Providing Validity and Reliability of Cognitive Scale of Educational Guidance

Abstract

Purpose: The present study falls into the field of psychometric studies as a subset of methodological designs. Methodology: The statistical population of this study included two different layers of experts who were from among expert counselors in the area of educational counseling, cognitive science experts, and psychological experts. In this population 20 individuals were introduced as a population comprising experts or specialists. The second layer included a population of first grade high school students, which included 400 students in the preliminary phase, 30 students and final phase. The measuring instrument in evaluating the psychometric properties is the new version the Woodcock-Johnson Cognitive Ability Scale that has a desirable reliability and validity. Findings: the psychometric findings showed that the instrument in students had validity (internal consistency and homogeneity), criterion validity (concurrent with the fourth version of the Wechsler Intelligence Scale for Children), and criterion validity (predictor with field of study). It also has construct validity, with emphasis on the orthogonal hierarchical model of cognitive abilities and the confirmatory factor analysis method. Conclusion: academic guidance tool had desirable psychometric properties and could be used as a test of ability and aptitude