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Review explores the cognitive assessment capabilities of K-ABC, highlighting its validity issues and potential applications.
The K-ABC is a unique and novel instrument for assessing cognitive or intellectual abilities of young children. The test, based on a theory of information processing appears to be psychometrically adequate and offers an oppor-tunity for expanding assessment of children. Unfortunately, the controversy which sur-rounds the K-ABC concerns issues critical to theoretical or construct validity as well as ed-ucational applications for remediation and programming. While the K-ABC demon-strates great promise as an innovative instru-ment, more research is needed before the test can assume the status of a criterion in assess-ment of young children.
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Michael J. Wiebe (1986) studied this question.
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