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An Initial Investigation of an Australian Adaptation of the Multidimensional Aptitude Battery — II

Published online by Cambridge University Press:  29 July 2013

Kate E. Jacobs  and
Shane Costello
Kate E. Jacobs*
Affiliation:
Monash University, Australia
Shane Costello
Affiliation:
Monash University, Australia
*
Address for correspondence: Kate Jacobs, Faculty of Education, Monash University, Building 6 Wellington Road, Clayton VIC 23800, Australia. Email: kate.jacobs@monash.edu
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Abstract

The Cattell-Horn-Carroll (CHC) theory of cognitive abilities has helped advance understanding regarding the relations between specific cognitive abilities and academic achievement in definite domains. However, questions over the generalisability of this research, as well the moderating effect age has on the strength of cognitive-achievement relations, means that further research is needed. This study therefore investigated the capacity for using the Multidimensional Aptitude Battery — II (MAB-II), a group-administered test of cognitive ability, to further CHC-driven research in Australia. After adapting the MAB-II verbal subtests to be suitable for use with an Australian sample, 179 adults completed the measure. Results were analaysed using both classical test and item response theory. Findings indicated that despite the MAB-II not being developed using CHC theory, the structure of the test appeared to conform to this model. Further, while an adequate number of subtests hypothesised to measure the CHC domains of Comprehension-knowledge (Gc) and Visual processing (Gv) were found to perform well psychometrically, the Arithmetic, Picture Arrangement, and Digit Symbol subtests returned questionable results. Given the advantages a group-administered test of CHC cognitive abilities would provide to CHC-driven research in Australia, suggestions for future modifications and adaptations of the test are provided.

Keywords

academic achievementassessmenteducational measurementpsychometric evaluationcognitive ability
Type
Articles
Information
The Educational and Developmental Psychologist , Volume 30 , Issue 1: Educational Psychology: Looking to the Future , July 2013 , pp. 84 - 102
Copyright
Copyright © Australian Psychological Society Ltd 2013 

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