Psychological assessment Scoring

● gathering and integration of

● the process of assigning such
psychology-related data for the
evaluative codes or statements to
purpose of making a psychological
performance on tests, tasks, interviews,
evaluation that is accomplished
or other behavior samples.
through the use of tools

Cut Score / Cutoff score / Cutoff

Psychological testing

● is a reference point, usually numerical,

● the process of measuring
derived by judgment and used to
psychology-related variables by
divide a set of data into two or more
means of devices or procedures
classifications.
designed to obtain a sample of
behavior.
Psychometrics

Educational assessment
● the science of psychological
measurement.
● refers to, broadly speaking, the use of
tests and other tools to evaluate
Psychometrist / Psychometrician
abilities and skills relevant to success or
failure in a school or pre-school ● both terms referring to a professional
context. who uses, analyzes, and interprets
psychological test data
Test
Utility
● a measuring device or procedure.
● the usefulness or practical value that a
Psychological Test
test or other tool of assessment has for
a particular purpose.
● a device or procedure designed to
measure variables related to
Interview
psychology.
● a method of gathering information
Format
through direct communication
involving reciprocal exchange.
● form, plan, structure, arrangement,
● The interviewer is taking note of both
and layout of test items as well as to
verbal and nonverbal behavior.
related considerations such as time
limits.
Panel interview / board interview

Score
● interviews may be used to help
professionals in human resources to
● A code or summary statement, usually
make more informed
but not necessarily numerical in
recommendations about the hiring,
nature.
firing, and advancement of personnel.
Motivational interviewing Computers as tools

● a therapeutic dialogue that combines ● They help in the measurement of

person-centered listening skills such as variables that in the past were quite
openness and empathy, with the use difficult to quantify.
of cognition-altering techniques
CAT - Computer adaptive testing
designed to positively affect
motivation and effect therapeutic
● The adaptive in this term is a reference
change.
to the computer’s ability to tailor the
test to the test taker's ability or
Portfolio
test-taking pattern.
● Students keep files of their work
CAPA - Computer assisted psychological
products
assessment
● These work products—whether
retained on paper, canvas, film, video,
● the term computer-assisted
audio, or some other medium.
psychological assessment. In this case,
the word assisted typically refers to the
Case History Data
assistance computers provide to the
● records, transcripts, and other test user, not the test taker.
accounts in written, pictorial, or other
Who are the parties?
form that preserve archival
information, official and informal
● Parties in the assessment enterprise
accounts, and other data and items
include developers and publishers of
relevant to an assessee.
tests, users of tests, and people who
are evaluated by means of tests.
Behavioral observation
Additionally, we may consider society
● monitoring the actions of others or at large as a party to the assessment
oneself by visual or electronic means enterprise.
while recording quantitative and/or
The test developer
qualitative information regarding those
actions
● create tests or other methods of
assessment.
Role play

The test user

● acting an improvised or partially
improvised part in a simulated
● Psychological tests and assessment
situation.
methodologies are used by a wide
range of professionals, including
Role-play test
clinicians, counselors, school
● a tool of assessment wherein assessees psychologists, human resources
are directed to act as if they were in a personnel, consumer psychologists,
particular situation. industrial-organizational psychologists,
 experimental psychologists, and social Educational setting
psychologists.
● many types of tests administered in the
The test taker classroom.
● tests are administered early in school
● We have all been test takers. However,
life to help identify children who may
we have not all approached tests in
have special needs.
the same way.
Achievement test
Psychological autopsy
● which evaluates accomplishment or
● a reconstruction of a deceased
the degree of learning that has taken
individual’s psychological profile on
place.
the basis of archival records, artifacts,
and interviews previously conducted Diagnosis
with the deceased assessee or people
● as a description or conclusion reached
who knew the person well.
on the basis of evidence and opinion.
Society at large
Diagnostic test
● As society evolves and as the need to
● a tool of assessment used to help
measure different psychological
narrow down and identify areas of
variables emerges, test developers
deficit to be targeted for intervention
respond by devising new tests. Through
elected representatives to the
Informational evaluation
legislature, laws are enacted that
govern aspects of test development, ● typically non- systematic assessment
test administration, and test that leads to the formation of an
interpretation. opinion or attitude.

