The present study adapted the abbreviated version of Swanson-Cognitive Processing Test (S-CPT) (Swanson, 1996) to be used in Hong Kong. The S-CPT, a North American standardised dynamic working memory assessment, was used to measure 215 students' cognitive ability from four primary schools Hong Kong. The abbreviated S-CPT had five subtests of verbal and visuospatial tasks, which were suggested by Swanson as suitable for individual administration on students above 8 years old. The five S-CPT subtests were adapted and translated into Cantonese in order to suit the Hong Kong context and to minimise the effect of participants' language ability on their performance in the assessment. Students were individually administered the adapted versions of the S-CPT. The adapted English version was administered to students from English-medium schools whereas the adapted Cantonese version administered to students from Chinese-medium schools. The obtained data was Rasch analysed using the Partial Credit Model (Masters, 1982). Two subtests were discovered to have disordered categories during the testing period and the categories in these subtests were collapsed to improve the categories structure, and hence, the measurement scale. Fit measures and reliability estimates for both the English adapted and Cantonese adapted S-CPT showed acceptable values to the Partial Credit Model, indicating that the adapted S-CPT was a valid and reliable measure of cognitive constructs of students within the four schools in Hong Kong.