Construct Validity of the PASS Theory and CAS: Correlations With Achievement.

Abstract

The relationship among Planning, Attention, Simultaneous, and Successive (PASS) processing scores of the Cognitive Assessment System (CAS) and the Woodcock-Johnson Revised Tests of Achievement (WJ-R) were examined with a sample of 1,559 students aged 5-17 years. Participants were part of the CAS standardization sample and closely represented the U.S. population on a number of important demographic variables. Pearson product-moment correlation between CAS Full Scale and the WJ-R Skills cluster was .71 for the Standard and .70 for the Basic CAS Battery scores, providing evidence for the construct validity of the CAS. The CAS correlated with achievement as well if not better than tests of general intelligence. The amount of variance in the WJ-R scores the CAS accounted for increased with age between 5- to 13-year-olds. The 4 PASS scale scores cumulatively accounted for slightly more of the WJ-R variance than the CAS Full Scale score.

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