Administration and Scoring Errors of Graduate Students Learning the WISC-IV: Issues and Controversies

Autor/inn/en	Mrazik, Martin; Janzen, Troy M.; Dombrowski, Stefan C.; Barford, Sean W.; Krawchuk, Lindsey L.
Titel	Administration and Scoring Errors of Graduate Students Learning the WISC-IV: Issues and Controversies
Quelle	In: Canadian Journal of School Psychology, 27 (2012) 4, S.279-290 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/0829573512454106
Schlagwörter	Intelligence Tests; Statistical Analysis; Scoring; Foreign Countries; Graduate Students; Program Administration; Error Patterns; Error of Measurement; Student Research; Testing Problems; Testing Programs; Test Reliability; Psychological Testing; Incidence; Evaluation Research; Research Methodology; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Intelligence test; Intelligenztest; Statistische Analyse; Bewertung; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fehlertyp; Messfehler; Studentenforschung; Testreliabilität; Psychological test; psychological tests; Psychological examination; Psychologischer Test; Vorkommen; Evaluationsforschung; Research method; Forschungsmethode
Abstract	A total of 19 graduate students enrolled in a graduate course conducted 6 consecutive administrations of the Wechsler Intelligence Scale for Children, 4th edition (WISC-IV, Canadian version). Test protocols were examined to obtain data describing the frequency of examiner errors, including administration and scoring errors. Results identified 511 errors on 94% of protocols with a mean of 4.48 errors per protocol. The most common errors were identified on the Vocabulary, Similarities, and Comprehension subtests, which comprised 80% of all errors. A repeated-measures ANOVA (analysis of variance) was not significant across six administrations, F(5, 90) = 1.609, p = 0.166, eta[superscript 2] = 0.082, although there was a trend in the data for a reduced number of errors with successive administrations. Results were consistent with other studies that have determined graduate student administration and scoring errors do not improve with repeated administrations. Implications and recommendations to reduce administration and scoring errors among graduate students were discussed. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10