Assessment Charts
Common Educational Tests used for Assessments for Special Education
PROCESS
DEFINITION
TESTS WHICH GIVE INFORMATION
•
Cognition/Intelligence
Ability to reason, to think abstractly, and to solve problems. Verbal Intelligence
Ability to use cognitive processes which rely primarily on verbal language •
•
•
•
•
•
•
Non Verbal
Intelligence
Ability to use cognitive processes which do not rely primarily on verbal language. •
•
•
•
•
Wechsler tests: WISC-III, WAIS-R,
WPPSI-R
Stanford-Binet: Fourth Edition
Differential Ability Scales (DAS)
Wechsler: Verbal Scales
Stanford-Binet: FE-Verbal
Comprehension Factor
DAS: Verbal Ability
Wechsler: Performance Scales
Stanford-Binet: FE: Nonverbal
Reasoning/Visualization Factor
DAS: Nonverbal Ability
Kaufman Assessment Battery for
Children (K-ABC): Nonverbal Scale
Leiter International Performance
Scale
Columbia Mental Maturity Scale
Raven’s Progressive Matrices
Language
•
•
Receptive Verbal
Language
Ability to understand incoming spoken language. •
•
•
1
Wechsler: Verbal Scales
Test of Language Development-2
(TOLD-2): Listening Composite
Test of Auditory Comprehension of
Language-Revised
Clinical Evaluation of Language
Fundamentals (CELF-R): Receptive
Subtests
Peabody Picture Vocabulary TestRevised
Common Educational Tests used for Assessments for Special Education
PROCESS
Expressive Verbal
Language
DEFINITION
Ability to convey ideas and relate information through oral language.
TESTS WHICH GIVE INFORMATION
•
•
•
•
•
Wechsler: Verbal Scales
TOLD-2: Speaking Composite
CELF-R: Expressive Subtests
Woodcock-Johnson, Revised-Rests of Cognitive Ability (WJ-R COG):
Oral Language Cluster
Speech Exam and Language Sample
•
Wechsler: Picture Completion,
Picture Arrangement, Object
Assembly
Stanford-Binet: FE – Absurdities
K-ABC: Gestalt Closure, Photo
Series, Face Recognition
Detroit
PROCESS
DEFINITION
TESTS WHICH GIVE INFORMATION
•
Cognition/Intelligence
Ability to reason, to think abstractly, and to solve problems. Verbal Intelligence
Ability to use cognitive processes which rely primarily on verbal language •
•
•
•
•
•
•
Non Verbal
Intelligence
Ability to use cognitive processes which do not rely primarily on verbal language. •
•
•
•
•
Wechsler tests: WISC-III, WAIS-R,
WPPSI-R
Stanford-Binet: Fourth Edition
Differential Ability Scales (DAS)
Wechsler: Verbal Scales
Stanford-Binet: FE-Verbal
Comprehension Factor
DAS: Verbal Ability
Wechsler: Performance Scales
Stanford-Binet: FE: Nonverbal
Reasoning/Visualization Factor
DAS: Nonverbal Ability
Kaufman Assessment Battery for
Children (K-ABC): Nonverbal Scale
Leiter International Performance
Scale
Columbia Mental Maturity Scale
Raven’s Progressive Matrices
Language
•
•
Receptive Verbal
Language
Ability to understand incoming spoken language. •
•
•
1
Wechsler: Verbal Scales
Test of Language Development-2
(TOLD-2): Listening Composite
Test of Auditory Comprehension of
Language-Revised
Clinical Evaluation of Language
Fundamentals (CELF-R): Receptive
Subtests
Peabody Picture Vocabulary TestRevised
Common Educational Tests used for Assessments for Special Education
PROCESS
Expressive Verbal
Language
DEFINITION
Ability to convey ideas and relate information through oral language.
TESTS WHICH GIVE INFORMATION
•
•
•
•
•
Wechsler: Verbal Scales
TOLD-2: Speaking Composite
CELF-R: Expressive Subtests
Woodcock-Johnson, Revised-Rests of Cognitive Ability (WJ-R COG):
Oral Language Cluster
Speech Exam and Language Sample
•
Wechsler: Picture Completion,
Picture Arrangement, Object
Assembly
Stanford-Binet: FE – Absurdities
K-ABC: Gestalt Closure, Photo
Series, Face Recognition
Detroit