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A cognitive diagnostic assessment (CDA), is designed to measure specific knowledge states and cognitive processing skills in a given domain. The results of a CDA yield a profile of scores with detailed information about a student’s cognitive strengths and weaknesses.
The WIAT-II is suitable for use in clinical, educational and research settings. It can be used to identify the academic strengths and weakness and individual possess of, as well as inform and aid intervention planning. It can be used in a variety of settings where there is concern over educational progress.
Subsequently, the WISC can be used as part of an assessment battery to identify intellectual giftedness, learning difficulties, and cognitive strengths and weaknesses. When combined with other measures such as the Adaptive Behavior Assessment System–II (ABAS–II; Harrison & Oakland, 2003) and the Children's Memory Scale ( CMS ; Cohen, 1997 ...
The McCarthy Scales of Children's Abilities has been used in many different research studies: ". . . use to evaluate the effects of nutritional supplements given to nursing mothers on the development of the nursing infants, the effects of air-pollution on children's cognitive developments, and the effects of early intervention on the cognitive development of preterm infants."
The Woodcock–Johnson Tests of Cognitive Abilities is a set of intelligence tests first developed in 1977 by Richard Woodcock and Mary E. Bonner Johnson (although Johnson's contribution is disputed). [1] It was revised in 1989, again in 2001, and most recently in 2014; this last version is commonly referred to as the WJ IV. [2]
It assesses the strengths and weaknesses of an individual in each of the 25 skill sets. Each skill set is broken down into multiple skills, ordered by typical development or complexity. So, a skill of F1 (Requests by indicating) is a simpler skill than F12 (Requesting Help).
The PASS theory provides the theoretical framework for a measurement instrument called the Das-Naglieri Cognitive Assessment System (CAS), published in 1997. [6] This test, now in a Second Edition (CAS2; 2014, Naglieri, Das & Gold-stein) is designed to provide an assessment of intellectual functioning redefined as four brain-based cognitive processes (Planning, Attention, Simultaneous and ...
For example, they can logically arrange a series of different-sized sticks in order by length. Younger children not yet in the concrete stage approach a similar task in a haphazard way. These new cognitive skills increase the child's understanding of the physical world. However, according to Piaget, they still cannot think in abstract ways.