Insight Psychometrics Technical Manual - Canadian Test Centre

An individual Interpretive Report provides information about possiblediscrepancies within the student’s profile of subtest and composite scores. InFigure 5 discrepancy scores are indicated. The first is a difference betweentwo composite scores, the second is a difference between two subtest scores,and the third is a difference between two pairs of subtest scores, where eachpair is the average of two standard scores.The last two discrepancy scores consider the cultural and linguistic demandsof the subtests. These discrepancy scores are based on the work of Ortiz andhis colleagues (Flanagan, D.P., Ortiz, S.O. & Alfonso, V.C., 2007). They showwhether for a student the particular sets of subtest scores or averages show anumeric trend of increasing or decreasing as the linguistic demand increasesor as the cultural loading increases.Figure 5: Discrepancy scores and reportsIntentional cognitive processing vs.automatic cognitive processingLearning new material in the testsession vs. learning over time at homeand at schoolMemory and Learning skills vs. abilityto solve problems with novelinformationDegree of Linguistic DemandDegree of Cultural LoadingComparisonITI vs IMPIGlr vs GcGsm,Glr vs Gf,GvGv, Gf < Gsm, Glr, Gs < Ga, GcGv, Gsm, Gf, Gs < Glr, Ga < GcWhen a student has taken Insight as well as certain tests from the fourthedition of the Canadian Achievement Tests (CAT·4), the discrepancy betweenachievement and ability is reported. This requires the student’s scores fromInsight on subtests Gc, Gv, and Gf. The discrepancy analysis is doneseparately for three CAT·4 tests: Reading, Writing Conventions, andMathematics, as indicated in Figure 6. Age is a covariate, since CAT·4 has avertical developmental scale while Insight is age normed.Figure 6: Ability/achievement discrepancyReadingWriting ConventionsMathematicsPredictionCAT4 scales ~ Gc, Gv, Gf and age3