The Cattell-Horn-Carroll Theory of Cognitive Abilities (CHC theory) enjoys broad acceptance among scholars and assessment professionals interested in cognitive abilities. As it stands, CHC theory is a useful framework for classifying ability tests and comparing scores. Efforts are underway to build on CHC theory to construct an integrative model of human cognition that will help practitioners understand, identify, and remediate disruptions in cognitive processing. These theoretical advances will prompt innovations in testing and test interpretation.
In this virtual presentation, I will propose a series of reforms to common assessment practice that I believe are consistent with scientific advances and the best of professional wisdom. I will consider a wide range of questions, including:
• What is the proper role of cognitive test data in psychoeducational evaluations?
• What are best practices for obtaining reliable, stable, and valid estimates of specific abilities?
• What does it mean when scores intended to measure the same ability are inconsistent? How far apart do scores need to be before they can be considered unusual?
• Applying multivariate models to individual test data sounds like an untidy tangle of statistical tedium and torment. Can non-statisticians derive useful insights from these approaches more graceful
Special Education Staff