Other parties Clinical setting

● of others who may participate in ● Tests and many other tools of

varied ways in the testing and assessment are widely used in clinical
assessment enterprise. Organizations, settings such as public, private, and
companies, and governmental military hospitals, inpatient and
agencies sponsor the development of outpatient clinics, private-practice
tests for various reasons, such as to consulting rooms, schools, and other
certify personnel. institutions.

In what types of settings are assessments

conducted, and why?
Counseling setting Business and military setting

● Assessment in a counseling context ● In business, as in the military, various

may occur in environments as diverse tools of assessment are used in sundry
as schools, prisons, and governmental ways, perhaps most notably in
or privately owned institutions decision making about the careers of
● the ultimate objective of many such personnel.
assessments is the improvement of the
Governmental and organizational
assessee in terms of adjustment,
credentialing
productivity, or some related variable.

● One of the many applications of

Geriatric setting
measurement is in governmental
● The population as a whole is getting licensing, certification, or general
older. credentialing of professionals.
● special housing designed for
Academic research setting
independent living, in housing
designed for assisted living, or in
● measurement of some kind, and any
long-term care facilities such as
academician who ever hopes to
hospitals and hospices.
publish research should ideally have a
sound knowledge of measurement
Quality of life
principles and tools of assessment.
● evaluations are variables related to
How are assessments conducted?
perceived stress, loneliness, sources of
satisfaction, personal values, quality of
● Responsible test users have obligations
living conditions, and quality of
before, during, and after a test or any
friendships and other social support.
measurement procedure is
administered.
Dementia

Before the test

● is a loss of cognitive functioning (which
may affect memory,
reasoning, psychomotor speed, etc)
that occurs as the result of damage to
or loss of brain cells.
Pseudodementia
● severe depression in the elderly can
contribute to cognitive functioning
that mimics dementia,
thinking,
● ethical guidelines dictate that when
test users have discretion with regard
to the tests administered, they should
select and use only the test or tests
that are most appropriate for the
individual being tested
● the test should be stored in a way that
reasonably ensures that its specific
contents will not be made known to
the test taker in advance.
 ● ensure that a prepared and suitably Alternate assessment
trained person administers the test
● an evaluative or diagnostic procedure
properly.
or process that varies from the usual,
Protocol customary, or standardized way a
measurement is derived, either by
● refers to the form, sheet, or booklet on
virtue of some special
which a testtaker’s responses are
accommodation made
entered. The term may also be used to
to the assessee or by means of
refer to a description of a set of test- or
alternative methods designed to
assessment-related procedures
measure the same variable(s).

During the test

Where to go for authoritative information:
reference sources
● rapport between the examiner and
the examinee is critically important
Test catalogs
● rapport may be defined as a working
relationship between the examiner ● Perhaps one of the most readily
and the examinee. accessible sources of information is a
catalogue distributed by the publisher
After the test
of the test.

● safeguarding the test protocols to

Test manuals
conveying the test results in a clearly
understandable fashion ● Detailed information concerning the
● It is the test user’s responsibility to make development of a particular test and
a note of such events on the report of technical information relating to it
the testing. should be found in the test manual,
which usually can be purchased from
Assessment of people with disabilities
the test publisher.

● People with disabilities are assessed for

Professional tools
exactly the same reasons people with
no disabilities are assessed: to obtain ● Many books written for an audience of
employment, to earn a professional assessment professionals are available
credential, to be screened for to supplement, reorganize, or
psychopathology, and so forth enhance the information typically
found in the manual of a very widely
Accommodation
used psychological test.

