering, and in occupations such as laboratory assistant, bookkeeper,
statistician, shipping clerk, carpenter, tool-making, and other professions related to the physical
sciences.

 Abstract Reasoning - is a nonverbal measure of the ability to perceive relationships in abstract

figure patterns. Useful in selection when the job requires perception of relationships among things
rather than among words or numbers, such as mathematics, computer programming, drafting, and
automobile repair.

 Clerical Speed and Accuracy Paper Administration Only- measures the speed of response in a
simple perceptual task. This is important for jobs such as filing and coding, and for jobs involving
technical and scientific data.

 Mechanical Reasoning - closely parallels the Bennett Mechanical Comprehension Test and
measures the ability to understand basic mechanical principles of machinery, tools, and motion. It
is useful in selection decisions about applicants for jobs such as carpenter, mechanic, maintenance
worker, and assembler.

 Space Relations - measures the ability to visualize a three dimensional object from a two
dimensional pattern, and how this object would look if rotated in space. This ability is important

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 in fields such as drafting, clothing design, architecture, art, die making, decorating, carpentry, and
dentistry.

 Spelling Paper Administration Only - measures an applicant's ability to spell common English
words, a basic skill necessary for success in a wide range of jobs including business, journalism,
proofreading, advertising, or any occupation involving written language.

 Language Usage - measures the ability to detect errors in grammar, punctuation, and
capitalization. When Language Usage and Spelling are both administered, they provide a good
estimate of the ability to distinguish correct from incorrect English usage, which is important in
business communication.

Use this flexible tool to identify candidates for hiring, training, and career development. Gives clear
indications of a candidate's strengths and weaknesses.

DAP:IQ: Draw-A-Person Intellectual Ability Test

For Children, Adolescents, and Adults

Ages: 4-0 through 89-11

Testing Time: 10-12 minutes
Administration: Individual or Group

The Draw-A-Person Intellectual Ability Test for Children, Adolescents, and Adults(DAP:IQ) provides a
common set of scoring criteria to estimate intellectual ability from a human figure drawing. Until now,
measurement of cognitive ability by scoring drawings of human figures focused mainly on children and
adolescents. The DAP:IQ applies this form of evaluation to adults as well, allowing for a more direct,
continuous measurement of a common construct across the age range.

The DAP:IQ improves the practice of evaluating human figure drawings (HFDs) as a measurement of
cognitive ability by scoring elements representative of universal features of the human figure. The
collection of a HFD is easily standardized with a set of simple, easily understood instructions, and
requires a very short period of time.

This flexible assessment is for use by psychologists, school counselors, and professionals working with
special-needs populations. The DAP:IQ allows you to derive reliable, quantitative ability estimates by
using the largest single collection of normative data on this task ever gathered. Psychometric data,
including normative reference data, are provided for ages 4 years to 89 years and are based on a total
sample of 3,090 individuals across the United States. The validity and utility of this test lie in the scoring
system¹s emphasis of concepts over artistic skill and motor coordination.

Features of the DAP:IQ

Standardized instructions for the task are easy to derive

Standardized scoring systems emphasize conceptual aspects of drawings, not artistic quality

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Drawings collected in a rapid, efficient manner
Few people are hesitant to do the drawing once they are assured that the artistic quality is not being
evaluated

Drawings can be obtained in even the most challenging of clinical situations (such as the assessment of
autistic or severely hyperactive children, non-reading or non-English speaking clients)

Scoring criteria have less cultural specificity than most intelligence tests, verbal or nonverbal (culture-
reduced)

All you need to give and score of the DAP:IQ is the test manual, the Administration/Scoring Form, and a
sharpened pencil.

Employee Aptitude Survey

The Employee Aptitude Survey (EAS) consists of 10 tests specifically designed to measure
cognitive, perceptual, and psychomotor abilities required for successful performance in a wide
variety of occupations. The tests are published separately and can be selected to form custom
batteries.

Skills and Abilities Assessed

Verbal Ability – measures the ability to understand written words and the ideas associated with them. It
includes the ability to read, understand, and interpret written materials.
Numerical Ability – measures the ability to perform mathematical calculations quickly and accurately. It
includes adding, subtracting, multiplying, and dividing integers, decimals, and fractions.
Perceptual Ability – measures the ability to perceive detailed information quickly and accurately
including both verbal and numerical material.
Reasoning – measures the ability to analyze and evaluate information and to arrive at correct conclusions.
Space Visualization – measures the ability to visualize forms in space and manipulate objects mentally.
Space Visualization is a strong component of “mechanical aptitude.”
Word Fluency – measures the ability to use words with flexibility and ease.
Manual Dexterity –measures the ability to make repetitive, fine finger movements rapidly and accurately.

Target Population/Types of Jobs

Applicants and employees for most positions; useful for employee selection, placement, promotion,
training and development, and more.

Test Titles

Verbal Comprehension Numerical Ability Visual Pursuit Space

Visualization Word Fluency Verbal Reasoning
Symbolic Reasoning Manual Speed and Accuracy Visual
Speed and Accuracy Numerical Reasoning

The EAS is proven to help hire top performers who exhibit:

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Increased Productivity
Higher Quality Work
Fewer Mistakes
Less Supervision Required
Less Training Time Required

General Ability Measure for Adults

(GAMA®)
Author(s): Jack A. Naglieri, PhD, and Achilles N. Bardos, PhD

 Administration: Paper-and-pencil or computer administration; 25 minutes (timed: 66 items; 6

response options)

Psychometrics: 11 age groups

 Ages / Grades: Individuals 18 years and older

Reading Level: 3rd Grade

 Language: English & Spanish

The GAMA test (General Ability Measure for Adults) is a self-administered, timed test that uses abstract
designs, shapes, and colors to help measure general ability. Normed on a census-based sample of 2,360
adults, it can be effective with a variety of populations and can be administered to individuals or groups.
The GAMA IQ score helps estimate an individual's general intellectual ability and the 4 subtest scores
provide additional information about the individual's performance.

How to Use This Test

The GAMA test can be used by clinical professionals and psychologists in a variety of settings, including:

 As part of a psychological evaluation when a brief tool is needed to help assess general cognitive
ability

 When evaluating people who speak English as a second language or who read at a low level

 With special populations such as deaf adults, the elderly, and individuals with learning
disabilities, mental retardation, or traumatic brain injury

 For neuropsychology and forensic evaluations

 For large-scale assessment, e.g. with correctional or military populations

 In counseling and psychotherapy settings to help choose interventions that match a client's
intellectual ability

 For counseling to facilitate vocational decisions

Key Features

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  Self-administered, 25-minute, timed test. Its brevity enables clinicians to include the test as part
of a complete cognitive assessment.

