The Kaufman Assessment Battery for Children: an Information-Processing Analysis and Critique

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Abstract
The Kaufman Assessment Battery for Children is reviewed from an information-processing point of view. The article points out five major positive features of the test: its (a) attempt to provide a theoretical basis for intelligence testing, (b) assessment of the ability to deal with novelty, (c) attempt to integrate psychometric and information-processing paradigms, (d) attempt to achieve culture-fairness and norm representation, and (e) attempts to ensure examinees' comprehension of tasks. The article also points out major negative features of the test: its (a) misrepresentation of support for the theory underlying the test, (b) noncorrespondence between definition and measurement of intelligence, (c) inadequate aptitude-achievement distinction, (d) overemphasis on rote learning, and (e) questionable empirical support in studies directly testing the construct validity of the test. On balance, the assessment is unfavorable, and it is not recommended that the test be used in place of its major competitors, the WISC-R and the Stanford-Binet.