● adaptation of a test, procedure, or

Reference volumes
situation, or the substitution of one test
for another, to make the assessment ● Test related informations
more suitable for an assessee with ● authoritative compilation of test
exceptional needs. reviews
 ● provides detailed information for each and finally ratified by the PAP Board of
test listed, including test publisher, test Directors on July 24, 2009.
author, test purpose, intended test ● Any person who has a strong basis for
population, and test administration asserting that a member of the PAP,
time. especially a registered psychologist
and psychometrician, has violated
Journal articles
any provision of this Code should
inform the PAP in writing, and provide
● Articles in current journals may contain
supporting evidence for the assertion.
reviews of the test, updated or
This information should be addressed
independent studies of its
to the Secretariat of the PAP
psychometric soundness, or examples
Committee on Ethics and Professional
of how the instrument was used in
Standards. Upon receipt of such
either research or an applied context.
information, the PAP shall take steps to
Online databases investigate, make appropriate actions,
and place proper sanctions, if
● One of the most widely used
necessary.
bibliographic databases for
● In the last quarter of 2020, a
test-related publication.
committee was tasked to revise the
Code of Ethics, in view of recent
PAP CODE OF ETHICS
technological developments as well
● The Psychological Association of the as the implications of the Covid-19
Philippines (PAP) adopted a Code of pandemic on the practice of
Ethics for Clinical Psychologists in the psychology.
1980s, and this Code has remained
DECLARATION OF PRINCIPLES
unchanged since the
● 2007, the Board of Directors of the PAP
● Psychology practitioners in the
resolved to constitute a committee to
Philippines adhere to the following
revise the Code of Ethics, with the goal
Universal Declaration of Ethical
of updating the Code and making it
Principles for Psychologists that was
more inclusive and applicable to all
adopted unanimously by the General
psychologists.
Assembly of the International Union of
● The complete committee conducted
Psychological Science in Berlin on July
a day-long workshop on February 27,
22, 2008
2009 to finalize the proposed Code of
● by the Board of Directors of the
Ethics for Philippine Psychologists.
International Association of Applied
● first draft of this Code was presented
Psychology in Berlin on July 26, 2008.
to the PAP Board of Directors on April
18, 2009 PREAMBLE - UNIVERSAL DECLARATION
● This draft was further revised (with the
● Ethics is at the core of every discipline
editorial assistance of Reginal Bueno),
● guides and inspires psychology
practitioners worldwide toward the
 highest ethical ideals in their custom or a belief seriously
professional and scientific work. contravenes the principle of respect
● The objectives of the Universal for the dignity of persons or peoples or
Declaration are to provide a moral causes serious harm to their well-being
framework (a) to evaluate the ethical ● free and informed consent, as
and moral relevance of their codes of culturally defined and relevant for
ethics; (b) to use as a template to individuals, families, groups, and
guide the development or evolution of communities
their codes of ethics; (c) to encourage ● privacy for individuals, families, groups,
global thinking about ethics, while also and communities
encouraging action that is sensitive ● protection of confidentiality of
and responsive to local needs and personal information, as culturally
values; and (d) to speak with a defined and relevant for individuals,
collective voice on matters of ethical families, groups, and communities
concern. ● fairness and justice in the treatment of
● Universal Declaration describes those persons and peoples
ethical principles that are based on ● respect for the environment, which
shared human values. ultimately ensures a safe haven for a
● reaffirms the commitment of the dignified human existence.
psychology community to help build a
PRINCIPLE II
better world where peace, freedom,
responsibility, justice, humanity, and
● Competent caring for the well-being of
morality prevail.
persons and peoples
● articulates principles and related
● active concern for the well-being of
values that are general
individuals, families, groups, and
● the significance of the Universal
communities in the delivery of
Declaration depends on its
psychological services, whether
recognition and promotion by
face-to-face or via online platforms
psychology organizations at national,
● taking care to do no harm to
regional and international levels.
individuals, families, groups, and
communities
PRINCIPLE I - RESPECT
● maximizing benefits and minimizing
● Respect for the dignity of persons and potential harm to individuals, families,
peoples groups, and communities
● most fundamental and universally ● correcting or offsetting harmful effects
found ethical principle that have occurred as a result of their
● respect for the unique worth and activities
inherent dignity of all human beings; ● developing and maintaining
● respect for the diversity among competence
persons and peoples ● self-knowledge regarding how their
● respect for the customs and beliefs of own values, attitudes, experiences,
cultures, to be limited only when a and social contexts influence their
 actions, interpretations, choices, and promotion of the well-being of society
recommendations and all its members
● respect for the ability of individuals, ● the discipline’s responsibility to
families, groups, and communities to promote the highest ethical ideals in
make decisions for themselves and to the scientific, professional, and
care for themselves and each other. educational activities of its members
● the discipline’s responsibility to
PRINCIPLE III
adequately train and supervise its
members in their ethical
● Integrity
responsibilities and required
● honest, truthful and prudent, open
competencies
and accurate communications
● the discipline’s responsibility to
● avoiding incomplete disclosure of
develop its ethical awareness and
information unless complete disclosure
sensitivity, and to be as self correcting
is culturally inappropriate, or violates
as possible
confidentiality, or carries the potential
to do serious harm to individuals,
General ethical standards and procedures
families, groups, or communities
● maximizing impartiality and minimizing ● how we resolve ethical issues in our
biases professional lives and communities
● not exploiting persons or peoples for ● how we adhere to the highest
personal, professional, or financial gain standards of professional competence
● avoiding conflicts of interest and ● how we respect for the rights and
declaring them when they cannot be dignity of our supervisees (i.e., clients,
avoided or are inappropriate to avoid. peers, and students) and our other
stakeholders in the profession and
PRINCIPE IV
scientific discipline
● how we maintain confidentiality in the
● Professional and scientific
important aspects of our professional
responsibilities to society
and scholarly functions
● the discipline’s responsibility to
● how we ensure truthfulness and
increase scientific and professional
accuracy in all our public statement
knowledge in ways that allow the
● how we observe professionalism in our
promotion of the well-being of society
records and fees
and all its members
● the discipline’s responsibility to use
psychological knowledge for
beneficial purposes and to protect
such knowledge from being misused,
RESOLVING ETHICAL ISSUES
used incompetently, or made useless
● the discipline’s responsibility to
A. Misuse of the Psychology Professional’s
conduct its affairs in ways that are
Works
ethical and consistent with the
 ● In instances where misuse or ● If there is likely to be substantial harm
misrepresentation of our work comes to a person or organization, we take
to our attention, we take appropriate further action to report violation of the
and reasonable steps to correct or Code of Ethics to appropriate
minimize the effects of such misuse or institutional authorities.
misrepresentation.
F. Cooperating with Ethics Committee
B. Conflicts between Ethics and Law,
● We cooperate with the ethics
Regulations or other Governing legal
investigation, proceedings and
Authority
requirements of any psychological
● In instances where our Code of Ethics association we belong to.
conflicts with the law, regulations or
G. Improper Complaints
governing legal authority, our first step
is to take appropriate actions to
● We refrain from filing ethical
resolve the conflicts while being
complaints with reckless disregard or
committed to our Code of Ethics.
willful ignorance of facts that would
However, if the conflicts cannot be
disprove allegations of ethical
resolved by such means, we adhere to
violations. We also refrain from filing
the law, regulations or governing legal
complaints without supporting factual
authority.
evidence, as well as coercing people
to file ethical complaints against
C. Conflicts between Ethics and
another person
Organizational Demands

