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Download full textSlate, John R. – 1986
Studies have revealed significant problems in correctly scoring ambiguous verbal responses to test items on the Wechsler Intelligence Scale for Children-Revised (WISC-R). This study evaluated the effectiveness of an instructional design procedure developed to reduce examiner scoring errors on the WISC-R. Data concerning frequent sources of error…
Descriptors: Clinical Psychology, Error of Measurement, Graduate Students, Higher Education
