CTONI-2

Evaluation

• Decreases impact of language and motor requirements - often confounding factors in intelligence tests
• Easy and quick to administer and score, clear and unambiguous instructions
• Instructions translated in several languages including pantomime

What do you think ?

• Not timed - does not take processing speed into account
• Possible cultural bias in pictures (e.g. football)
• Only 5% of sample population instructed in pantomime

Validity

-> Accuracy with which a test measures an ability

Thank you for your attention !

Validity types and results:

• Content-description validity ->
• Representative criteria of intelligence
• Unbiased items
• Criterion-prediction validity ->
• Effectiveness of performance prediction
• Correlation with other tests very high
• Construct-identification validity ->
• One factor (general intellectual ability)

Evaluating Composite Performance

Reliability

-> Consistency with which a test measures an ability

-> Reliability coefficients > .80; ideally > .90

A composite score can be obtained from scaled subtest scores.

Error factors and coefficients:

• Content -> Coefficient alpha
• homogeneity among test items
• All > .80; composite scores > .90
• Time -> Test-retest
• Performance constant over time
• All > .80; composite scores >= .90 (one exception)
• Scorer differences -> Independent comparison
• variability in scoring depending on examiner
• Correlated scoring coefficients all > .90

Norms and Standardisation

Normative sample of the second edition:

-> 2827 People

-> 2007-2008

-> Population sample matched to census

of the USA for age, gender, region, race,

exceptionality status, family income

and educational level of parents

-> Matched for adult and school-age

population

-> 95% with English instructions,

5% with pantomime instructions

Evaluating Raw Scores

Enter raw scores from each subtest

Recording Raw Scores

Convert to percentile rank and scaled score through the tables in the manual appendix

Add the respective descriptive term for

easy comparison

Three non-scored test items for each subtest (A, B, C)

Correct answers give 1 point, incorrect answers give 0 points

Ceiling rule: points obtained after 3 wrong answers

in a row are not included in final scoring.

Test Administration

Analogies

Example

Categories

Analogies

Examples

Categories

Pictorial Analogies

Geometric Analogies

Geometric Categories

Pictorial Categories

Sequences

Examples

Sequences

Pictorial Sequences

Geometric Sequences

Materials

Test Administration

• Examiner's manual
• Alternative languages
• FAQs
• Scoring examples
• Record forms
• Three picture books

Single participant administration

No time limit

Practice items for each subtest - at least one has to be answered correctly or the subtest will be skipped

Subtest is administered until all items have been scored or until the participant answered three consecutive items wrong (ceiling rule). In this case the remainder

of the test will be skipped.

Development

First edition published in 1996,

revised edition published in 2009

Developed by D. D. Hammill, N. A. Pearson and J. L. Wiederholt

Not based on a specific theory of intelligence

Test Description

For adults and children whose scores might be influenced by language or motor disabilities -

No speaking/listening or object manipulation

required.

Age: 6 to 89 years 11 months

Uses pictorial objects and geometric designs to assess reasoning abilities.

Measures three cognitive abilities:

* Analogical thinking

* Categorical formulation

*Sequential reasoning

Comprehensive Test of Nonverbal Intelligence - Second Edition

• Description and Development
• Materials and Administration
• Scoring
• Quality Criteria
• Evaluation

CTONI-2

Fiona Marie Schmitt