Get help from the best in academic writing.

The Wechsler Intelligence Scale For Children Training Do My History Homework


The Wechsler Intelligence Scale for Children Technical Quality history assignment help: history assignment help

Element Five: Technical Quality: Synthesis of evidence of reliability & Synthesis of

evidence of validity.

In a study by Piovesana et al., the researchers attempted to create a short version of the

WISC-V for children with limited motor function (2017). They eliminated all questions that used

any type of motor function to answer. Removing the questions allowed for the researchers to still

test for the short versions of verbal comprehension, perceptual reasoning, working memory and

IQ (Piovesana et al., 2017). They compared the data from the short version group to the

normative data and found that their short version was significantly reliable (r= .92-.97). This

provides evidence that children who are disabled can take the assessment, be compared to a

norm, and still have reliable and accurate results.

According to Watkins et al., the WISC-V lacks some reliability with the different

categories of intelligence (2018). They tested the reliability for all 5 domains of intelligence and

general intelligence of the WISC-V. They found that general intelligence was reliable in every

part of the assessment, but the other domains sometimes did not meet the minimum standards for


reliability. Verbal Comprehension and Working Memory sometimes met the minimum standards

for reliability, but sometimes did not. The other categories (Visual Spatial, Fluid Reasoning, &

Processing Speed) did not meet the minimum requirements at all for reliability. This poses an

issue with the split-half method of reliability, because not all parts of the test contribute equally

to measure an individual (Watkins et al., 2018).

This study also suggests that the test is not valid either because it does not measure what

the developers claim to measure. Face validity is compromised in the WISC-V according to this

study. However, in a different study by Scheiber, all five domains and general intelligence were

invariant across all gender and culture groups that were tested (2016). This shows that the

assessment is valid across cultures and genders. This assessment holds construct validity, but it

could improve when it comes to face validity.

In the previous section, it was said that the examiners could make mistakes while scoring

the WISC-V (Kaufman et al. 2016, p. 37). Inter rater reliability issues could also exist because of

this issue with mistakes being made when administering the WISC-V. The test developers of the

WISC-V could provide some additional training/tips for examiners, do more research on each

domain of intelligence, and restructure or rewrite the questions to make the test more valid and


The WISC-V Test Items and Format summary history assignment help and resources

Element Six: ▪ Element 6. Test Items and Format: Evaluate test items, test format,

directions, manuals and scores, and address the use of computer technology.

The WISC-V has three versions: paper-pencil, online, or iPad (Pearson, Wechsler

Intelligence Scale for Children: Fifth Edition.). The questions can include puzzles, memory

games, number sequencing, and more. All three versions of the tests include similar questions, but the iPad version is a little bit different. The iPad version of the WISC-V is called “Q

Interactive”. This version allows for children to have a more exciting, stimulating, and

interactive experience with the assessment.

The raw-scores of the paper-pencil and online version were tested by Daniel and

Wahlstrom (2019). In their research, they found that there was no significant different between

the two versions of the assessment. There were only two subtests that had a significant difference

and they were arithmetic and comprehension. The two subtests were significantly lower with

those that took the online version of the test (Daniel & Wahlstrom, 2019). They are not sure why

these two subtests were significantly lower in the online version, but they say it could be due to

the examiner behavior. The test questions looked the exact same in each version. This provides

evidence that both of the versions tested are reliable and valid because there were hardly any

changes with each version. It is very helpful having the same results for different versions,

because some people may not have the resources to take the test online or some may prefer one

version over the other and it wouldn’t impact their results.

The WISC-V used technology to its advantage by providing an interactive version for

children. Q-Interactive is used on iPads so it can be more interactive. Both the examiner and the

child have an iPad that shows the same thing on each screen at the same time (Daniel et al.,

2014). This allows for the examiner to better score the child because the iPads are synced to one

another so the information is in real time. This could be a help to the examiner because they

might not have to time the child perfectly and they can pay more attention to the actual score.

This version may be a benefit to children with physical disabilities, so they only have to tap a

screen rather than write or type and click.

The WISC-V Test Procedures and Materials summary history assignment help ireland: history assignment help ireland

Element Seven: Test Procedures and Materials: Evaluate test procedures and materials to

ensure that potentially offensive content or language is avoided.

According to Grégoire et al., previous editions of the Wechsler Intelligence Scale for

Children has had issues with potential offensive content due to translation and language barriers

(2008). Translating the instructions, questions, and explanations has caused issues for those who

don’t speak English as their first language or aren’t as fluent in English as others (Grégoire et al.,

2008). The WISC-V now has multiple options for languages and have been translated as a whole

instead of case by case (Pearson, Content and translations). This gives many the option to take

the test in their chosen language instead of having a translator there. This minimizes distractions

and helps the child understand the questions more. Languages can be requested through the

Pearson website and if chosen, will go through trials. This will reduce any risk for offensive

language by inaccurate translation and will provide the child with a more appropriate test.

The WISC-V Modifications and Accommodations ap american history essay help

Element Eight: Modifications and Accommodations: Evaluate if tests provide

appropriately modified forms or procedures for test takers with disabilities.

The WISC-V does allow for an interpreter for children who are deaf or hard of hearing

(Day et al., 2015). The translator must be aware that no help should be given to the child, only

translation. The examiner is still present during the administration of the WISC-V, and the

translator can ask them questions on behalf of the child. A translator may also be used if the child

does not speak one of the languages that the test has already been translated to. This allowance of

an interpreter is great for children who are deaf, hard of hearing, or need help with language, but

this can also be harmful to the test if the interpreter helps the child in any way with the test. As said in Element Five, a few researchers also created a short version of the WISC-V for

those who lack motor function (Piovesana et al., 2017). Some questions were left out due to the

inability for children to answer because of their limited motor function. The questions that were

left had no significant difference with the normative model. This version should be used for

those with limited motor function, because it would provide an opportunity for those individuals,

but it would also give more information for the normative data.

The WISC-V also alters the questions on the test by age group (Kaufman et al., 2016).

Children learn so much so quickly when they are young. It would be unfair to give a 6-year-old

the same questions as you would give a 10-year-old or a 16-year-old. This modification is

extremely important for the normative data and accurate information. This test is used to

determine disability and special ability. Age plays a big role in determining what intelligence

level a child is at.