Psychological Testing and Assessment of Adolescents

1 Psychological Testing and Assessment of Adolescents Intelligence test refers to a series of tasks designed to appraise an individual's capacity to make abstractions, learn, and handle novel situations (Encyclopedia Britannica, n.d). Wechsler and Stanford-Binet intelligence scales are some of the most widely used intelligence tests. This paper explores the significance and reliability of the intelligence test. It also analyzes the Stanford-Banet test, highlighting when it can be administered and how its administration could cultivate a better understanding of the client. Intelligence tests provide valuable insights into students' cognitive profiles, which educators and professionals can use to tailor instructional strategies to address the student's specific cognitive strengths and weaknesses to enable them to reach their full potential.

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2 Significance of Intelligence Tests Intelligence test scores predict important outcomes like academic achievement and how students can synthesize and interpret new information. The tests can be applied in education to determine learning disabilities and cognitive impairments that may hinder student learning (Geisinger, 2019). They can also help in the identification of gifted and talented students who may be suitable for specialized or advanced programs. Students' cognitive abilities, which are identified through intelligence tests, can be used to develop appropriate interventions, accommodations, and instructional strategies that cater to the student's specific needs.

The tests can also help the students in their personal development. The test scores enable learners to identify their strengths and weakness, and such knowledge can guide them while making decisions about their education and career choices. The scores enable students to become more self-aware and can give the basis for setting realistic goals and objectives.

The Attributes of Stanford-Binet Intelligence Scales The Stanford-Binet scale that is being used today is the fifth edition. The test is individually administered and measures five weighted factors; quantitative reasoning, knowledge, working memory, visual-spatial processing, and fluid reasoning (Gibbons & Warne, 2019). Below are its attributes.

Psychometrics: The test's psychometric properties are used to measure its reliability (accuracy of scores) and validity (accuracy of measurement). The Stanford-Binet test has undergone several psychometric evaluations and adjustments to ensure its validity and accuracy (Suzuki, 2021). The test’s scores are consistent and stable over time, making it reliable. The test also has good construct validity. It is, however, important to note that Wechsler Adult Intelligence Scale (WAIS) is widely considered the gold standard for IQ tests (Niileksela, R. &

3 Reynolds, 2019). Nevertheless, Stanford-Binet test scores are still reliable and can be used to compare an individual's performance to a standardized population.

Normative culture: The Stanford - Binet test is a standardized test that can be applied to individuals from various cultural and ethnic backgrounds. Normative data for standardizing the scale was collected from individuals of different ages, ethnicities, and socio-cultural backgrounds to create representative norms for specific age groups (Suzuki, 2021). As of now, any IQ score below 70 on Stanford-Benet indicates mental retardation, while any score above 140 is genius regardless of an individual's race or gender. There are different versions of the test for individuals in different age ranges.

Language consideration: The test has been adapted and translated into multiple languages to accommodate individuals with limited English proficiency or who cannot speak the language at all. This is done to minimize language bias by ensuring that the test items are culturally and linguistically appropriate for everyone (Rosales & Walker, 2021). The translation process is done with a lot of vigilance to ensure that the intended meaning of the original items is maintained while linguistic and cultural differences are accounted for.

Adaptive testing: The Stanford-Binet test incorporates adaptive testing. The levels of complexity of the test items may be adjusted to match the responses one is providing during the assessment process (Peterson & Peterson, 2020). This is done to ensure that the test is tailored to the respondent's level of functioning to ensure the precision and effectiveness of the test.

When it would be Appropriate to Administer Stanford-Binet test.

Stanford-Binet test can be appropriate when an educator want to test students’ special education eligibility. Testing special education eligibility requires a comprehensive assessment

4 that includes multiple sources of information. The Stanford-Binet Test can provide valuable insights into the student's cognitive abilities, which can help in the determination of eligibility. In addition to the test, it is important to consider other factors like test scores in class and physical ability. Stanford-Binet test only provides knowledge about one factor that should be considered and must be done alongside other tests.

The Stanford-Binet test is reliable since its normative data is collected from a large representative sample and has established norms. Students' cognitive abilities can be evaluated by comparing their performance to the normative data. The test provides insights into a student's cognitive profile, highlighting areas of strength and areas where the student may need additional support. A student may be considered eligible for special education when their scores are far below expectation (below 70) or far above (above 140).

How the Results of Administering Stanford-Binet test could Cultivate a Better Diagnostic Understanding of A Client.

The Stanford-Binet Test results can provide valuable diagnostic clues. If a student's performance on certain subtests significantly falls below the expected range, the examiner would know that there are potential learning difficulties or cognitive processing issues that warrant further assessment or investigation. These clues can help professionals identify specific areas that require additional evaluation and understanding. The test provides objective data, which gives a clearer picture of how a student's cognitive abilities compare with his/her peers. This helps diagnosticians make more informed decisions based on evidence-based standards.

5 Conclusion Even though the Stanford-Binet scores are valuable and reliable, tests should not be the sole basis for diagnosis or educational planning. Other tests, observations, and contextual factors should be considered alongside the Stanford-Binet results, as this would enable the development of a comprehensive understanding of the student's needs. Conducting other tests alongside Intelligence in very imperative since all Intelligence tests test has attracted some degree of criticism. Some critics are even against the idea of intelligence testing in schools altogether. One of the strongest arguments against Intelligence is that they do not measure motivation, attitude, and emotion, yet these factors significantly influence success in school and life. Others also oppose the tests because they can be used to label students as slow learners, which may lower their confidence. Even though intelligence tests have a number of weaknesses, they are reliable in the identification of cognitive strengths and weaknesses.

References Encyclopædia Britannica, inc. (n.d.). Intelligence test. Encyclopædia Britannica. https://www.britannica.com/science/intelligence-test

6 Geisinger, K., 92019). Empirical Considerations on Intelligence Testing and Models of Intelligence: Updates for Educational Measurement Professionals. Tylor and Francis Online. 32(3). 193-197 Gibbons, A., & Warne, R. T. (2019). First publication of subtests in the Stanford-Binet 5, WAISIV, WISC-V, and WPPSI-IV. Intelligence, pp. 75, 9–18. https://doi.org/10.1016/j.intell.2019.02.005 Niileksela, C. R., & Reynolds, M. R. (2019). Enduring the tests of age and time: Wechsler constructs across versions and revisions. Intelligence, p. 77, 101403. https://doi.org/10.1016/j.intell.2019.101403 Peterson, K. C., Peterson, M., & Carducci, B. J. (2020). Stanford‐Binet Intelligence Scale. The Wiley Encyclopedia of Personality and Individual Differences: Measurement and Assessment, 451–455. https://doi.org/10.1002/9781118970843.ch145 Rosales, J., & Walker, T. (2021). The racist beginnings of standardized testing. NEA. https://www.nea.org/advocating-for-change/new-from-nea/racist-beginningsstandardized-testing