 Administered individually or with groups.

 Highly correlated with other intelligence measures, the GAMA test helps provide convenience
without sacrificing quality.

 The nonverbal format helps overcome language, cultural and educational barriers, making it
useful with diverse populations.

 Requires less training for administrators than many other general abilities tests.

Kaufman Assessment Battery for Children, Second Edition (KABC-II)

By Alan S. Kaufman and Nadeen L. Kaufman

BENEFITS

Administrative flexibility lets you assess mental ability in ways best suited to the child's linguistic and
cultural background

AGES

3 through 18 years

ADMIN TIME

35-70 minutes

FORMAT

Individually administered tasks that can either incorporate or exclude verbal ability

SCORES

A Nonverbal Composite and a Mental Processing/Fluid-Crystallized Index, plus individual scale scores

PUBLISH DATE

2004

This revision of the highly regarded Kaufman Assessment Battery for Children makes it the assessment
tool you can use with all children. An optional Knowledge/Crystallized Ability Scale expands the test’s
utility, while the battery as a whole continues to measure other broad abilities and processes with a
minimum of verbalization.

This fully revised edition offers the following features:

 An expanded age range, from 3 through 18 years

 Two assessment approaches: Luria’s neuropsychological model and the Cattell/Horn/Carroll

(CHC) method of categorizing cognitive abilities

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  The Knowledge/Crystallized Ability Scale, replacing the original Achievement Scale

These changes allow you to administer and interpret the instrument in a way that is best suited to the
child’s linguistic and cultural backgound. You can choose the CHC model, which treats verbal skill as a
cognitive ability and includes it in the overall composite. Or you can choose the Luria model if you want
a mental processing composite that does not include verbal ability. And for an even more language-free
assessment, you can use the Nonverbal Composite.

Scales are labeled differently for the Luria and CHC models, and each is composed of two to four
subtests:

Luria Model CHC Model

Scale Names
Simultaneous Processing Visual Processing
Sequential Processing Short-Term Memory
Planning Ability Fluid Reasoning
Learning Ability Long-Term Storage/Retrieval
Knowledge/Crystallized Ability

Overall Composites
Mental Processing Composite Fluid–Crystallized Index
Nonverbal Composite Nonverbal Composite

Three-year-olds take a brief five- to seven-subtest battery that yields the overall composites but not scores
for the ability/processing scales. KABC-II subtests are designed to minimize verbal instructions and
responses. This gives you in-depth data with less “filtering” due to language.

Completed in 35 to 70 minutes, the KABC-II retains the strengths of the original battery while giving you
more flexibility and more accurate results. Administration and scoring procedures are easy to learn and
apply, and test content is attractive to children, which makes it easier to keep them focused during the
assessment.

(KBIT-2) Kaufman Brief Intelligence Test, Second Edition

By Alan S. Kaufman and Nadeen L. Kaufman

BENEFITS

Offers a quick yet relatively thorough estimate of verbal and nonverbal intelligence

AGES

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4 through 90 years

ADMIN TIME

20 minutes

FORMAT

Individually administered verbal and nonverbal tasks that do not require reading or spelling

SCORES

Verbal and nonverbal scores plus a composite IQ

PUBLISH DATE

2004

This popular measure, now available in a fully revised second edition, gives you more information than
any other brief intelligence test. Individually administered in just 20 minutes, it assesses both verbal and
nonverbal intelligence in people from 4 through 90 years of age.

The KBIT-2 is composed of two separate scales. The Verbal Scale contains two kinds of items—Verbal
Knowledge and Riddles—both of which assess crystallized ability (knowledge of words and their
meanings). Items cover both receptive and expressive vocabulary, and they do not require reading or
spelling.

The Nonverbal Scale includes a Matrices subtest that assesses fluid thinking—the ability to solve new
problems by perceiving relationships and completing analogies. Because items contain pictures and
abstract designs rather than words, you can assess nonverbal ability even when language skills are
limited. Full-color items appeal to children, particularly those who are reluctant to be tested.

The KBIT-2 provides Verbal and Nonverbal Scores, plus a composite IQ. Test items are free of cultural
and gender bias.

The KBIT-2 is an efficient way to compare verbal and nonverbal abilities, screen for gifted students, get a
quick estimate of intelligence in institutional settings (such as prisons, group homes, rehabilitation
centers, and mental health clinics), and reevaluate individuals previously given a comprehensive IQ test.
Brief and easy to use, it also offers impressive reliability and validity.

Mental Ability Test (MD5)

Quick Overview

This is a short test that involves finding missing letters, numbers or words, represented by the
corresponding number of asterisks.

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Product Description

MD5 is an easy to use short questionnaire appropriate for all English language speakers (i.e. the
items do not include language that is characteristic of a particularculture) and normative data
supports its use with a wide range educational and ability levels from candidates with no GCSE
qualifications through to Middle managers. The test can be administered in paper and pencil
format and takes fifteen minutes to complete.

Normative data for several different groups ranging from job applicants with no GCSE qualifications to
middle level managers in employment. The manual also gives details of the test's reliability and validity
together with correlations with other mental ability tests.

Authors: Davey, M
Duration: 15 Minutes
Languages: English
Suitable For: All occupations and educational levels.
Used For: Selection

OASIS-3:AS - Occupational Aptitude Survey

The OASIS-3 Aptitude Survey measures six broad aptitude factors that are directly related to skills and
abilities required in more than 20,000 jobs listed in the Dictionary of Occupational Titles. The Aptitude
Survey yields six scores: General Ability, Verbal Aptitude, Numerical Aptitude, Spatial Aptitude,
Perceptual Aptitude, and Manual Dexterity. Validity coefficients with similar subtests of the General
Aptitude Battery range from .60 to .80. Median alpha reliabilities range from .70 to .91.

The tests were normed on the same national sample of 2,005 individuals from 20 states. Teachers,
counselors, and other professionals can easily use the OASIS-3 to assist in the career development of
students in Grades 8 through 12 and adults. The OASIS-3 can be administered individually or in groups.
Each test takes from 30 to 45 minutes to administer and can be hand scored

Otis-Lennon School Ability Test®, Eighth

Edition
Assess the Abilities that Relate to Success in School

 Administration: Paper-and-pencil; group-administered

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Completion Time: Varies by level, maximum 75 minutes

Forms/Levels: One (Form 5) with seven levels

 Scores: Machine scoring via Pearson Scoring and Reporting Services, ReadyResults.net (local
scoring and reporting), Results Online (reporting only), or hand scoring

 Ages / Grades: K-12

 Norms: School Ability Index, Percentile Rank, Stanine, and NCE by age; Percentile Rank,
Stanine and NCE by grade; Achievement/Ability Comparisons when administered with Stanford
10, and Scaled Scores to represent performance on a continuous growth scale and to allow for
out-of-level testing situations

 Forms: One (Form 5) with seven levels

Gain a more robust understanding of a student's ability.

