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Direct linkOak, Erika; Viezel, Kathleen D.; Dumont, Ron; Willis, John – Journal of Psychoeducational Assessment, 2019
Individuals trained in the use of cognitive tests should be able to complete an assessment without making administrative, scoring, or recording errors. However, an examination of 295 Wechsler protocols completed by graduate students and practicing school psychologists revealed that errors are the norm, not the exception. The most common errors…
Descriptors: Intelligence Tests, Children, Adults, Testing
Montgomery, Alyssa; Dumont, Ron; Willis, John O. – Journal of Psychoeducational Assessment, 2017
The articles presented in this Special Issue provide evidence for many statistically significant relationships among error scores obtained from the Kaufman Test of Educational Achievement, Third Edition (KTEA)-3 between various groups of students with and without disabilities. The data reinforce the importance of examiners looking beyond the…
Descriptors: Evidence, Validity, Predictive Validity, Error Patterns
