Validity of the Comprehensive Test of Nonverbal Intelligence (CTONI)

Autor/inn/en	Rossen, Eric A.; Shearer, Deirdre K.; Penfield, Randall D.; Kranzler, John H.
Titel	Validity of the Comprehensive Test of Nonverbal Intelligence (CTONI)
Quelle	In: Journal of Psychoeducational Assessment, 23 (2005) 2, S.161-172 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/073428290502300205
Schlagwörter	Intelligence; Investigations; Student Evaluation; Ethnic Groups; Reading Achievement; Construct Validity; Raw Scores; Nonverbal Ability; Intelligence Tests; Mathematics Achievement; Racial Differences; Data Analysis; Psychoeducational Methods; Florida; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; Untersuchung; Schulnote; Studentische Bewertung; Ethnie; Leseleistung; Intelligence test; Intelligenztest; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Rassenunterschied; Auswertung
Abstract	This study examined the construct validity of the Comprehensive Test of Nonverbal Intelligence (CTONI) in two separate investigations. The first study examined criterion-related evidence of validity across racial/ethnic groups on the CTONI and the Woodcock-Johnson Psychoeducational Tests of Achievement (3rd edition). The second study examined the comparability of the standard and computerized forms of the CTONI. Results of the first study revealed that the CTONI overall score did not correlate significantly with reading achievement and correlated moderately with math achievement. The CTONI also showed significant racial/ethnic group differences, despite the absence of these differences on achievement. Results of the second study revealed that average scores on the standard form of the CTONI were significantly higher statistically than those on the computerized form. Correlations between raw scores on the computerized form of the CTONI and age were statistically significant, although generally low. In sum, results of this research raise concerns and questions about the validity of the CTONI. The CTONI should be used with caution, if at all, until further research is conducted. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10