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Intelligence Testing with the Wechsler Intelligence Scale for Children, Version III

Intelligence Testing with the Wechsler Intelligence Scale for Children, Version III. Nicole Dulle. Quick Disclaimer.

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Intelligence Testing with the Wechsler Intelligence Scale for Children, Version III

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  1. Intelligence Testing with the Wechsler Intelligence Scale for Children, Version III Nicole Dulle

  2. Quick Disclaimer • The WISC-III intelligence test is no longer extensively used. In 2003, the WISC-IV, which is an updated and revised edition of the WISC-III, was published and available for testing. However, it is too early for extensive research on the WISC-IV. (Burns & O’Leary, 2004)

  3. What is the WISC-III? • The WISC-III is an intelligence test published in 1991. It is the third edition in a long tradition of Wechsler intelligence tests. • Intended for children ages 6 to 16 and 11 months. • Cost • http://harcourtassessment.com/haiweb/Cultures/en-US/Products/ Product+Detail.htm?CS_ProductID=015-8979-893&CS_Category=Adole scents&CS_Catalog=TPC-USCatalog • Composed of two scales: Verbal and Performance (Sattler, 2001)

  4. Subtests • Verbal Scale • Five Mandatory Subtests • Information • Similarities • Arithmetic • Vocabulary • Comprehension • One Supplementary Test • Digit Span • This test can be substituted for one of the other tests if and only if the data from a mandatory subtest is missing or invalidated. (Kamphaus, 1993)

  5. Subtests • Performance Scale • Five Mandatory Subtests • Picture Completion • Picture Arrangement • Block Design • Object Assembly • Coding • Two Supplementary Subtests • Mazes • Symbol Search • The Mazes subtest can be substituted for any of the mandatory subtest if the data is missing or invalidated. The Symbol Search can only be substituted for the Coding subtest. (Kamphaus, 1993)

  6. How is the test scored? • Verbal and Performance Scales are combined to obtain a Full Scale IQ. • • All subtests are weighted equally • • Each subtest has mean of 10 and standard deviation • of 3 (Sattler, 2001)

  7. What is the WISC-III supposed to do? • Assessment • Measure children’s cognitive abilities • Classification • Identify gifted children • Identify children with learning disabilities • Assist in planning and implementing effective treatment programs for challenged individuals • Measure g • About 43% of the variance in all 13 subtests are attributed to g (Sattler, 2001)

  8. Weaknesses • While the WISC-III does measure g, it fails to take other possible intelligences into account • Gardner • Sternberg (Ehrlich, 2003) (Sattler, 2001)

  9. Possibility of Scorer Errors • Each subtest is scored by the test administrator • Certain questions call for open-ended responses; the administrator is responsible for using good judgment when scoring. • How should these interesting responses be scored? (Kubinger, 1998) (Sattler, 2001)

  10. Cultural Bias in the WISC-III • Measures “MQ” • Eurocentric standardization sample • Global test • All intelligence tests are subject to cultural context (Das, Naglieri, & Kirby, 1994) (Kwate, 2001)

  11. Conclusions • Despite its popularity, the WISC-III was not faultless. • Parents, psychologists, and school administrators should keep the errors and limits of intelligence tests in mind when looking at a child’s IQ score. • Cultural bias • Scoring errors • Lack of a conclusive definition for intelligence

  12. References • Burns, T. G. & O’Leary, S. D. (2004). Wechsler intelligence scale for children—iv: Test review. Applied Neuropsychology, 11(4), 233-236. • Das, J. P., Naglieri, J. A., and Kirby, J. R. (1994). Assessment of cognitive processes; The pass theory of intelligence. Needham Heights, MA: Allyn and Bacon. • Ehrlich, R. (2003). Are people getting smarter or dumber? Skeptic, 10, 50-61. • Kamphaus, R. W. (1993). Clinical assessment of children’s intelligence: A handbook for professional practice. Needham Heights, MA: Allyn and Bacon. • Kubinger, K. D. (1998). Psychological assessment of high ability: Worldwide-used wechsler’s intelligence scales and their psychometric shortcomings. High Ability Studies, 9, 237-251. • Kwate, N. O. A. (2001). Intelligence or misorientation? Eurocentrism in the WISC-III. Journal of Black Psychology, 27, 221-238. • Sattler, J. M. (2001). Assessment of children: Cognitive applications. San Diego, CA: Jerome M. Sattler, Publisher, Inc. • Additional images obtained from • http://members.shaw.ca/delajara/NormalCurveRod.gif

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