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The Gifted Rating Scale (GRS) is a scholastic assessment for school children. It is used mostly for Gifted & Talented admissions. It is administered by a teacher who knows the child well. The teacher rates specific gifted behaviors that they have observed over time. [1]
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 Affective Slider is an empirically validated digital scale for the self-assessment of affect composed of two slider controls that measure basic emotions in terms of pleasure and arousal, [6] which constitute a bidimensional emotional space called core affect, that can be used to map more complex conscious emotional states.
The scale is presented and described Shaffer D, Gould MS, Brasic J, et al. (1983) A children's global assessment scale (CGAS). Archives of General Psychiatry, 40, 1228–1231. Adults are evaluated on the Global Assessment Scale (GAS), which was revised to the Global Assessment of Functioning (GAF) included as Axis V in the multiaxial system of ...
Coding (primary, FSIQ) – children under 8 mark rows of shapes with different lines according to a code, children over 8 transcribe a digit-symbol code using a key. The task is time-limited. Symbol Search (primary) – children are given rows of symbols and target symbols, and asked to mark whether or not the target symbols appear in each row.
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Out of the 57 questions, 45 are used to compute the 10 different value types – the number of items to measure a certain value varies according to the conceptual breadth. The remaining 12 items are used to allow better standardization in calculation of an individual's value.
The Das–Naglieri cognitive assessment system (CAS) test is an individually administered test of cognitive functioning for children and adolescents ranging from 5 through 17 years of age that was designed to assess the planning, attention, simultaneous and successive cognitive processes as described in the PASS theory of intelligence.