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Una publicación sobre discapacidades visuales, y sordera y ceguera, para familias y profesionales.

A Selected List of Assessment Instruments and the Type of VI Student for Whom they are Most Appropriate (in my humble opinion)

Test or Subtest

What it assesses

Type of VI Student

WISC - R  -  Verbal Subtests

Intelligence (IQ)

Age appropriate, low vision and functionally blind students in the Fully Independent, Semi-Independent, and Functional Skills categories.

WISC - R  Performance Subtests

Intelligence (IQ)

Moderately low vision students (20/100 or more, and no significant field losses) in the Fully Independent, Semi-independent, and Functional Skills categories. Even with these students, results should be reported only in a way to shed light on problem solving skills.

VINELAND ADAPTIVE BEHAVIOR SCALES

Adaptive behaviors (e. g. social skills, daily living skills, etc.)

 

 

 

STANFORD ACHIEVEMENT TEST

Learning competencies (achievement)

Low vision and functionally blind students, ages 8-16, who fall into the Fully Independent, Semi-independent, and Functional Skills categories.

WOODCOCK-JOHNSON PSYCHOEDUCATIONAL TEST BATTERY- REVISED

Learning competencies (achievement)

Functionally blind and low vision students, ages 6-22, who fall in the Fully Independent, Semi-Independent, and Functional Skills categories. Beware of pictures, especially for moderate to severe low vision students or those with significant  central field losses.

SPACHE DIAGNOSTIC READING SCALES

Learning competencies (achievement) in specific reading skills

Low vision and functionally blind students in the Fully Independent, Semi-independent, and Functional Skills categories. 

In my humble opinion, this test is well suited to almost any academic VI student. I particularly like to use it with braille readers.

KEY MATH ARITHMETIC TEST

Learning competencies (achievement) in mathematical and measurement skills

Low vision and (with some concrete adaptations such as adapted clocks, adapted measuring devices, etc.) functionally blind students, ages 6-22) in the Fully Independent, Semi-Independent, and Functional Skills categories. 

This test is easy to administer, and affords a good opportunity to assess the way VI students go about solving problems as well as providing a grade level on performance.

PEABODY INDIVIDUAL ACHIEVEMENT TEST

Learning competencies (achievement)

Moderately low vision (probably 20/100 or better with no significant central field losses) who are 5-22 years of age in the Fully Independent, Semi-Independent, and Functional Skills categories. 

I really like this test for students who can see, but it's reliance on lots of pictures makes it VERY difficult for functionally blind students.

WIDE RANGE ACHIEVEMENT TEST REVISED (WRAT)

Learning competencies (achievement); has a reputation for being a fast, "down and dirty" way to assess kids.

The increments in level of difficulty between the items on this instrument make tend to make it very  conceptually difficult for students with visual impairment. 

These huge "steps" often make it difficult to accurately interpret scores. 

Low vision and functionally blind students in the Fully Independent and Semi- Independent categories. Be sure that the appropriate level (Level I or 2) is used for your student.

TEST OF WRITTEN SPELLING

Learning competencies in spelling

Low vision (probably 6-22 years) and functionally blind students (probably 7-22, with good braille intervention) in the Fully Independent, Semi-Independent, and Functional Skills categories.

This document is a Resource for the Expanded Core Curriculum. Please visit the RECC.