Administration and Scoring Errors of Graduate Students Learning the WISC-IV

Abstract

A total of 19 graduate students enrolled in a graduate course conducted 6 consecutive administrations of the Wechsler Intelligence Scale for Children, 4th edition (WISC-IV, Canadian version). Test protocols were examined to obtain data describing the frequency of examiner errors, including administration and scoring errors. Results identified 511 errors on 94% of protocols with a mean of 4.48 errors per protocol. The most common errors were identified on the Vocabulary, Similarities, and Comprehension subtests, which comprised 80% of all errors. A repeated-measures ANOVA (analysis of variance) was not significant across six administrations, F(5, 90) = 1.609, p = .166, eta2= .082, although there was a trend in the data for a reduced number of errors with successive administrations. Results were consistent with other studies that have determined graduate student administration and scoring errors do not improve with repeated administrations. Implications and recommendations to reduce administration and scoring errors among graduate students were discussed.