Arabiya Intelligence and Achievement Tests
Arabiya Intelligence & Achievement Tests
The first of its kind psychoeducational battery in Arabic
The Riverside Insights Arabiya Intelligence Tests and Arabiya Achievement Tests are structured to offer the ease of use and flexibility that examiners need to accurately identify giftedness or evaluate learning problems for children and adults in a way that no other assessment solution can.
- Facilitate exploration of strengths and weaknesses across cognitive, oral language, and academic abilities
- Batteries can be used in conjunction with one another or as standalone assessments
- Clusters engineered to provide the most diagnostically useful interpretations
- Normed on 2300 people in the country of Jordan and validated on 700 participants from Saudi Arabia, United Arab Emirates, Oman, Kuwait, Qatar, Bahrain, Egypt, Lebanon, and Turkey
- Developed using Modern Standard Arabic language that is used by all Arab countries
- Original items and content sensitive to the Arabic culture
- The first Psychoeducational Tests in the Arab World
- The first comprehensive assessment that covers all CHC abilities in Arabic
- Uses Item Response Theory (IRT) to build the most accurate structure of item location of difficulty and item discrimination
- The first intelligence and achievement tests that use Relative Proficiency Index (RPI Score) in the Arab World to predict specific performance
- Has the highest validity and reliability evidence which is supported by published research in prestigious journals
- The Arabic Tests can be used with confidence in universities, schools, hospitals, clinics, and diagnostic centers
Batteries and Options
Arabiya Intelligence Tests
|Restriction Level: High
|Ages: 4 - 90+
|Time Per Subtest: 5 - 10 mins
The Arabiya Intelligence Tests contain the greatest breadth of cognitive abilities of any standardized body of tests in the Arabic language. Tests and clusters have been designed to place emphasis on the most useful measures for identifying individuals’ patterns of strengths and weaknesses.
Understanding relative strengths and weaknesses in comparison with the Gf-Gc Composite can lead to individualized instruction designed to target identified learning needs.
- Picture Vocabulary
- Oral Vocabulary- Synonyms
- Oral Vocabulary- Antonyms
- Number Series
- Concept Formation
- Letter Pattern Matching
- Verbal Attention
- Visualization-Spatial Relations
- Visualization-Block Rotation
- Lexical Access
- Memory for Names
- Retrieval Fluency
- Full Scale Intellectual Ability
- Brief Cognitive Ability
- Cognitive Efficiency
- Thinking Ability
- Acquired Knowledge
Arabiya Achievement Tests
|Restriction Level: Medium
|Ages: 2 - 90+
|Time Per Subtest: 5 - 10 mins
The Arabiya Achievement Tests are ideal for accurately screening, diagnosing, and monitoring progress in reading, writing, and mathematics achievement with the 3-test standard battery.
Private and public schools can use the Arabic Achievement Tests to:
- Identify students with low achievement or who need additional educational support
- Identify students with learning difficulties who need special education services and/or identify gifted students
- Set standards to determine the level of student progress required by the end of the semester or academic year
- Compare the school's overall results with other national or international schools
- Develop a scientific language of communication between the parents of children who need special education services and the school’s educational staff
- Letter-Word Identification
- Full Scale Achievement Ability
Scoring and Reporting
All Arabiya Intelligence and Achievement Test scoring is completed in the Riverside Score system.
Riverside Score provides a secure, web-based environment where examiners can easily enter raw scores, assessment data, and test session observations.
After entering data, examiners can generate reports for all derived scores and clusters. Reports can be viewed online or downloaded as PDFs, Word documents, or HTML files for easy sharing and offline review. Excel format is provided as well for research purposes (e.g., large-scale studies) or to build databases for schools and other organizations.
Reporting will be available in English only.
Dr. Bashir Abu-Hamour
Dr. Abu-Hamour is a professor in the Department of Education Studies at Zayed University, UAE; and Mutah University, Jordan. He received his Ph.D. in Special Education with a concentration in Measurement and Research Methodology from the University of Arizona, USA.
Dr. Abu-Hamour was a Post-Doctoral Research Associate from 2009 to 2010 for the First Things First External Evaluation Project ($33,593,932 Grant) in Arizona state. For his dissertation research, Dr. Abu-Hamour under the mentorship of Dr. Nancy Mather at the University of Arizona, investigated the relationships among various cognitive ability measures and their relationships to reading. From this study, Dr. Abu-Hamour published several articles that were based on assessment results from the WJ III Cognitive and Achievement Tests.
Recently, Dr. Abu-Hamour has published thirty-six research articles, one book, and two book chapters related to learning disabilities, psychological testing, and inclusive education. He is the founder of Technological Innovations for Middle East Education (TIME Initiative), and the first author of Woodcock-Johnson Arabic Tests of Intelligence and Achievement. He has served as a learning disabilities teacher, a diagnostician, a university professor, and an educational consultant.
Dr. Hanan Al Hmouz
Dr. Al Hmouz is a professor in the school of E-Education at Hamdan Bin Mohammed Smart University, UAE; and Mutah University, Jordan. She received her Ph.D. in Special Education/Gifted Education with a concentration in gifted children with learning difficulties from the University of Wollongong, Australia.
Dr. Al Hmouz is the Principal Investigator/Co-PI of five International Funded Projects ($ 326,750 Grants) to support gifted students and students with special needs in inclusive education. She has published nineteen research articles, one book, and one manual related to giftedness, cognitive assessment, learning difficulties, and inclusive education.
She is the co-founder of Technological Innovations for Middle East Education (TIME Initiative), and the second author of Woodcock-Johnson Arabic Tests of Intelligence and Achievement. She has supervised students and has taught a wide range of courses that address both gifted and special education. She has served as a gifted education teacher, a diagnostician, a university professor, and an educational consultant.