The Das-Naglieri Cognitive Assessment System Essay -- Education, Asse

IntroductionThe Das-Naglieri Cognitive Assessment System (CAS) developed in 1997 by Naglieri and Das conceptualizing on the works of A. R. Luria congest model theory, represents an uninflected measurement of cognitive abilities base on neuropsychological construct. The break theory, acronym for planning, attention, simultaneous, and successive, focuses on the neuropsychological foundation in which cognitive assisting and human intelligences found on the functional brain and mental activities of input, processing, and output (Das, 1999). Endorsement of the PASS theory endures understanding of human intelligence as it relates to cognitive abilities.Psychometrical divisionThe CAS is a standardisedized test geared to capturing the essence of cognitive abilities by placing emphasis on brain functioning and the cognitive processes. The psychometrical properties for the CAS include calibration based on the sampling 2,200 children ranging in ages five through 17. standardisation wa s based on random sampling utilize the United States 1990 count in which the norms of the diverse population is branched by race, gender, region, educational background, environmental setting, and parent educational attainment (Reynolds & Fletcher-Janzen, 2003) In addition, normalization of instruments are account in four-month intervals (Naglieri & Das, 2010). The instrument is available in two versions, the standard barrage that requires 60 minutes to complete and basic battery, which is a shorter version of the standard battery and only requires 40 minutes to complete. For the validity of psychometric measurement, the PASS scales and Full Scale (FS) are used. The psychometrical measurement for the CAS involves taking raw scores from each subtests and c... ...the development of instructional training are questionable. The ethical concerns of using the CAS for instructional and remedial purposes is the reliability of score interpretation and the effectiveness of smorgasbor d of cognitive deficiencies. For example, the simultaneous process emphasis on grouping think stimuli by using the cognitive task of integration of information. Naglieri and Goldstein (2009) argued the simultaneous process engages in the visual-spatial perspective by relying on visual memory that powerfulness display cognitive weakness in indication comprehension or verbal concepts. The complication of interpreting and profiling an individual with weaknesses in reading comprehension or cognitive deficiencies in word grouping based on the CAS subscale simultaneous involves disregarding phonological skills as a way of declined reading skills (Aaron, 2002).