These assessments measure cognitive or achievement ability and are used to identify gifted students and students with specific learning disabilities.
The OLSAT assesses a student's cognitive (e.g., verbal, nonverbal and quantitative) abilities that relate to his or her academic success providing educators with invaluable information in order to enhance insights gained from traditional achievement tests. The assessment is given to students in grades 3, 5, and 7.
Studies show that the OLSAT successfully measures the aspects of intelligence it seeks to measure. OLSAT 8 has been peer revised by a panel of minority-group educators to help minimize ethnic gender, cultural, or regional biases.
The Leiter is a test of nonverbal intelligence and cognitive abilities, updated and redesigned to cover an expanded age range (3 to 75+) and to address specific disabilities. Neither the examiner nor the examinee is required to speak, and the latter doesn’t need to read or write either. The test’s engaging, game-like tasks hold the examinee’s interest, and its easy administration and quick, objective scoring make for an efficient assessment.
The Test of Nonverbal Intelligence, Second Edition (TONI 2) is a language-free measure of abstract problem-solving ability. It may be used with examinees from 5 through 85 years of age and was designed to be as free as possible of linguistic, motoric, and cultural factors.
The WISC-V is used to identify and learning disabilities and giftedness as well as evaluate cognitive processing strengths and weakness.
The Woodcock Johnson IV includes 20 tests for measuring four broad academic domains: reading, written language, mathematics, and academic knowledge.
Assess semantics, morphology, syntax, and pragmatics
The LC and OE Scales assess receptive and expressive language. The WE Scale measures the expressive aspects of written language. The RC Scale measures the receptive aspects of written language and is uniquely effective in identifying language factors that may be impairing or facilitating reading comprehension.
The TOLD-P:5 has six core subtests and three supplemental subtests that measure various aspects of oral language. The results of these subtests can be combined to form composite scores for the major dimensions of language: semantics and grammar; listening, organizing, and speaking; and overall language ability.
BES-4:L provides results that assist school personnel in making decisions about eligibility, placement, and programming for students with behavior problems who have been referred for evaluation. The scale yields relevant behavioral information about students regardless of handicapping conditions, and therefore may be used with students who have learning disabilities, intellectual disability, physical impairments, and other disabilities.
A measure of personal and social skills from birth to adulthood for everyday living.
Provides core language score, receptive and expressive language index scores, expressive language, language content, and language structure index scores
Visual Perception and Motor Coordination tests
LAT-NU was designed to identify children and young adults with abnormal articulation patterns. It ensures a thorough examination of all sounds and blends by presenting several sounds more than one time in the same position. All positions at the word level are tested.
This early childhood motor development program contains six subtests that assess the motor skills of children.
Used to assess the motor proficiency of all children, ranging from those who are typically developing to those with mild to moderate motor control problems.
DTVP-3 is comprised of five subtests in the areas of eye-hand coordination, copying, figure-ground, visual closure, and form constancy.
Play-based assessment for language skills.
As a norm-referenced assessment tool, the Learning Accomplishment Profile-Diagnostic (LAPD) Third Edition provides a systematic method for observing individual development of children functioning in the 30 to 72 month age range.
Used to identify problem behaviors as reported by the teacher, parents, alternative caregivers, and adolescents.
The Basic Gross Motor Assessment is presented as a useful tool for evaluating minor motor problems in children and identifying those children who require further physical therapy assessment and perhaps direct treatment.
SFA measures student performance of functional tasks that affect the academic and social aspects of an elementary school program. SFA facilitates collaborative program planning for students with various disabling conditions.