International Test Commission 2004 ConferenceInternational Test Commission 2004 Conference
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Download the ITC 2004 Conference day-to-day schedule


October 7th Registration & Welcome Reception University Center
October 8th Invited workshops
  Main conference
  Wine reception
  Evening Tours
October 9th Main conference
  Reception and dinner
October 10th Main conference


Keynote Speakers

  • Dr. David Bartram, United Kingdom
  • Dr. Fanny Cheung, Hong Kong
  • Dr. Elias Mpofu, United States
  • Dr. Robert Sternberg, United States

    Invited Workshops

    Friday Morning Sessions

    A) Seeking Equitable Assessment Through Tests for Multigroup Invariance
    Barbara M. Byrne Ph.D. Professor Emeritus School of Psychology, University of Ottawa
    With multiple group comparisons, an important aspect of equitable assessment is knowledge that tests operate equivalently across groups. Designed within the framework of structural equation modeling (SEM), this workshop provides procedures for testing equivalence of a test across groups, and differences in latent factor means. Working from examples of first and second-order CFA models, participants are "walked through" the process, from model specification of the computer input to interpretation of the computer output. Some knowledge of, and experience with, SEM is recommended.
    B) Equitable Assessment with the KABC-II
    Elizabeth I. Lichtenberger, Ph. D., The Salk Institute, La Jolla, CA
    This workshop describes the new Kaufman Assessment Battery for Children II (KABC-II), and its applicability for diverse populations ages 3-18. The KABC-II will be presented within theoretical and data-based contexts, including its applications for clinical, neuropsychological, and psychoeducational assessment. The workshop will cover the (a) dual theoretical foundations (Luria and CHC) of the KABC-II; (b) choice between global scores; (c) emphasis on learning ability and reasoning; (d) applications for assessing diverse populations; (e) relationship between the KABC-II and other measures; and (f) use with clinical populations (e.g., ADHD).
    C) Adaptive Behavior: Information Useful in Equitable Assessment Practices
    Thomas Oakland, Ph. D., ABPP, ABPH, Educational Psychology, University of Florida
    This workshop reviews existing adaptive behavior measures and features the use of the Adaptive Behavior Assessment System-II (ABAS-II). The ABAS-II measures adaptive behavior and skills throughout the age span of birth through 89 years. Adaptive behavior assessment typically focuses on what people do to care for themselves and their relationships with others. Ten specific adaptive skills have assumed increased importance: communication, community use, functional academics, school/home living, health & safety, leisure, self-care, self-direction, social, and work. Research and diagnostic criteria from the DSM-IV and the AAMR will be reviewed.
    D) The WISC-III: Cultural Issues Within and Across 15 Nations
    Lawrence G. Weiss, Ph. D., The Psychological Corporation
    This presentation will examine the factor structure of the WISC-III in various countries, and the relationship between education, affluence, and FSIQ scores within and across 15 nations. Within the U.S., changes in racial/ethnic scores between WISC-III and WISC-IV will be presented, and discussed in relation to changes in test content, educational level, and regional influences. Updates and preliminary findings will be presented from ongoing WISC-IV standardization projects in Canada, Great Britain, and Australia.
    E) Development and Applications of the BRIEF
    Peter K. Isquith, Ph. D., Dartmouth Medical School
    This workshop will provide in-depth exposure to the Behavior Rating Inventory of Executive Function (BRIEF) and a broad overview of executive function in children and adolescents, including a review of basic concepts and techniques for measuring executive function. Psychometric properties of the BRIEF will be introduced, with emphasis on diverse populations. Profiles of specific clinical groups will be used to highlight interpretation of the BRIEF, including ADHD, chronic illness, brain injury, frontal lesions and Autistic Spectrum Disorders.

    Friday Afternoon Sessions

    F) Critical Issues in the Assessment of English Language Learners
    Salvador Hector Ochoa, Ph, D., Texas A & M University
    The number of children who are English Language Learners (ELLs) in U.S. public schools is increasing at a dramatic rate. There are many critical factors that need to be considered when conducting psychoeducational assessment of ELLs. This workshop will review the following factors and their implications on test selection and procedures: second language acquisition, bilingual instructional programming, and language proficiency assessment. Methods for assessing intellectual functioning will also be discussed.
    G) The Stanford-Binet Fifth Edition Nonverbal IQ (SB5) with Diverse Populations
    Gale H. Roid, Ph. D., Simpson College and Graduate School
    The SB5 was designed to provide a comprehensive verbal and non-verbal assessment of five cognitive factors.< The SB5 employs "tailored testing" that adapts to the functioning level of the examinee. This presentation includes: 1) the theoretical orientation of the SB5 (e.g., CHC theory); 2) review of the SB5 development, including practical features that make non-verbal assessment possible for diverse populations, and, 3) administration, scoring, and interpretation of the SB5, including case studies.
    H) The Neuropsychological Assessment Battery (NAB)
    Robert A. Stern, Ph. D. Boston School of Medicine
    The NAB is a comprehensive battery of 33 neuropsychological tests, with two equivalent forms. The NAB assess a wide array of cognitive functions in adults, ages 18-97. The NAB combines the strengths of flexible and fixed battery approaches to assessment. This workshop includes: a) theoretical rationale, test construction, organization, and structure of the NAB; b) descriptions of NAB tests; c) NAB administration and scoring procedures; d) interpretive considerations; e) description of norm samples; and f) reliability and validity studies.
    I) Psychometric Methods for Enhancing Fairness and Equity: Differential Item Functioning (DIF) and Scale-level Invariance
    Bruno D. Zumbo, Ph. D. University of British Columbia, Vancouver, Canada
    Methods for detecting differential item functioning (DIF) and scale (or construct) equivalence typically are used in developing new measures, adapting existing measures, or validating test score inferences. DIF methods allow the judgment of whether items (and ultimately the test they constitute) function in the same manner for various groups of examinees, essentially flagging problematic items or tasks. In broad terms, this is a matter of measurement invariance; that is, does the test perform in the same manner for each group of examinees? Participants will be introduced to a variety of DIF methods, some developed by the presenter, for investigating item-level and scale-level (i.e., test-level) measurement invariance. The objective is to impart psychometric knowledge that will help enhance the fairness and equity of the inferences made from tests.