H. Unfair Discrimination Against Complainants

● In instances where our Code of Ethics
and Respondents
conflicts with organizational demands,
we make our Code of Ethics known to
● We do not discriminate against
the organization. We also declare our
complainants and respondents of
commitment and adherence to this
ethical complaints by denying them
Code when resolving the conflicts,
employment, advancement,
admissions to academic, tenure or
D. Informal Resolution of Ethical Violations
promotion.
● When we become aware that another
CHAPTER 4
psychology practitioner violated our
Code of Ethics, we may resolve the
Assumption 1: Psychological traits and states
issue by bringing it to the attention of
exist
the concerned professional. We do so
if informal resolution is sufficient and if Trait
the intervention does not violate
● has been defined as “any
confidentiality rights.
distinguishable, relatively enduring
E. Reporting Ethical Violations way in which one individual varies
from another
States ● Competent test users understand and
appreciate the limitations of the tests
● also distinguish one person from
they use as well as how those
another but are relatively less
limitations might be compensated for
enduring.
by data from other sources.

Construct
Assumption 5: Various Sources of Error Are
Part of the Assessment Process
● an informed, scientific concept
developed or constructed to describe
● error need not refer to a deviation, an
or explain behavior.
oversight, or something that otherwise
violates expectations. To the contrary,
Overt Behavior
error traditionally refers to something
● observable action or the product of that is more than expected; it is
an observable action, including test- actually a component of the
or assessment-related responses. measurement process. More
specifically, error refers to a
Assumption 2: Psychological Traits and States
long-standing assumption that factors
Can Be Quantified and Measured
other than what a test attempts to
measure will influence performance
● Whatever exists at all exists in some
on the test.
amount. To know it thoroughly involves
knowing its quantity as well as its
Assumption 6: Unfair and Biased Assessment
quality.
Procedures Can Be Identified and Reformed

