Intellectual Assessment of Children and Youth in the United States of America: Past, Present, and Future

Autor/inn/en	Kranzler, John H.; Benson, Nicholas; Floyd, Randy G.
Titel	Intellectual Assessment of Children and Youth in the United States of America: Past, Present, and Future
Quelle	In: International Journal of School & Educational Psychology, 4 (2016) 4, S.276-282 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2016.1166759
Schlagwörter	Intelligence Tests; Children; Youth; Test Construction; Test Interpretation; Intellectual Disability; Learning Disabilities; Special Education; Educational Legislation; Educational Quality; Equal Education; Federal Legislation; Test Use; Intelligence Quotient; Cognitive Ability; Testing; Examiners; Diagnostic Tests; United States + Suchen Sie Ihr Suchwort? Intelligence test; Intelligenztest; Child; Kind; Kinder; Jugend; Jugendlicher; Jugendalter; Testaufbau; Test analysis; Testauswertung; Intellect; Disability; Disabilities; Verstand; Behinderung; Learning handicap; Lernbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsrecht; Schulgesetz; Quality of education; Bildungsqualität; Bundesrecht; Testanwendung; Intelligenzquotient; Denkfähigkeit; Testdurchführung; Testen; Examiner; Prüfer; Diagnostic test; Diagnostischer Test; USA
Abstract	This article briefly reviews the history of intellectual assessment of children and youth in the United States of America, as well as current practices and future directions. Although administration of intelligence tests in the schools has been a longstanding practice in the United States, their use has also elicited sharp controversy over time. At present, intelligence tests are primarily used in school settings for determining eligibility for special education and related services. In clinical settings, intelligence tests are used for diagnostic, predictive, and treatment planning purposes. Over the past decade, the use of contemporary theory, particularly the Cattell-Horn-Carroll theory (CHC), has increasingly been used for test development and interpretation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01