OLSAT 8 measures cognitive abilities that relate to a student's academic success in school. By assessing a
student's verbal, nonverbal, and quantitative ability, OLSAT 8 supplies educators with valuable
information to enhance the insights gained from traditional achievement tests.

Features & Benefits

 Content clusters and item types include verbal, nonverbal, and quantitative.

 Obtain student's Achievement/Ability Comparison (AAC) score when administered with the
Stanford Achievement Test Series, Tenth Edition (Stanford 10).

 Specialized statistical procedures and comprehensive review of all test items by minority-group
educators help minimize ethnic, gender, cultural, and regional bias.

 Evaluates a student's performance on a variety of tasks, including detecting likenesses and

differences, recalling words and numbers, defining words, following directions, classifying,
establishing sequence, solving arithmetic problems, and completing analogies.

PTI-2: Pictorial Test of Intelligence - Second Edition

Ages: 3-0 through 8-11 years

Testing Time: 15 to 30 minutes
Administration: Individual
The PTI-2 is a revision of the Pictorial Test of Intelligence (French, 1964) and is an objectively scored,
individually administered test of general intelligence for both normal and disabled children ages 3-0
through 8-11 years. Administration time ranges from 15 to 30 minutes. Administer three subtests and
combine the scores to get the Pictorial Intelligence Quotient, a global index of performance to provide a
multidimensional measure of g. The subtests areas follows:

Verbal Abstractions – requires the examinee to identify pictures that (a) represent the meaning of a spoken
word, (b) represent the meaning of a spoken definition of a word, and (c) that are different in form or
function from a set of pictures.

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Form Discrimination – requires the examinee to match forms, differentiate between similar shapes,
identify unfinished pictures, find embedded shapes, and reason about abstract shapes and patterns.
Quantitative Concepts – samples an examinee's recognition of size, comprehension of number symbols,
ability to count, and ability to solve simple arithmetic problems. Standardized on 972 persons from 17
states, the data are representative of the current population of the U.S as reported in the Statistical
Abstract of the United States (U.S. Bureau of the Census, 1997) for the entire school-age population. The
PTI-2 provides three types of scores: percentiles, standard scores, and age equivalents. Reliability was
demonstrated using coefficient alpha, testretest, and interscorer procedures. Coefficient alphas for Verbal
Abstractions, Form Discrimination, Quantitative Concepts, and Pictorial Intelligence Quotient are .89, .
88, .88, and .94, respectively. Evidence of validity of the PTI-2 test scores is proven for content-
description validity, criterion-prediction validity, and construct-identification validity. Finally, the PTI-2
items were developed to obtain fairness with diverse groups. The items were examined to ensure that little
or no bias relative to gender, race, or ethnicity existed. Differential item functioning techniques were used
to examine items for potential bias. The PTI-2 will be especially helpful when used with children who
have difficulty with fine motor skills or a speech-language problem. The test has been normed so that it
can be used with children with cortical disorders or other conditions affecting speech or motor
coordination. Respondents do not need to use expressive language, but they do need near normal vision
and hearing. None of the items are timed.

Primary Test of Nonverbal Intelligence (PTONI)

David J. Ehrler and Ronnie L. McGhee

Purpose: Assess reasoning abilities in young

children

Age 3 to 9 years
range:

Admin: Individual

Admin 5-15 minutes

time:

Theoretically sound and research-based, the PTONI assesses reasoning abilities in young children.

Ideal for diverse populations

 Featuring minimal oral directions and a pointing-response format, the PTONI is especially
appropriate for testing children who have underdeveloped verbal and/or motor skills.

 PTONI directions are provided in eight alternative languages, making it an appropriate

assessment of intelligence for children from diverse language backgrounds.

 Can be used to identify both severe intellectual deficits and superior cognitive intelligence; to
help estimate future school success based on family history, educational background, and
personality traits; and to study a wide range of researchable topics and issues.

 Test format requires a child to look at a series of pictures and to point to the one picture that does
not belong with the others. Items are arranged in order of difficulty.

 Provides standard scores, percentile ranks, and age equivalents.

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  Normed on a culturally and ethnically diverse demographic sample of 1,010 children from 38
states.

Raven’s Advanced Progressive Matrices (APM)

Author(s): J. C. Raven
Administration: Untimed; 40-60 minutes; Individual or Group
Ages / Grades: 12:0-16:0, 17:0 years and older
Norms: Summary and detailed percentiles

Raven’s APM measures high-level observation skills, clear thinking ability, and intellectual capacity. This
untimed test is designed to differentiate between people at the high end of intellectual ability. When
administered under timed conditions, the APM can also be used to assess intellectual efficiency – quick
and accurate high-level intellectual work.

The APM score can be used as an indication of a candidate’s potential for success in high-level technical,
professional, and executive positions that require high levels of clear and accurate thinking, problem
identification, holistic situation assessment, and monitoring of tentative solutions for consistency with all
available information. The APM score also can be used for developmental purposes in occupational and
advanced educational settings. The nonverbal aspect of the test minimizes the impact of cultural or
language bias.

The Raven’s APM produces a single raw score as well as percentile rank to indicate the candidate’s
educative ability or the ability to make sense of complex situations, compared to a norm group.

Raven’s Coloured Progressive Matrices

(CPM)

Overview: Assess nonverbal abilities at three levels

Age Range: 5 through 11 years, elderly persons, and mentally and physically impaired persons

Administration: Paper-and-Pencil

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Completion Time: Untimed, individual or group: 15-30 minutes

Scores/Interpretation: Summary and detailed percentiles

Scoring Options: Manual Scoring

Raven’s CPM measures clear-thinking ability and is designed for young children ages 5:0-11:0 years and
older adults. The test consists of 36 items in 3 sets (A, Ab, B), with 12 items per set.

Before the ability to reason by analogy has developed, or in cases where intellectual ability has become
impaired, the CPM can be used to assess the degree to which children and adults can think clearly, or the
level to which their intellectual abilities have deteriorated.