Assumption 3: Test-Related Behavior Predicts

● It is important to keep in mind that
Non-Test-Related Behavior
tests are tools. And just like other, more
familiar tools (hammers, ice picks,
● The tasks in some tests mimic the
wrenches, and so on), they can be
actual behaviors that the test user is
used properly or improperly.
attempting to understand. By their
nature, however, such tests yield only
What is a good test?
a sample of the behavior that can be
expected to be emitted under non ● The criteria for a good test would
test conditions. The obtained sample include clear instructions for
of behavior is typically used to make administration, scoring, and
predictions about future behavior interpretation. It would also seem to
● psychological tests may be used not be a plus if a test offered economy in
to predict behavior but to postdict the time and money it took to
it—that is, to aid in the understanding administer, score, and interpret it. Most
of behavior that has already taken of all, a good test would seem to be
place one that measures what it purports to
measure.
Assumption 4: All Tests Have Limits and
Imperfections
 ● A good test is one that trained ● refer to the process of deriving norms.
examiners can administer, score, and Norming may be modified to describe
interpret with a minimum of difficulty. A a particular type of norm derivation.
good test is a useful test, one that
Age norms
yields actionable results that will
ultimately benefit individual test takers
● Also known as age-equivalent scores,
or society at large
age norms indicate the average
performance of different samples of
Reliability
testtakers who were at various ages at
● consistency of the measuring tool: the the time the test was administered.
precision with which the test measures
Grade norms
and the extent to which error is present
in measurements.
● Designed to indicate the average test
performance of test takers in a given
Validity
school grade, grade norms are
● A test is considered valid for a developed by administering the test to
particular purpose if it does, in fact, representative samples of children
measure what it purports to measure. over a range of consecutive grade
levels (such as first through sixth
norm-referenced testing and assessment
grades)

● method of evaluation and a way of

National norms
deriving meaning from test scores by
evaluating an individual testtaker’s ● national norms are derived from a
score and comparing it to scores of a normative sample that was nationally
group of test takers. representative of the population at the
time the norming study was
Norm
conducted.

● singular is used in the scholarly

Subgroup norms
literature to refer to behavior that is
usual, average, normal, standard, ● A normative sample can be
expected, or typical. segmented by any of the criteria
initially used in selecting subjects for
the sample.

Local Norms

Norms
● Typically developed by test users
themselves, local norms provide
● are the test performance data of a
normative information with respect to
particular group of test takers.
the local population’s performance on
Norming some tests.
Sampling to develop Norms Random error

● The process of administering a test to a ● Unpredictable fluctuations and

representative sample of test takers for inconsistencies of other variables in the
the purpose of establishing norms is measurement.
referred to as standardization or test
Variance
standardization

● SD squared or the sources of test score

Sampling
variability
● The process of selecting the portion of
True Variance
the universe deemed to be
representative of the whole
● Variance from true differences.
population
Error variance
Percentile
● Variance from irrelevant, random
● an expression of the percentage of
sources.
people whose score on a test or
measure falls below a particular raw Reliability
score.
● refers to the proportion of the total
Criterion-referenced testing and assessment variance attributed to true variance.

● as a method of evaluation and a way Sources of Error Variance

of deriving meaning from test scores
Item sampling / content sampling
by evaluating an individual’s score
with reference to a set standard.
● terms that refer to variation among
items within a test as well as to
reliability coefficient
variation among items between tests.
● a statistic that quantifies reliability,
Test administration
ranging from 0 (not at all reliable) to 1
(perfectly reliable)
● sources of error variance that occur
during test administration may
measurement error
influence the test taker's attention or
● refers to the inherent uncertainty motivation
associated with any measurement,
Test scoring and interpretation
even after care has been taken to
minimize preventable mistakes
● In many tests, the advent of computer
scoring and a growing reliance on
Systematic error
objective, computer-scorable items
● Typically constant or proportionate have virtually eliminated error
source of error variance caused by scorer
differences.
Reliability Estimates ● refers to an estimate of the extent to
which these different forms of the
Test-retest reliability
same test have been affected by item
sampling error, or other error.
● is an estimate of reliability obtained by
correlating pairs of scores from the
split-half reliability
same people on two different
administrations of the same test. ● obtained by correlating two pairs of
scores obtained from equivalent
coefficient of stability
halves of a single test administered
once
● When the interval between testing is
greater than six months, the estimate
Spearman–Brown formula
of test-retest reliability is often referred
to as the coefficient of stability. ● allows a test developer or user to
estimate internal consistency reliability
coefficient of equivalence
from a correlation between two halves
of a test.
● The degree of the relationship
between various forms of a test can
Inter-item consistency
be evaluated by means of an
alternate-forms or parallel-forms ● refers to the degree of correlation
coefficient of reliability, which is often among all the items on a scale. A
termed the coefficient of equivalence. measure of inter-item consistency is
calculated from a single administration
Parallel forms
of a single form of a test.

