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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 ...
However, it does not include a general intelligence factor (abbreviated g), since the framework is used to describe learners in terms of profiles of strengths and weaknesses, as opposed to using labels, diagnoses, or broad ability levels. This framework was also developed to link with academic skills, such as reading and writing.
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.
[1]: 13 Peterson and Seligman then moved down the hierarchy to identify character strengths, which are “the psychological processes or mechanisms that define the virtues”. [1]: 13 The researchers began identifying individual character strengths by brainstorming with a group of noted positive psychology scholars. [1]
The KABC-II helps to identify an individual's strengths and weaknesses in cognitive ability and mental processing. The information provided by the KABC-II can facilitate clinical and educational planning, treatment planning and placement decisions. As with most psychological assessments the utility can be improved when combined with other tools.
The test is used to determine not only the individuals intelligence quotient, but also the strengths and weaknesses of the individual. The test consists of questions ranging from "English, reading, math, and logic problems" [ 14 ] The Wonderlic test is notoriously used by NFL teams to help gain a better understanding of college prospects during ...
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]
The theory of multiple intelligences, where learning is seen as the interaction between dozens of different functional areas in the brain each with their own individual strengths and weaknesses in any particular human learner, has also been proposed, but empirical research has found the theory to be unsupported by evidence. [3] [4]