The three sets of 12 items are arranged to assess the chief cognitive processes of which children under 11
years of age are usually capable. The CPM items are arranged to assess cognitive development up to the
stage when a person is sufficiently able to reason by analogy and adopt this way of thinking as a
consistent method of inference. This stage in intellectual maturation appears to be one of the earliest to
decline as the result of organic dysfunction.

The Raven’s CPM produces a single raw score that can be converted to a percentile based on normative
data collected from various groups

Raven’s Standard Progressive Matrices (SPM)

Author(s): J. C. Raven
Administration: Untimed: 20-45 minutes; Individual or Group
Ages / Grades: 6:0-16:0, 17:0 years and older
Norms: Summary and detailed percentiles

Raven’s SPM is a test of observation skills and clear-thinking ability. It offers insight about someone’s
capacity to observe, solve problems, and learn. The test has a total of 60 items presented in 5 sets (A–E),
with 12 items per set.

The SPM can be used as an indication of a candidate’s potential for success in professional, management
and high-level technical positions that require clear thinking, problem identification, holistic situation
assessment, and monitoring of tentative solutions for consistency with all available information. The SPM
score also can be used for developmental purposes in occupational and educational settings. The
nonverbal aspect of each test minimizes the impact of cultural or language bias.

The Raven’s SPM each produces a single raw score as well as percentile rank to indicate the candidate’s
educative ability or the ability to think clearly and extract meaning out of events, compared to a norm
group.

Reynolds Adaptable Intelligence Test™ (RAIT™)

Cecil R. Reynolds, PhD

Purpose: Assess crystallized, fluid, and quantitative intelligence

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 Age 10 to 75 years
range:

Admin: Individual or group

Admin 50 minutes for full battery; 30 minutes for crystallized and fluid
time: subtests only

The RAIT is a rapid, reliable, and valid intelligence test designed for group or individual administration.
It is composed of seven subtests that assess crystallized intelligence, fluid intelligence, and quantitative
aptitude or intelligence.

Features and benefits

 Designed to provide continuity of measurement across a wide age span.

 Can be used to help you determine a child's educational placement and diagnose various forms of
childhood psychopathology; as a measure of intelligence in general clinical and
neuropsychological evaluations; as part of evaluations for the diagnosis of specific disorders; in
disability determinations under various state and federal programs; and as a measure of aptitude
in human resources/employment settings.

 Requires minimal reading skill and almost no motor coordination and visual-motor skill, reducing
the complications that can occur when manipulated objects (e.g., blocks) are used to assess
intelligence.

 Administration and scoring will be available through PARiConnect; this computer version
automatically calculates a measure of effort.

Test structure

 Can be administered to groups or individuals and using a computer or traditional paper and
pencil. This flexibility makes the RAIT a viable option for use in schools, juvenile and adult
justice systems, clinical settings, and human resource and related industrial settings.

 Yields a Crystallized Intelligence Index (CII), a Fluid Intelligence Index (FII), a Quantitative
Intelligence Index (QII), a Total Intelligence Index (TII), and a Total Battery Intelligence Index
(TBII).

 Quantitative intelligence subtests are not included in the calculation of the TII, so you can obtain
an IQ assessment that does (i.e., TBII) or does not (i.e., TII) include an appraisal of quantitative
reasoning skills.

 The Score Summary Form allows you to track examinees' scores over multiple administrations,
calculate reliable change indexes, and allows for discrepancy calculations.

Technical information

 The RAIT was standardized on a 2010-Census-matched sample of 2,124 individuals.

 Subtests are scaled to the T-score metric (i.e., M = 50; SD = 10); indexes are scaled to the IQ
metric (i.e., M = 100; SD = 15). Other forms of derived scores, including zscores, normal curve
equivalents, stanines, percentiles, and, for the younger ages, age equivalents, are provided.

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  RAIT scores obtained by individuals in several clinical groups support the validation of the RAIT
as a measure of intelligence. These groups included individuals with intellectual disability, TBI,
stroke, dementia, learning disability, hearing impairment, and ADHD and those who were
considered gifted.

 An investigation of RAIT scores' relationship to examinees' occupational industries and job

complexity levels (as determined by Occupational Information Network [O*NET] Job Zone)
revealed expected patterns, with median TBII scores increasing as industry moved from
physically-oriented occupations to business-oriented occupations and as job complexity level
increased.

 The gender bias and ethnic bias of the items were examined rigorously, using multiple methods
based on item response theory as well as classical test theory.

Reynolds Intellectual Screening Test™ (RIST™)

Randy W. Kamphaus, PhD and Cecil R. Reynolds, PhD

Purpose: Screening measure of general

intelligence

Age 3 to 94 years
range:

Admin: Individual

Admin 10-15 minutes

time:

Two types of intelligence are measured

 The RIST comprises a verbal subtest (Guess What) and a nonverbal subtest (Odd-Item Out),
which were selected from the RIAS using theoretical, empirical, and practical considerations.

 Guess What is a classic measure of crystallized intelligence, whereas Odd-Item Out shares
characteristics with fluid intelligence.

 Both subtests have good psychometric properties and similarly good factor analytic and criterion-
related validity evidence, and both can be efficiently administered and scored.

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Results are psychometrically sound and easy
to compare
 Percentile ranks, 90% and 95% confidence intervals, T scores, z scores, NCEs, and stanines are
available. RIST norms are based on the RIAS normative sample of 2,438 individuals.

 For the RIST Index, the median reliability coefficient is .95, test-retest reliability is .84 (corrected
for restriction of range), and the median SEM is 3.35. These data suggest that the RIST functions
well as a first or second screening gate.

 The RIST Index is highly correlated with the FSIQs of the WAIS®-III (.67) and the
WIAT®mathematics (.69), language (.67), and Total Composite (.66) scores.

 Within a clinical group analysis, individuals diagnosed with mental retardation or dementia had
mean RIST Index scores in the mid-70s, indicating that the RIST can effectively differentiate
between individuals with and without intellectual impairment.

Screening Assessment for Gifted Elementary and Middle School Students, 2nd Ed. (SAGES-2)
Susan K. Johnsen and Anne L. Corn

Purpose: Identify gifted students in kindergarten through

8th grade

Age 5 to 14 years
range:

Admin: Individual or group

Admin Allow about 30-45 minutes for each subtest

time:

The SAGES-2 assesses aptitude and achievement in order to identify gifted students.

 The Reasoning subtest measures aptitude; the Mathematics/Science and Language Arts/Social
Studies subtests measure achievement.

