SB5量表

All of the test items for the SB5 are contained in 3 item books Item Book 1 contains the first two (routing) subtests After the second subtest has been administered, the examiner has recorded estimated ability scores designed to identify an appropriate start point in Item Books 2 & 3
Problems with the SBIV





It was a “beast” Very difficult to administer & score although entire scale contained 15 tests, no one individual took all the tests, because some were suitable only within limited age ranges in general, complete battery includes from 8 to 13 tests, depending on test taker’s age and performance on vocabulary test survey of school psychologists – rated ease of administration, interpretation, usefulness – rated SBIV lowest of four most popular tests



Examiner administers the next four nonverbal subtests of an appropriate level determined from Book 2 Examiner starts at appropriate start point, & if examinee answers items correctly, this is assumed to be the “basal level” of ability Continues until examinee answers incorrectly for a certain number of items (this is the examinee’s “ceiling level” for that subtest)
Non-Verbal & Verbal Subtests

Each of the five cognitive factors is measured by a non-verbal subtest & a verbal subtest
Administration of Test


Βιβλιοθήκη Takes approximately 1 hour to administer Begins with the “Object Series/Matrices” subtest, used to assess non-verbal fluid reasoning This subtest is also used as a “routing” test; the score on this test determines where the examiner begins testing on the remaining non-verbal subtests Has 36 items; uses coloured plastic shapes, toys, blocks, then matrices Examiner begins at “the estimated ability level of the examinee (usually the chronological age of the person)”
Scoring

Points are summed for each of the subtests & converted to a “scaled score”
• Scaled subtest scores have a mean of 10 & a standard deviation of 3
Hierarchical Structure of SB5 Scoring System
Five Factors
Factor Name Fluid Reasoning Knowledge Quantitative Reasoning Visual-Spatial Processing Working Memory Brief Definition Novel problem-solving; understanding of relationships that are not culturally bound Skills & knowledge acquired by formal & informal education Knowledge of mathematical thinking including number concepts, estimation, problem-solving & measurement Ability to see patterns & relationships & spatial orientation as well as the gestalt among diverse visual stimuli Cognitive process of temporarily storing & then transforming or sorting information in memory
Fluid Reasoning Knowledge Nonverbal Verbal Nonverbal Verbal Quantitative Nonverbal Reasoning Verbal Visual/Spatial Nonverbal Reasoning Verbal Working Nonverbal Memory Verbal Matrices Analogies Absurdities Vocabulary Quant. Reasoning Verbal Quant. Reas. Form Board Positions & Directions Block Pattern Memory Sentence Memory

Scores can also be computed for nonverbal IQ, verbal IQ, full-scale IQ and each of the five factors (fluid reasoning, knowledge, quantitative reasoning, visualspatial processing, working memory)
The Stanford-Binet Intelligence Scale: Fifth Edition (SBV)

Took over 7 years to develop Released in spring of 2003 Contains 10 subtests
Underlying Theory



Next subtest administered is the Vocabulary subtest, used to assess Verbal Knowledge This subtest is used as a routing test for all of the remaining verbal subtests Starts with an identification of facial features, then toys, then pictures, then word definitions
Adaptive Testing



Stanford-Binet has always been an “adaptive” test Individual responds to only that part of the test that is appropriate for his or her developmental level E.g., a young child is not given difficult problems that would only lead to frustration; similarly, an older examinee is not bored with questions that are too easy Each subtest starts with very easy items & progresses to items that are more difficult Routing tests assist examiner to begin each subtest at an appropriate level of difficulty for examinee
The Binet Scales
The Stanford Binet Intelligence Scale: Fourth Edition (1986)


Probably the most radically changed version of the Stanford-Binet since its inception Prior to the 1986 SBIV, the Stanford-Binet produced only one score Different kinds of items were used for different age levels; more difficult items were used for higher age levels In the 1986 SBIV, items with the same kind of content were placed together into 15 separate subtests; allowed for calculation of total IQ, as well as scores for things such as verbal reasoning, quantitative reasoning, and short-term memory

Examiner then administers the final four verbal subtests from Item Book 3, starting at appropriate level determined from routing vocabulary test
The Tasks


SB5 based on the Cattell-HornCarroll (CHC) theory of intellectual abilities, which assumed a hierarchical cognitive model of intellectual functioning SB5 constructed on a 5-factor model; these 5 factors considered the most important in intellectual functioning