Counselor Quick Reference

Intelligence-testing history and theory, the achievement/readiness/aptitude framework, the major cognitive and academic instruments, and social-emotional/school-climate assessments from Textbook Ch. 8 — no matching lecture module exists yet, so this is textbook-only.

Ch. 8 — Intelligence, Aptitude & Achievement pp. 173–191

Assessment of Intelligence, Aptitude, Ability, and Achievement

Intelligence theory history · achievement/readiness/aptitude · IQ & achievement instruments · SEL & school-climate tools · ASCA model

Glossary

Achievement test: Measures knowledge or proficiency already gained through prior learning or instruction — backward-looking.
Readiness assessment: Gauges a student's present potential/knowledge for an upcoming instructional step, such as kindergarten entry.
Aptitude test: Estimates a person's likely future learning or performance — forward-looking, used for placement and admissions decisions.
"g" factor: Spearman's general factor — the shared component of mental ability that runs across all cognitive tasks.
"s" factor: Spearman's specific factor — the unique ability tied to a particular test, shaped more by environment/learning than genetics.
Fluid intelligence (Gf): Ability to reason and adapt to novel, unfamiliar problems without relying on prior knowledge.
Crystallized intelligence (Gc): Problem-solving and communication built on acquired knowledge and learned experience.
CHC theory: Cattell-Horn-Carroll theory — merges Cattell/Horn's fluid-crystallized model with Carroll's three-stratum theory into today's most empirically supported cognitive-ability framework.
Emotional intelligence (EQ): Awareness and management of one's own emotions and their effect on others; split into personal competence and social competence.
CASEL 5: Self-awareness, self-management, responsible decision-making, relationship skills, social awareness — the competency set most SEL instruments are built around.
Lexile score: A reading-ability/text-difficulty measure (the math counterpart is the Quantile); reported by assessments like MAP alongside MAP's own grade-independent RIT score.
ASCA National Model: The framework organizing Professional School Counselor programs around Define, Manage, Deliver, and Assess.

Frameworks & models

History of intelligence theory

Galton — early differential psychology; intelligence via sensorimotor tasks
Binet & Simon — Binet-Simon Scale, identifying children needing academic support
Stern — introduced the IQ formula (mental age ÷ chronological age × 100)
Terman — standardized Binet's test into the Stanford-Binet Intelligence Scale
Wechsler — built adult (WAIS), child (WISC), and preschool (WPPSI) scales

Competing theories of intelligence

Spearman — two-factor: one general "g" plus test-specific "s" factors
Thurstone — 7 independent primary mental abilities, no single unitary score
Vernon — hierarchical model: general → broad group factors → narrow factors
Cattell/Horn/Carroll — CHC theory; fluid (Gf) vs. crystallized (Gc) plus a three-stratum structure
Gardner — 8 multiple intelligences, rejecting a single monolithic construct

Gardner's 8 multiple intelligences

Visual-spatial
Linguistic-verbal
Logical-mathematical
Bodily-kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalistic

ASCA National Model — 4 components

Define — standards for PSCs and students
Manage — program focus and program planning
Deliver — direct + indirect services; where most student assessment/appraisal lives
Assess — evaluating the PSC's own programmatic efforts and equity gaps

ASCA recommends ~80% of a PSC's time go to direct/indirect service delivery.

Cognitive/IQ instruments

Stanford-Binet (SB5) — 5 factors, ages 2–85+
WAIS-IV — adults; 4 index scales, 15 subtests
WISC-V — ages 6–16 (through 16 years 11 months); special-ed eligibility
WJ-IV Cognitive — CHC-aligned, 18 tests, ages 2–90+

Achievement / readiness / aptitude instruments

MAP — K–12 growth tracking, produces Lexile scores
WJ-IV Achievement / KTEA-3 — reading, math, written/oral language
BSRA-4 — kindergarten readiness
ACCESS for ELLs — English proficiency, Level 1 (entering)–6 (reaching)
CogAT + IA — paired aptitude (reasoning) + achievement for gifted screening
SAT / PSAT / ACT / GRE — college and graduate-program readiness

SEL & school-climate instruments

Bar-On EQ-i:YV — youth EQ self-report, ages 7–18
BASC-3PRS — behavioral/emotional functioning, ages 2–21
BIMAS-2 — behavior progress-monitoring screener
DSECS-S — CASEL-based, grades 3–12
DESSA — cross-setting SEL strengths, under 10 min
MSCEIT — adult (17+) EQ measure
MCI / SDQ / SAEBRS — school/classroom climate and behavior-risk screeners

Clinical checkpoints

Keep achievement (already learned), readiness (present potential), and aptitude (future performance) distinct — a student can qualify on one and still not be the right fit on another
CogAT and IA are typically paired for gifted screening precisely because one measures reasoning ability and the other measures achievement — neither alone tells the full story
Weigh a norm-referenced IQ or ability test's cultural fit — many were developed in mainstream Western contexts and may not reflect other populations' knowledge base
Don't treat an IQ score as the full picture — it can't capture emotional/social intelligence, which matters just as much to a student's success
When a case involves academic, career, and social/emotional risk factors together (e.g., grade decline plus withdrawal plus possible self-injury), work across all three domains rather than defaulting to a single assessment or an immediate referral only

No lecture pairing yet. Unlike the M4/M5/M6 pages, there's no class-notes module for this chapter yet — everything here is textbook-only. If a matching lecture module shows up later, this page should get a matching update the way the M4 page did for Ch. 4.

This sheet is for fast recall, not citations. It deliberately drops citation years and reliability/validity figures — several were flagged during extraction as needing independent verification (photographed at an angle, or partly illegible). Check the textbook chapter directly before quoting any specific statistic or date in graded work.