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Construct Validity of the Wechsler Intelligence Scale for Children -- Fifth UK Edition: Exploratory and Confirmatory Factor Analyses of the 16 Primary and Secondary Subtests
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Canivez, Gary L.; Watkins, Marley W.; McGill, Ryan J. – British Journal of Educational Psychology, 2019
Background: There is inadequate information regarding the factor structure of the Wechsler Intelligence Scale for Children -- Fifth UK Edition (WISC-V[superscript UK]; Wechsler, 2016a, Wechsler Intelligence Scale for Children-Fifth UK Edition, Harcourt Assessment, London, UK) to guide interpretation. Aims and methods: The WISC-V[superscript UK]…
Descriptors: Children, Intelligence Tests, Construct Validity, Factor Analysis
Another Look at the Construct Validity of the Gifted Rating Scales: Preschool/Kindergarten and School Forms
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Benson, Nicholas F.; Kranzler, John H. – Journal of Psychoeducational Assessment, 2018
This study further examined the Gifted Rating Scales (GRS) at the internal and external stages of test validation by (a) testing structural fidelity as indicated by the number of factors supported as well as the correspondence of the latent factor structure with the scoring model proposed by the authors and (b) examining the external relations of…
Descriptors: Construct Validity, Rating Scales, Academically Gifted, Preschool Children
Construct Validity of the WISC-IV[superscript UK] with a Large Referred Irish Sample
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Watkins, Marley W.; Canivez, Gary L.; James, Trevor; James, Kate; Good, Rebecca – International Journal of School & Educational Psychology, 2013
Irish educational psychologists frequently use the Wechsler Intelligence Scale for Children-Fourth U.K. Edition (WISC-IV[superscript UK]) in clinical assessments of children with learning difficulties. Unfortunately, reliability and validity studies of the WISC-IV[superscript UK] have not yet been reported. This study examined the construct…
Descriptors: Construct Validity, Intelligence Tests, Children, Learning Disabilities
Measurement Invariance of the Chinese Gifted Rating Scales: Teacher and Parent Forms
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Petscher, Yaacov; Li, Huijun – Journal of Psychoeducational Assessment, 2008
The Gifted Rating Scales-School Form (GRS-S) has been validated in several countries; however, no study has examined the rater invariance of this measure. The present study built on previous validity studies and examined configural and metric invariance between parent and teacher raters using the Chinese version of the GRS-S Teacher and Parent…
Descriptors: Gifted, Testing, Validity, Factor Structure
A Confirmatory Analysis of the Wechsler Adult Intelligence Scale-Third Edition: Is the Verbal/Performance Discrepancy Justified?
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Taub, Gordon E. – Practical Assessment, Research & Evaluation, 2001
Investigated the construct validity of the implied and theoretical structures of the Wechsler Adult Intelligence Scale-III (WAIS-III). Results using the standardization sample of 2,450 adults and adolescents indicate that the WAIS-III provides an excellent measure of the four-factor model and a general factor, but they do not support the construct…
Descriptors: Adolescents, Adults, Construct Validity, Factor Structure
Evaluation of the Construct Validity of the Kamphaus-Reynolds Supplementary Scoring System for the K-ABC.
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Kline, Rex B.; And Others – Assessment, 1994
The construct validity of a supplemental scoring system for the Kaufman Assessment Battery for Children (K-ABC) was evaluated with 146 referred school-age children (aged 6 to 12.5 years) and the K-ABC normative sample. Results support the construct validity of only part of the scoring model. (SLD)
Descriptors: Achievement Tests, Construct Validity, Correlation, Elementary Education
Self-Reports on Mental Health Problems of Youth with Moderate to Borderline Intellectual Disabilities
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Douma, Jolanda C. H.; Dekker, Marielle C.; Verhulst, Frank C.; Koot, Hans M. – Journal of the American Academy of Child and Adolescent Psychiatry, 2006
Objective: To determine the extent to which the Youth Self-Report (YSR) can be used to assess emotional and behavioral problems in adolescents with intellectual disabilities (IDs). Method: In 2003, 281 11- to 18-year-olds with IDs (IQ greater than or equal to 48) completed the YSR in an interview, and in 1993, 1,047 non-ID adolescents completed…
Descriptors: Measures (Individuals), Child Behavior, Check Lists, Validity