Abstract
The Kaufman Assessment Battery for Children (K-ABC) has been developed, in part, to incorporate advances in information-processing theory and research into an instrument to be used for intellectual assessment of and educational planning for school children. The K-ABC is evaluated from an information-processing perspective. Four areas are identified in which work in information processing might be reflected: a) theory, b) tests, c) scales and scores, and d) interpretation and educational applications. Each of these aspects of the K-ABC is critically examined. It is concluded that while development of the K-ABC promised a marked improvement in intellectual assessment, this promise went unfulfilled.
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