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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
6 FINAL ANALYSIS OF THE WISC-V
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.