The<unk>  <unk>  is a standardized test that identifies<unk>  deficiencies by measuring functioning on fourteen scales. It evaluates learning, experience, and cognitive skills. The test was created by Charles Golden in 1981 and based on previous work by Alexander<unk>  that emphasizes a qualitative instead of quantitative approach. The original, adult version is for use with ages fifteen and over, while the<unk>  for Children <unk> -C) can be used with ages eight to twelve; both tests take two to three hours to administer. The<unk>  has 269 items divided among fourteen scales, which are motor, rhythm, tactile, visual, receptive speech, expressive speech, writing, reading, arithmetic, memory, intellectual processes, pathognomonic, left hemisphere, and right hemisphere. The test is graded on scales that are correlated to regions of the brain to help identify which region may be damaged. The<unk><unk>  has been found to be reliable and valid; it is comparable in this sense to other<unk>  tests in its ability to differentiate between brain damage and mental illness. The test is used to diagnose and determine the nature of cognitive impairment, including the location of the brain damage, to understand the patient's brain structure and abilities, to pinpoint causes of behavior, and to help plan treatment. History == The purpose of early<unk>  tests was simply to determine whether or not a person had a brain injury or brain damage. Although they can still perform this function, modern brain imaging has made it less necessary. Instead, these tests now serve to describe the injury, including its location and the degree of impairment. The ability to perform these functions began with Alexander<unk> 's original qualitative procedures. The work of this Russian neuropsychologist would become the basis for the theory behind the<unk> . Compared to traditional tests, these procedures were better at determining patients' strengths and weaknesses; however, their standardization was prevented by their lack of fixed content and the fact they had no definite method of scoring or accuracy determination.<unk> 's original method, released in 1966, was revised by Christensen in 1975 to describe the procedure more in-depth. This revision made possible a version that combined the qualitative and quantitative aspects of the procedures. In 1977 Charles Golden presented the<unk> -South Dakota, a new version of the<unk>  created at the University of South Dakota that combined<unk>  and Christensen’s works. To develop this version and ensure it covered everything from both<unk>  and Christensen, Golden first created an exam that took approximately 18 hours to administer and contained nearly 2,000 procedures. From this base items were selectively removed if they were found to lack reliability or validity, be repetitive, be too long, or fail to accurately discriminate a brain injury. Existing interest in<unk> ’s work made this<unk>  instantly popular, and as it was circulated, demand and research only grew. Western Psychological Services created the current revision, the<unk> . It was published in 1980 in the Journal of Consulting and Clinical Psychology and the International Journal of Neuroscience. The<unk><unk>  has been the subject of some debate that has split the neuropsychology field. It faced criticism for its combination of quantitative and qualitative methods, the wide variety of its fourteen scales, and the possibility that it did not include enough different<unk>  skills or did not distinguish brain dysfunction adequately. Large empirical studies have suggested these criticisms are largely unfounded and based on misinformation or lack of understanding of how the test is interpreted. However, these concerns resulted in a decrease in use of the<unk> , and some negative views of it still persist despite evidence of its reliability and validity. Administration and scoring == For the adult version of this standardized test, used with ages 15 and above, there are 269 items that are scored from 0 to 2. On this continuum a score of 0 represents a normal non-damaged brain and a higher score near 2 depicts brain damage. None of these items measures exactly the same thing, although each of them may have alternative ways of measuring the same behavior. These 269 items are divided among fourteen scales, which are motor, rhythm, tactile, visual, receptive speech, expressive speech, writing, reading, arithmetic, memory, intellectual processes, pathognomonic, left hemisphere, and right hemisphere. The time it takes to administer the task is about 2 to 3 hours. The reason for the long length of time is the several items that need to be tested, and this is also why the test cannot be administered to very young children. By testing the limits of patients' performance, it is then able to make correlations between a normal and damaged brain. There is some discussion on the standardized interruption of the test. The children's version of the test is for 8–12 years old. This test has 149 different items that also measure on a continuum from 0 to 2. It also takes roughly 2 to 3 hours to administer and the same constructs are being measured.
Luria-Nebraska neuropsychological battery
Addenbrooke's Cognitive Examination
ALS Functional Rating Scale - Revised
Unified Parkinson's disease rating scale
Behavior Rating Inventory of Executive Function
Brigance Inventory of Early Development 
Integrated cognitive assessment
Tower of London test