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Farmer, Ryan L.; Kim, Samuel Y. – Psychology in the Schools, 2020
Many prominent intelligence tests (e.g., Wechsler Intelligence Scale for Children, Fifth Edition [WISC-V] and Reynolds Intellectual Abilities Scale, Second Edition [RIAS-2]) offer methods for computing subtest- and composite-level difference scores. This study uses data provided in the technical manual of the WISC-V and RIAS-2 to calculate…
Descriptors: Children, Intelligence Tests, Scores, Test Reliability
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Piotrowski, Richard J. – Psychology in the Schools, 1976
Changes in the full scale reliability of the WISC-R were computed at three age levels when each subtest was omitted by itself. The same procedure was followed with those subtests which independently had the smallest effect in lowering full scale reliability. Cautions were noted concerning the exclusion of subtests. (Author)
Descriptors: Intelligence Tests, Statistical Studies, Test Construction, Test Interpretation
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Silverstein, A. B. – Psychology in the Schools, 1973
This paper provides data that relate to both the reliability and abnormality of differences for the Developmental Test of Visual Perception (DTVP) subtest scores. (Author)
Descriptors: Educational Research, School Psychologists, Test Interpretation, Test Reliability
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Sattler, Jerome M.; And Others – Psychology in the Schools, 1978
Fabricated test protocols were used to study how effectively examiners agree in scoring ambiguous WISC-R responses. The results suggest that, even with the improved WISC-R manual, scoring remains a difficult and challenging task. (Author)
Descriptors: Comparative Analysis, Intelligence Tests, Research Projects, Scoring Formulas
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Roffe, Michael W.; Bryant, Christy K. – Psychology in the Schools, 1979
This study evaluates the reliability of profile analysis for assessing differential abilities on the McCarthy Scales for Children's Abilities (MSCA). Subjects were enrolled in private schools. Results indicated 70.9 percent of the sample showed profile variability not reasonably accounted for as real fluctuations in measurable abilities. (Author)
Descriptors: Aptitude Tests, Children, Elementary Secondary Education, Profiles
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French, Laurence A. – Psychology in the Schools, 1986
Addresses the issue of what intelligence tests really measure and for what purpose and which populations. Examines the role of intelligence testing within the larger mental retardation evaluation process, looking at this phenomenon from both the historical and contemporary perspectives. (Author/ABB)
Descriptors: Educational Diagnosis, Evaluation Criteria, Intelligence Tests, Mental Retardation
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Bracken, Bruce A.; Prasse, David P. – Psychology in the Schools, 1983
Compared the Peabody Picture Vocabulary Test and McCarthy Scales of Children's Abilities for 35 preschool children identified as being "at risk." Nonsignificant differences were found between Forms L and M of the PPVT-R and the McCarthy GCI.Correlations between the PPVT-R and the McCarthy GCI and Scale scores were significant. (Author)
Descriptors: Cognitive Tests, Comparative Testing, High Risk Students, Preschool Children
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Lyon, Mark A.; Smith, Douglas K. – Psychology in the Schools, 1987
Examined stability of the Kaufman Assessment Battery for 53 at-risk preschool children. Over 9 months the stability coefficients for the global scales ranged from .78 to .88, and for the subtests from .65 to .79. Concluded that scores display adequate stability, but the Simultaneous scale is less stable than the Sequential or Achievement scales.…
Descriptors: Cognitive Measurement, High Risk Students, Preschool Children, Preschool Education
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Mostkoff, Debra L.; Lazarus, Phillip J. – Psychology in the Schools, 1983
Investigates an objective scoring system in terms of interrater reliabiltiy and test-retest reliability, using drawings from 50 elementary students. Results confirmed the reliability of the scoring system and suggest differences in drawings may be due to a child's mood changes rather than the instability of the instrument. (Author/JAC)
Descriptors: Diagnostic Tests, Elementary Education, Elementary School Students, Family Relationship
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Tramill, James L.; Tramill, Janis K. – Psychology in the Schools, 1981
A comparison of reading subtests of the Wide Range Achievement Test, Peabody Individual Achievement Test, and Slosson Oral Reading Test showed a high correlation between the WRAT and PIAT. Suggests the WRAT and PIAT measure the same dimension of reading achievement, possibly verbal fluency. (Author/JAC)
Descriptors: Achievement Tests, Comparative Analysis, Elementary Secondary Education, Intelligence Tests
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Reynolds, Cecil R.; Gutkin, Terry B. – Psychology in the Schools, 1980
When conducting a profile analysis of the Peabody Individual Achievement Test, only those subtests in which the subtest specific variance equals or exceeds 25 percent of the total variance and exceeds error variance should be considered for interpretation. Behavioral factors and testing conditions also should be considered. (Author/BEF)
Descriptors: Achievement Tests, Elementary School Students, Elementary Secondary Education, High School Students