Supporting Unique Learners to Succeed with the AJT Cognitive Assessments
The AJT Cognitive Assessments project will develop the first comprehensive, individually-administered intelligence test battery for Indonesian children ages 5 to 18. This four-year project was initiated in 2013 by the Yayasan Dharma Bermakna, in collaboration with the Faculty of Psychology at the Universitas Gajah Mada and with the support of independent Indonesian and international experts in psychological measurement and human intelligence.
“The AJT Cognitive Assessments will clearly be the most comprehensive theory-based intelligence test ever developed in Indonesia”
-Kevin McGrew, PhD, AJT Quality Assurance Team
A contextually-appropriate, high-quality and theoretically-sound cognitive assessment battery support the learning experience of unique learners in three key ways: 1) by presenting a profile of each assessed students’ cognitive strengths and weaknesses, 2) facilitating the diagnosis and classification of Indonesian students with learning difficulties (“siswa dengan kesulitan belajar”) and special learning needs (“siswa berkebutuhan khusus”), and 3) assisting psychologists and educators to collaboratively develop educational programs and teaching strategies that match the learning characteristics of individual students.
Based on leading theory and research
Educational and psychological research has consistently demonstrated that student conceptual and social-emotional characteristics are the areas most related to success in formal school learning and beyond. The conceptual domain, which includes intellectual abilities and school achievement, is one of the most researched domains in psychology. After decades of study, a consensus model of the major cognitive abilities or elements of intelligence has emerged during the past 20 years. This theory is known as the Cattell-Horn-Carroll (CHC) theory of intelligence. Its model comprises of seven major broad ability domains: fluid reasoning, comprehension-knowledge, short-term working memory, visual-spatial processing, auditory processing, long-term retrieval and cognitive processing speed. This theory has influenced every recent, individually-administered intelligence test batteries used in the US to understand the various strengths and weaknesses of students in educational settings. The AJT Cognitive Assessments are based on this model and the development process is overseen by Kevin McGrew, PhD, a leading international expert in this field and co-author of the Woodcock-Johnson test batteries.
Made for Indonesian children
“We want this instrument to be the first intelligence test that incorporates the Indonesian context so it becomes a trusted instrument in detecting the potential of Indonesian children and teenagers”
- Supra Wimbarti, PhD, AJT Supervisory Board
The first phase of the project, which developed the AJT research proposal, was completed in May 2014. Phase II of the project, taking place from June 2014 to November 2015, consists of test conceptualisation, development of test items and trial and field testing. This is followed by further data gathering and test assembly in Phase III, ending November 2016. Phase IV, from December 2016 to June 2017, will include test norming, validity and special studies and the preparation of test booklets as well as user and technical manuals.