 Test items require not only recall but also understanding and application of ideas and concepts in
the content areas.

 Normed on two large samples: the normal sample consisted of 3,023 students who were in
heterogeneous classrooms; the gifted sample consisted of 2,290 students who were identified as

27 | P a g e
 gifted by their local school districts. Standard scores and percentile ranks are provided for both
samples.

 Reliability coefficients for the test are high, and test-retest studies show that the SAGES-2 is
stable over time.

 Extensive validity data document the test’s relationship to the WISC®-III, OLSAT™, Stanford
Achievement Test, and the Gifted and Talented Evaluation Scale.

Note: The SAGES-2 is not intended for identifying children for classes emphasizing talents in creative,
artistic, or leadership areas.

Scholastic Abilities Test for Adults (SATA)

Ages: 16 through 70
Testing Time: 1 to 2 hours
Administration: Individual or group

The SATA measures the scholastic competence of persons from the ages of 16 through 70. Subtest raw
scores are converted to estimated grade equivalents, standard scores (M = 10, SD = 3), and percentiles.
The SATA's aptitude and achievement components can provide an aptitude-achievement discrepancy
analysis needed for LD placement. The SATA was normed on 1,005 persons residing in 17 states, and the
sample is representative of the nation as a whole with regard to gender, race, ethnicity, urban/rural
residence, and geographic region. The SATA is technically sound, with reliabilities generally in the .80s
and .90s.

The School Readiness Test (SRT) is an effective tool for determining the readiness of each student for
first grade.

O. F. Anderhalter, Ph.D.
Authors:
Jan Perney, Ed.D.

Level: End of kindergarten or before the third full week of grade one.

Working Time: Approximately 1 hour, 20 minutes

Test Description

The seven SRT subtests are:

• Vocabulary • Comprehension and

Interpretation

• Identifying Letters • Mathematical

Knowledge

• Visual Discrimination • Developmental Spelling

Ability

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 • Phonemic Awareness • Optional—
Handwriting Assessment

A hand-scored group test, the SRT is administered by a classroom teacher at the end of kindergarten or
before the third full week of first grade. Each student will be evaluated by seven subtests, with an optional
handwriting assessment, which total one hour and twenty minutes of testing time. It allows a teacher to
learn as much as possible about every entering student’s abilities—and about any factors that might
interfere with his or her learning.

SRT levels of readiness are related to national percentiles and stanines. SRT’s Class Record Sheet and the
new Class Summary Report are used to record information about individual and group performance on
each subtest and on the entire test. This information can be used for diagnostic assistance.

After the scores for the seven subtests are determined (the optional Handwriting Assessment is not
included in the Total Readiness Score), they are added together to get a total score. The total score is then
matched to one of the six levels of readiness.

Slosson Intelligence Test, Revised (SIT-R3)

by Richard L. Slosson; revised by Charles L. Nicholson, Ph.D., and Terry L. Hibpshman, Ph.D.;
Supplementary Manual by Sue Larson

Like previous versions of the Slosson Intelligence Test, the SIT-R3 provides a quick, reliable index of
intellectual ability in both adults and children (ages 4 through 65). In addition, this revision is one of the
few intelligence tests that can be used with visually impaired and blind individuals. New, embossed score
sheets and a supplementary manual (included in the kit) make the test appropriate for use with people
who have low visual acuity. Individually administered in just 10 to 20 minutes, the SIT-R3 is an excellent
alternative to longer, more time-consuming intelligence tests.
Items are drawn from six cognitive domains: Information, Comprehension, Quantitative, Similarities
and Differences, Vocabulary, and Auditory Memory. Test questions use contemporary language and are
free of significant demographic, racial, or sex bias. Standardized on a sample of approximately 2,000
individuals, the test now provides deviational IQs, standard scores, and percentiles.
The SIT-R3 complements educational evaluations that target learning ability or achievement in
children and adults. Widely used in schools, clinics, and industry, this popular measure continues to
provide a quick, cost-effective assessment of intelligence.

Stanford-Binet Intelligence Scales, 5th Ed. (SB5)

Gale H. Roid, PhD

Purpose: Assess intelligence and cognitive

abilities

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 Age 2 to 85 years
range:

Admin: Self-report; Individual

Admin Approximately 5 minutes per

time: subtest

The SB5 provides comprehensive coverage of five factors of cognitive ability: fluid reasoning,
knowledge, quantitative reasoning, visual-spatial processing, and working memory.

Predictive scores help identify potential disabilities

 Advances the assessment of strengths and weaknesses in the cognitive processes of students;
information on special predictive composite scores for identifying disabilities in both reading and
math is available in the Interpretive Manual.

 Helpful in diagnosing a wide variety of developmental disabilities and exceptionalities and also
may be useful in clinical and neuropsychological assessment, early childhood assessment,
psychoeducational evaluations for special education placements, and more.

Useful for assessing a wide range of clients

 Enhanced nonverbal/low-verbal content requires minimal or no verbal responses from the

examinee.

 Useful in assessing LEP/ELL, deaf and hard-of-hearing, and autistic populations.

 Extensive high-end items measure the highest levels of gifted performance, while improved low-
end items better measure low functioning children and adults.

 Ideal for measuring basic psychological processes in problem-solving models like RTI.

Psychometrically sound and well normed

 Normative data for the SB5 were gathered from 4,800 individuals whose demographics closely
matched those of the U.S. Census.

 Reliabilities for the Full Scale IQ, Nonverbal IQ, and Verbal IQ range from .95 to .98 (average
internal consistency composite reliability, across all age groups). Reliabilities for the factor
indexes range from .90 to .92. For the 10 subtests, reliabilities range from .84 to .89.

 Concurrent and criterion validity data were obtained using the SB-IV, SB-LM, WJ® III, UNIT™,
Bender®-Gestalt II, WPPSI® R, WAIS®-III, WIAT®-II, and WISC®-III.

Test of Early Mathematics Ability, 3rd Ed. (TEMA-3)

Herbert P. Ginsburg, PhD and Arthur J. Baroody, PhD

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 Purpose: Measure mathematics
performance

Age 3 to 8 years
range:

Admin: Individual

Admin 40 minutes
time:

The TEMA-3 can be used as a norm-referenced measure or as a diagnostic instrument to determine

specific strengths and weaknesses in children’s (ages 3-8.11 years) mathematics skills.

 The TEMA-3 can be used to measure progress, evaluate programs, screen for readiness, discover
the basis for poor mathematics performance, identify gifted students, and guide instruction and
remediation.

