Multidimensional Scaling of Cognitive Ability and Academic Achievement Scores

AUTHOR NOTE: Standardization data and analysis from the Kaufman Test of Educational Achievement, Second Edition-Comprehensive Form (KTEA-2). Copyright © 2004 NCS Pearson, Inc. Used with permission. All rights reserved. Standardization data and analysis from the Kaufman Assessment Battery for Children, Second Edition (KABC-II). Copyright © 2004 NCS Pearson, Inc. Used with permission. All rights reserved. Standardization data from the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-5). Copyright © 2014 NCS Pearson, Inc. Used with permission. All rights reserved. ABSTRACT: Multidimensional scaling (MDS) was used as an alternate multivariate procedure for investigating intelligence and academic achievement test score correlations. Correlation coefficients among Wechsler Intelligence Scale for Children, Fifth Edition (WISC-5) and Wechsler Individual Achievement Test, Third Edition (WIAT-III) validity sample scores and among Kaufman Assessment Battery for Children, Second Edition (KABC-II) and Kaufman Test of Educational Achievement, Second Edition (KTEA-2) co-norming sample scores were analyzed using multidimensional scaling (MDS). Three-dimensional MDS configurations were the best fit for interpretation in both datasets. Subtests were more clearly organized by CHC ability and academic domain instead of complexity. Auditory-linguistic, figural-visual, reading-writing, and quantitative-numeric regions were visible in all models. Results were mostly similar across different grade levels. Additional analysis with WISC-V and WIAT-III tests showed that content (verbal, numeric, figural) and response process facets (verbal, manual, paper-pencil) were also useful in explaining test locations. Two implications from this study are that caution may be needed when interpreting fluency scores across academic areas, and MDS provides more empirically based validity evidence regarding content and response mode processes.