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Frequently Asked Questions about CAAS Software Facts Sheet - Learn How CAAS Works 
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Frequently Asked Questions We are looking for psychoeducational testing tools. Yours looks interesting. Are these normed tests? How big are your norms? What type of validity testing has been done? Do you have information on what the learning effect of taking the test several times is over time (several week period). The tests are normed, but the norm sample is relatively small. We started with norms of approximately 20-30 in grades k-8m and around 200 at the college and adult level. We have also assessed approximately 30 Williams Syndrome students as an indicator of mild retardation norms. We have since added about 30 additional students at grade 3 and 4 from a quite different population. The original data came from Western Massachusetts and the most recent from urban Cleveland. We will continue to add to the norm sample over time. There have been a variety of kinds of validity study. One of the first was published in an article published in the Journal of Educational Psychology in about 1997, under an article published by Gale Sinatra and James Royer. Cisero, Royer, Marchat and Jackson also published another article in JEdPsych in about 1999 . There are also other published articles and am unpublished article regarding validity. With respect to your third question regarding learning effects from repeated testing; this is one of the strongest parts of the CAAS system. Repeated learning effects are minimal. Each task in the system consists of multiple items that are randomly sampled on a given administration. For example, the elementary word task contains about 250 items, only 40 of which are sampled on a given occasion. This means that every test a student receives in different, thereby minimizing learning effects associated with repeated testing. I have used the system in my lab and have seen little evidence of learning effects over periods as long as 2 years. For additional references please visit James Royer - publications. 
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