 Measures informal and formal (school-taught) concepts and skills in the areas of numbering
skills, number-comparison facility, numeral literacy, mastery of number facts, calculation skills,
and understanding of concepts.

 Scores on Form A and B can be used interchangeably.

 Studies showing the absence of gender and ethnic bias are included.

 A book of remedial techniques (Assessment Probes and Instructional Activities) includes

numerous teaching tasks for skills covered by each TEMA-3 item.

Test of Memory and Learning, 2nd Ed. (TOMAL-2)

Cecil R. Reynolds, PhD and Judith K. Voress, PhD

Purpose: Assess memory functioning

Age 5 to 59 years
range:

Admin: Individual

Admin Core Battery: 30 minutes; Core plus Supplementary:

time: 60 minutes

Reformulated core subtests and core indexes; a redesigned and convenient Record Booklet; and
additional interpretive tables, analyses, and text help to make the updated TOMAL-2 a culturally
fair assessment of memory.

A standard battery of eight core subtests, six supplementary subtests, and two delayed recall tasks

 TOMAL-2 subtests include Memory for Stories, Facial Memory, Word Selective Reminding,
Visual Selective Reminding, Object Recall, Abstract Visual Memory, Digits Forward, Visual

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 Sequential Memory, Paired Recall, Memory for Location, Manual Imitation, Letters Forward,
Digits Backward, and Letters Backward, plus two verbal delayed recall tasks and cued recall
procedures.

 TOMAL-2 core indexes consist of the Verbal Memory Index, Nonverbal Memory Index, and
Composite Memory Index.

 TOMAL-2 supplementary indexes are composed of the new Verbal Delayed Recall Index,
Learning Index, Attention and Concentration Index, Sequential Memory Index, Free Recall
Index, and the Associative Recall Index.

 Reliability estimates are uniformly high—all composite and some subtest reliability values are in
the .90s, with the balance exceeding .85. Test-retest reliability coefficients are all greater than .70
for the

 subtests, with most greater than .80. For the composite indexes, all but one value exceeds .80.

Test of Nonverbal Intelligence, Fourth Edition(TONI-4)

Linda Brown, PhD, Rita J. Sherbenou, PhD, and Susan K. Johnsen,
PhD

Purpose: Measure
intelligence

Age 6 to 89 years
range:

Admin: Individual

Admin 15-20 minutes

time:

The TONI-4 is a practical, easy-to-use, norm-referenced measure of intelligence.

Simple to administer and understand

 Administration and response format are pragmatic, with simple oral instructions requiring test
takers to answer with gestures such as pointing, nodding, or blinking. Ideal for those who have
language, hearing, or motor impairments or are not familiar with mainstream American culture.

 Two equivalent forms each comprise 60 abstract/figural items. Each item contains one or more of
eight salient characteristics: shape, position, direction, rotation, contiguity, shading, size, and
movement.

 Verbal and pantomime directions, along with instructions in Spanish, French, German, Chinese,
Vietnamese, Korean, and Tagalog, are provided.

Norms have been updated and difficulty level has been adjusted

 Updated normative data (N = 2,272) ensure proper representation of demographic changes in the
U.S. population.

 Floor effects are minimal.

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  Additional evidence of test reliability and validity is offered for the entire normative sample and
for specific subgroups of the sample to account for cognitive ability, race, ethnicity, and gender.

Test of General Reasoning Ability™ (TOGRA™)

Cecil R. Reynolds, PhD

Purpose: Screen for reasoning and problem

solving skills

Age 10 to 75 years
range:

Admin: Individual or group

Admin 16 minutes
time:

The TOGRA is a speeded measure of reasoning ability and problem-solving skills that is designed for
individual or group administration.

Features and benefits

 Offers a wider variety of item content and greater test score stability than competing measures.

 Yields a General Reasoning Index (GRI), a highly reliable score that reflects overall measurement
of the general factor of reasoning and problem-solving skill.

 Consists of items that assess verbal, nonverbal, and quantitative reasoning and problem-solving
skills through tasks that are inductive as well as deductive in nature.

 Requires only 16 minutes for administration and 2-3 minutes for scoring.

 Administration and scoring will be available through PARiConnect.

 Appropriate in many settings whenever a speeded measure of reasoning ability and problem
solving under pressure is considered useful, including in the evaluation of students for giftedness,
athletes, managerial and executive-level staff, or public safety officer candidates.

Test structure

 Two equivalent alternate forms (Blue and Green) enable you to retest and monitor progress while
reducing practice effects

 Can be administered to groups or individuals and using a computer or traditional paper and
pencil. This flexibility makes the TOGRA a viable option for use in human resource and related
industrial settings, schools, juvenile and adult justice systems, and clinical settings.

Technical information

 As a result of extensive expert review and statistical analysis, the TOGRA’s racial, gender, and
religious bias is minimal–ideal for any measure used for selection purposes.

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  Standardized on a 2010-Census-matched sample of 3,013 individuals.

 The GRI is scaled to a mean of 100 and a standard deviation of 15. Other forms of derived scores,
including z scores, normal curve equivalents, stanines, percentiles, and, for the younger ages, age
equivalents, are provided.

 An investigation of TOGRA scores’ relationship to examinees' occupational data revealed

expected patterns, with median GRI scores increasing as examinees’ industries moved from
physically-oriented occupations to business- and science-oriented occupations. Occupational data
were derived using Occupational Information Network (O*NET) information.

Universal Nonverbal Intelligence Test™ (UNIT™)

Bruce A. Bracken, PhD and R. Steve McCallum, PhD

Purpose: Assess general intelligence in ages 5-17.11 years

Age 5 to 17 years
range:

Admin: Individual

Admin Abbreviated Battery: 10-15 min.; Standard Battery: 30 min.; Extended

time: Battery: 45 min.

The UNIT provides a fair assessment of intelligence for children and adolescents who have speech,
language, or hearing impairments; who have different cultural or language backgrounds; or who are
verbally uncommunicative.

Engaging and interesting to children across ethnicities and with special needs

 The UNIT’s use with African Americans, Asians, Hispanics, Native Americans, individuals with
limited English proficiency, and those who are deaf/hearing impaired is documented in the
manual.

 Diagnostic information relevant to common educational exceptionalities, including mental

retardation, giftedness, and learning disabilities, is provided.

 UNIT subtests require multiple response modes, including use of manipulatives, paper-and-pencil
completion, and pointing.

Five quotient scores provide comprehensive, reliable information

 Quotient scores include the Full Scale Intelligence Quotient, Memory Quotient, Reasoning
Quotient, Symbolic Quotient, and Nonsymbolic Quotient.