● exist when, for each form of the test,

Coecient alpha
the means and the variances of
observed test scores are equal. ● may be thought of as the mean of all
possible split-half correlations,
parallel forms reliability
corrected by the Spearman–Brown
formula
● refers to an estimate of the extent to
which item sampling and other errors
inter-scorer reliability
have affected test scores on versions
of the same test when, for each form ● the degree of agreement or
of the test, the means and variances consistency between two or more
of observed test scores are equal. scorers (or judges or raters) with regard
to a particular measure.
Alternate form
domain sampling theory
● simply different versions of a test that
have been constructed so as to be ● seek to estimate the extent to which
parallel. specific sources of variation under
defined conditions are contributing to
alternate forms reliability
 the test score. In domain sampling ● Apprehension: Worried versus
theory, a test’s reliability is conceived confident
of as an objective measure of how ● Dominance: Forceful versus submissive
precisely the test score assesses the ● Emotional stability: Calm versus
domain from which the test draws a high-strung
sample ● Liveliness: Spontaneous versus
restrained
generalizability theory
● Openness to change: Flexible versus
attached to the familiar
● is based on the idea that a person’s
● Perfectionism: Controlled versus
test scores vary from testing to testing
undisciplined
because of variables in the testing
● Privateness: Discreet versus open
situation. Instead of conceiving of all
● Reasoning: Abstract versus concrete
variability in a person’s scores as error,
● Rule-consciousness: Conforming versus
Cronbach encouraged test
non-conforming
developers and researchers to
● Self-reliance: Self-sufficient versus
describe the details of the particular
dependent
test situation or universe leading to a
● Sensitivity: Tender-hearted versus
specific test score.
tough-minded
16 PF ● Social boldness: Uninhibited versus shy
● Tension: Inpatient versus relaxed
The following personality trait list describes ● Vigilance: Suspicious versus trusting
some of the descriptive terms used for each ● Warmth: Outgoing versus reserved
of the 16 personality dimensions described by
Cattell.
Basic Personality Inventory (BPI)
● The test is composed of forced-choice
questions in which the respondent ● The Basic Personality Inventory (BPI) is a
must choose one of three different personality assessment intended for
alternatives. Personality traits are then use with clinical and normal
represented by a range and the populations to identify sources of
individual's score falls somewhere on maladjustment and personal strengths.
the continuum between highest and The BPI can be used with both
lowest extremes. adolescents and adults, and can be
● Each personality factor is scored on a completed in half the time of other
10-point scale. A score below four is measures of psychopathology.
considered low, and a score above
seven is considered high. The context,
interaction, and overall score also
need to be considered in addition to
the scores on each factor.
● Abstractedness: Imaginative versus
practical
 ●

Cultural Fair Intelligence Test (CFIT)

● The Culture Fair Intelligence Test, or

● CFIT, was developed by psychologist
Raymond Cattell. It's designed to
assess intelligence without being
hindered by cultural and
environmental factors. It relies upon
non-verbal questions rather than the
language and math skills that are
tested in more conventional IQ tests.

Raven’s Test

● ● The Raven's Progressive Matrices is

administered as a nonverbal group
test. It is typically a 60-item test used in
measuring abstract reasoning and
EPI
regarded as a non-verbal estimate of
● The Eysenck Personality Inventory (EPI) fluid intelligence.
is a self-report instrument designed to
measure two central dimensions of
personality, extraversion and Olsat Test
neuroticism. This instrument is
comprised of 57 yes/no items and ● The Otis-Lennon School Ability Test
yields total scores for extraversion and (OLSAT) is a multiple-choice K-12
neuroticism as well as a validity score assessment that measures reasoning
skills with several different types of
verbal, non-verbal, figural, and
quantitative reasoning questions. It is
designed to assess a child's
performance across a wide variety of
reasoning skill sets.