Test Review: C. D. Elliott "Differential Ability Scales-Second Edition." San Antonio, TX--Harcourt Assessment, 2007

Autor/inn/en	Marshall, Stephanie; McGoey, Kara E.; Moschos, Susan
Titel	Test Review: C. D. Elliott "Differential Ability Scales-Second Edition." San Antonio, TX--Harcourt Assessment, 2007
Quelle	In: Journal of Psychoeducational Assessment, 29 (2011) 1, S.89-93 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282910368783
Schlagwörter	Cognitive Tests; Cognitive Ability; Preschool Children; Adolescents; Scoring; Test Reliability; Test Validity; Test Bias; Test Construction; Guides; British Ability Scales + Suchen Sie Ihr Suchwort? Kognitiver Fähigkeitstest; Denkfähigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Bewertung; Testreliabilität; Testvalidität; Testkritik; Testaufbau; Handbuch; Leitfaden
Abstract	This article presents a review of the Differential Ability Scales-Second Edition (DAS-II), an individually administered cognitive test battery, designed to evaluate children ages 2 years 6 months to 17 years 11 months. It purports to measure a hierarchy of cognitive abilities, including broad abilities contributing to a single cognitive factor (g), clusters of skills (i.e. verbal, nonverbal reasoning, and spatial), and a variety of homogeneous diagnostic subtests. Designed for both classification and to identify within-person strengths and needs, the DAS-II is theoretically based on a hierarchical view of mental abilities, representing a range of cognitive theories but with clear reference to the Cattell-Horn-Carroll theory. The DAS-II measures a range of types of ability, as opposed to one specific theory of human cognition. The test is designed to measure an individual's general conceptual and reasoning ability, along with specific and diverse abilities, to determine strengths and weaknesses of cognitive functioning. The DAS-II assesses the populations intended by the authors and has been extended to include younger and older children (based on ability), and children who have speech/language impairments, or are deaf or hard-of-hearing. The DAS-II allows for quick administration and engaging materials that make it especially appealing to young children. Examiners may find the scoring procedures to be tedious; however, the computerized scoring assistant may help with this issue. Overall, the DAS-II may provide a user friendly, time efficient measure of general cognitive ability that proves useful in the context of a full psychoeducational battery of assessment measures. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10