 Normative data were collected from a comprehensive national sample of 2,100 children and
adolescents. Reliability, validity, and fairness studies included more than 1,700 additional
children and adolescents.

 Reliability coefficients are high. Validity studies show strong concurrent validity with many other
measures of intelligence, and the UNIT appears to be a good predictor of academic achievement.

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 Discriminant validity evidence demonstrates that the UNIT differentiates among individuals with
mental retardation, learning disabilities, and speech/ language impairments and those who are
gifted.

 UNIT Compuscore offers a quick scoring solution.

Watson-Glaser Critical Thinking Appraisal®

Author(s): Goodwin Watson, Edward M. Glaser

Measure the ability to think critically and problem solve

 Administration: Standard version: 40-60 minutes Short Form: 30-45 minutes

 Test Setting: Individual or Group

 Qualification level: A-Level

 Ages / Grades: 9th grade reading level

 Norms: Occupational Percentiles

Identify High-Potential Performers and Assess Critical Thinking Skills for Sound Decision-
Making

The most widely used assessment of critical thinking in business today, the Watson-Glaser
Critical Thinking Appraisal is ideal for hiring, promotion, development and succession planning
for management and other roles requiring an individual to work with business information to
answer questions, determine strategy, reduce risk, and maximize organizational performance.

Watson-Glaser helps your organization:

 Predict how well an applicant will make accurate inferences, recognize assumptions, properly
deduce, interpret information, and evaluate arguments – 5 skills crucial to enhancing
organizational performance

 Make smarter hiring choices when you can identify the strongest candidates based on critical
thinking ability

 Learn whether a candidate possesses the ability to apply the reasoning skills essential to making
better business decisions

 Reduce costs and increase efficiency in assessing future leaders

 Gain a precise understanding of the individual by viewing their score relative to over 40 popular
industry and occupation norm groups.

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Features & Benefits

Go beyond the candidate interview— assess critical thinking abilities essential for making sound
business decisions

 Predict how well an applicant will perform in a managerial and professional position by assessing
the ability to define problems, formulate hypotheses, and obtain solutions.

 Make smarter hiring choices when you can identify the strongest candidates based on critical
thinking ability, sometimes referred to as “executive intelligence.”

 Learn whether a candidate possesses the ability to apply the reasoning skills essential to making
better business decisions.

 Reduce costs and increase efficiency in assessing potential employees.

New norms for industries include:

 Financial Services

 Banking

 Insurance

 Manufacturing/Production

 Retail/Wholesale

 Health Care

 Information Technology

 High-Tech Industries

 Telecommunications

 Education

 Government/Public Service/Defense

New norms for professional positions include:

 Director

 Executive

 Manager

 Professional*

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  Sales

 Supervisor

* those that typically require a college degree at a minimum, are salaried not hourly, and require
personal accountability for results

Areas of Assessment

Five subtests measure critical thinking as a composite of attitudes, knowledge, and skills:

 Inference

 Recognition of Assumptions

 Deduction

 Interpretation

 Evaluation of Arguments

Wechsler Adult Intelligence Scale—Fourth

Edition
(WAIS-IV)
Age Range: Individuals 16:0-90:11
Administration: Pencil-and-Paper or web-based (Q-interactive)
Completion Time: 60-90 minutes for core subtests
Scores/Interpretation: FSIQ, Index scores, subtest level scaled scores
Report Options: Score Report, Client Report and Interpretive Report
Publication Date: 2008

In recognition of emerging demographic and clinical trends, the WAIS IV was developed to
provide you with the most advanced measure of cognitive ability and results you can trust when
addressing the changing clinical landscape.

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Responding to influencing factors:

Changing Demographics
 Updated normative data for ages 16-90 years

 Enhanced utility for older adults

Emerging Clinical Needs

 Additional tasks for improved clinical utility

 New clinical and validity studies

New Research in the Field

 New subtests and items

 Improved measures of Working Memory, Processing Speed, and Fluid Reasoning

Increase Caseload
 Reduced administration time to obtain composite scores

 Improved scoring rules

 Enhanced scoring software to assist in generating customizable reports

Features & Benefits

Five Revision Goals

 Expanded clinical utility

 Increased developmental appropriateness

 Enhanced user-friendliness

 Improved psychometric properties

 Updated structural foundations

Clinical utility
 New special group studies. Click here for a listing of all special group studies.

 Co-normed with the Wechsler Memory Scale®-IV. Click here for information on WMS-IV.

 General Ability Index (GAI) included

Increased developmental appropriateness

 More efficient administration time

 Added teaching items to ensure understanding of task

 Reduced vocabulary-level for verbatim instructions

 Reduced emphasis on motor demands and timed performance

 Enlarged visual stimuli

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Enhanced user friendliness
 Reduced testing time by an average of 15%

 Revised instructions for clarity and consistency

 Redesigned record form

 Increased portability

 Expanded sample responses

 Simplified technical manual organization

 Included new clinically sensitive supplemental subtests

Improved Psychometric Properties

 Updated norms

 Improved floors and ceilings

 Expanded FSIQ range

 Improved subtest and composite reliability

 Reduced item bias

Updated structural foundations

 Transitioned from dual IQ to Index Score structure

o Consistency with WPPSI-III and WISC-IV

o Fewer Subtests yield FSIQ and 4 Index Scores (VCI, PRI, WMI, & PSI)

 New measure of fluid intelligence

o Developed new subtest to measure fluid reasoning (Visual Puzzles and Figure Weights)

 Enhanced measures of working memory

o Revise arithmetic to emphasize WM

o Revise digit span to emphasize WM (added Digit Sequencing)

o Retain auditory WM measures on WAIS, visuo-spatial WM Measures on WMS

 Improved measure of processing speed

o Reduce fine motor demands

o Included an additional supplemental subtest (Cancellation)

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Wechsler Intelligence Scale for Children® —
Fourth Edition
(WISC®-IV)
David Wechsler

Overview: Measure a child's intellectual ability

Age Range: Children 6:0–16:11

Administration: Paper-and-pencil

Completion Time: Core subtests: 60-90 minutes

Norms: Scaled Scores by age, Index Scores, Full-Scale IQ

Scores/Interpretation: FSIQ, Index Scores, and Subtest Scaled Scores

Scoring Options: Scoring Assistant® software, Report Writer™ software, or manual scoring

Report Options: Score, Client, and Interpretive

Publication Date: 2003

Overview

Understanding of learning disabilities and attentional disorders has greatly expanded since the
publication of the WISC-III. WISC-IV makes important advances from WISC-III in order to
provide the most effective clinical tool representing cutting edge research and thinking. This
timely revision is the result of over a decade of research and success with the WISC-III. WISC-
IV empowers you to use your experience, skills and judgment to relate test results to referral
questions.

