NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Empirical Analysis of the Relationship between Student Examiners' Learning with Deliberate Test Practice and Examinees' Intelligence Test Performance
Peer reviewed Peer reviewed
Direct linkDirect link
Edwards, Oliver W.; Rottman, Amy – Journal of Instructional Psychology, 2011
To evaluate the implications of deliberate practice when teaching test administration skills, novice, but trained, graduate student examiners administered intelligence tests to a convenience sample of volunteer school-age examinees assigned to a first test session. A second, different convenience sample of volunteer school-age examinees were…
Descriptors: Graduate Students, Intelligence, Adaptive Testing, Intelligence Tests
Scoring Agreement on the Stanford-Binet
Peer reviewed Peer reviewed
Sattler, Jerome M.; Ryan, Joseph J. – Journal of Clinical Psychology, 1973
The present report analyzed the scoring data from the original New York City Board of Education scoring guide (1941), and, in addition, a partial replication of the 1941 study is reported, as well as an analysis of scoring patterns among experienced and inexperienced examiners. Results indicate that examiners differ in their scoring of…
Descriptors: Examiners, Intelligence Tests, Psychologists, Scoring
The Effect of Negro and White Examiners on Negro Intelligence Test Performance. Current Trends in Negro Education, and Shorter Papers: Section B
Caldwell, Mark B.; Knight, David – J Negro Educ, 1970
Results of the study indicate that the race of the examiner is not a critical variable in test performance relating to Negro students. (KG)
Descriptors: Black Students, Examiners, Grade 6, Intelligence Tests
Effects of Examiners' Prior Knowledge of Subjects' Ethnicity and Intelligence on the Scoring of Responses to the Stanford-Binet Scale.
Peer reviewed Peer reviewed
Mishra, Shitala P. – Psychology in the Schools, 1983
Examined whether scoring of Stanford-Binet test items might be influenced by the examiner's prior knowledge of subjects' ethnicity and IQ. Stanford-Binet protocols (N=36) of subjects from five to eight years old were divided into four groups and assigned four groups of examiners. Results suggested no bias. (Author/JAC)
Descriptors: Bias, Elementary Education, Elementary School Students, Ethnicity