The WISC®-IV provides more than IQ scores. It provides essential information and critical
clinical insights into a child's cognitive functioning.

This fourth generation of the most widely used children's intellectual ability assessment meets
your testing needs for the twenty-first century. While maintaining the integrity of the Wechsler®

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tradition, the Wechsler Intelligence Scale for Children®-Fourth Edition (WISC-IV®)builds on
contemporary approaches in cognitive psychology and intellectual assessment, giving you a new,
powerful and efficient tool to help develop and support your clinical judgments.

Features & Benefits

Revision Overview
 Improved assessment of Fluid Reasoning, Working Memory, and Processing Speed

 Enhanced clinical validity

 Decreased emphasis on time with fewer time bonuses

 Improved reliabilities and validities

 Improved floors and ceilings on all subtests

 Updated norms to match current 2000 U.S. census data

 Replacement of outdated items

 Includes a chapter on interpretation

 Mazes, Object Assembly, and Picture Arrangement have been dropped

 Information,Word Reasoning, Picture Completion, Arithmetic, and Cancellation are supplemental

subtests

 Culturally fair

 Reduced weight and increased portability

Benefits of WISC-IV

The WISC-IV is designed to meet several goals:

 Expand and strengthen clinical utility to support your decision making

 Develop the four Index Scores as the primary interpretive structure

 Improve the assessment of fluid reasoning, working memory, and processing speed

 Improve subtest reliabilities, floors and ceilings from WISC-III

 Link to the WIAT-II and to measures of memory (Children's Memory Scale, CMS), adaptive
behavior (Adaptive Behavior Assessment System, ABAS), emotional intelligence (Bar-On EQ),
and giftedness (Gifted Rating Scale, GRS)

The Wechsler Tradition: Reliability And Clinical Validity

Careful sampling ensures that norms are representative of the current population of children in
the United States. The WISC®-IV sample consisted of 2,200 children between the ages of 6:00
and 16:11 years. A total of 200 children were selected for each of the 11 age groups. The sample
was stratified on age, sex, parent education level, region, and race/ethnicity.

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Validity Studies

Data was collected with an extensive range of validity measures and with children from sixteen
special groups.

Equivalency studies were also conducted within the Wechsler family of tests enabling you to
make meaningful comparisons between variousWechsler scores over the lifespan.The Technical
Manual reports results of internal consistency, test-retest reliability, and correlational data.

Wide Range Assessment of Memory and Learning, Second Edition (WRAML™2)

David Sheslow, PhD and Wayne Adams, PhD, ABPP

Purpose: Assess an individual's memory functioning and

new learning

Age 5 to 90 years
range:

Admin: Individual

Admin Less than 1 hour for the Core Battery

time:

The WRAML2 is a standardized instrument that allows the user to evaluate an individual’s memory
functioning. The WRAML2 provides evaluation of both immediate and delayed memory ability, as well
as the acquisition of new learning.

Features and benefits

 The best of the original, updated for even more versatility and usability. Like the original
WRAML, the WRAML2 includes standard scores, scaled scores, and percentiles. Age
equivalents are provided for the child and pre-adolescent age groups.

 Normed for children, adolescents, and adults, ages 5-90 years. The normative sample was
constructed using a national stratified sampling technique, controlling for age, sex, race, region,
and education.

 Increased flexibility. A Screening Battery, consisting of four subtests from the Core Battery,
provides an overview of memory functioning. Several subtests supplement the Core Battery,
allowing you to choose additional subtests and indexes to facilitate qualitative analyses.

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Test structure

 The WRAML2 Core Battery is composed of two Verbal, two Visual, and two
Attention/Concentration subtests, yielding a Verbal Memory Index, a Visual Memory Index, and
an Attention/Concentration Index, respectively. Together, these subtests yield a General Memory
Index.

 Added in this edition are the Working Memory Index, which comprises the Symbolic Working
Memory and Verbal Working Memory subtests and four recognition subtests (Design
Recognition, Picture Recognition, Verbal Recognition, and Story Memory Recognition).

Technical information

Reliability coefficients for the Core Battery Verbal Memory Index, Visual Memory Index, and
Attention/Concentration Index are .92, .89, and .86, respectively. The alpha coefficient for the General
Index is .93.

Wide Range Intelligence Test (WRIT)

Joseph Glutting, PhD, Wayne Adams, PhD, and David
Sheslow, PhD

Purpose: Provide a general measure of

intelligence

Age 4 to 85 years
range:

Admin: Individual

Admin 20-30 minutes

time:

The WRIT is a highly reliable assessment of cognitive abilities that can be used with individuals ages 4-
85 years. The WRIT provides an estimate of cognitive ability for psychiatric or vocational rehabilitation
evaluations; it also helps to identify learning disabilities, mental retardation, giftedness,
neuropsychological impairments, and other exceptionalities. Taking less than 30 minutes to administer,
the WRIT assesses both verbal and nonverbal abilities, yielding a Verbal IQ and a Visual IQ, which
generate a General IQ when combined.

Features and benefits

 Fast and reliable. Administration times average less than 30 minutes—yet the WRIT is as reliable
as many lengthier measures.

 Covers an extended age range. Only one set of materials is needed to assess preschool children as
young as 4 years to adults age 85 years.

 Documents ability levels. Provides an estimate of cognitive ability for psychiatric or vocational
rehabilitation evaluations.

 Helps to identify exceptionalities. The WRIT can help identify learning disabilities, mental
retardation, giftedness, and neuropsychological impairments.

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  Easy to learn to administer. The format is familiar because the conceptual roots of the WRIT are
related to a hierarchical model of ability familiar to psychologists trained in individual testing.

 Colorful, attractive, and engaging. Subtests encourage participation by individuals of all ages.

Test structure

Four subtests address specific abilities: The Vocabulary and Verbal Analogies subtests form the Verbal
scale; the Matrices and Diamonds subtests form the Visual scale.

Technical information

Standardized on 2,285 individuals, the WRIT produces IQs that are highly correlated with those from
traditional and much lengthier cognitive measures, including the WISC®-III (.90) and the WAIS®-III
(.91). The WRIT was conormed with the WRAT, allowing for sound and efficient determination of an
intelligence/achievement discrepancy.

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