Intelligence Testing with the Wechsler Intelligence Scale for

Children, Version III

Nicole Dulle

Quick Disclaimer

The WISC-III intelligence test is no longer extensively used. In 2003, the

WISC-IV, which is an updated and revised edition of the WISC-III, was published and available for testing.

However, it is too early for extensive research on the WISC-IV.

(Burns & O’Leary, 2004)

What is the WISC-III? The WISC-III is an intelligence test

published in 1991. It is the third edition in a long tradition of Wechsler intelligence tests.

Intended for children ages 6 to 16 and 11 months.

Cost http://harcourtassessment.com/haiweb/Cultures/en-US/Products/Product+Detail.htm?CS_ProductID=015-8979-893&CS_Category=Adolescents&CS_Catalog=TPC-USCatalog

Composed of two scales: Verbal and Performance

(Sattler, 2001)

Subtests Verbal Scale

Five Mandatory Subtests Information Similarities Arithmetic Vocabulary Comprehension

One Supplementary Test Digit Span

This test can be substituted for one of the other tests if and only if the data from a mandatory subtest is missing or invalidated.

(Kamphaus, 1993)

Subtests Performance Scale

Five Mandatory Subtests Picture Completion Picture Arrangement Block Design Object Assembly Coding

Two Supplementary Subtests Mazes Symbol Search

The Mazes subtest can be substituted for any of the mandatory subtest if the data is missing or invalidated. The Symbol Search can only be substituted for the Coding subtest.

(Kamphaus, 1993)

How is the test scored? Verbal and Performance Scales are

combined to obtain a Full Scale IQ.

• All subtests are weighted equally• Each subtest has mean of 10 and standard deviation of 3

(Sattler, 2001)

What is the WISC-III supposed to do?

Assessment Measure children’s cognitive

abilities Classification

Identify gifted children Identify children with learning

disabilities Assist in planning and implementing effective

treatment programs for challenged individuals Measure g

About 43% of the variance in all 13 subtests are attributed to g

(Sattler, 2001)

Weaknesses

While the WISC-III does measure g, it fails to take other possible intelligences into account Gardner Sternberg

(Ehrlich, 2003) (Sattler, 2001)

Possibility of Scorer Errors Each subtest is scored

by the test administrator

Certain questions call for open-ended responses; the administrator is responsible for using good judgment when scoring.

How should these interesting responses be scored?

(Sattler, 2001)(Kubinger, 1998)

Cultural Bias in the WISC-III Measures “MQ”

Eurocentric standardization sample

Global test All intelligence

tests are subject to cultural context

(Kwate, 2001) (Das, Naglieri, & Kirby, 1994)

Conclusions Despite its popularity, the WISC-III

was not faultless. Parents, psychologists, and school

administrators should keep the errors and limits of intelligence tests in mind when looking at a child’s IQ score.

Cultural bias Scoring errors Lack of a conclusive definition for

intelligence

References Burns, T. G. & O’Leary, S. D. (2004). Wechsler intelligence scale for children

—iv: Test review. Applied Neuropsychology, 11(4), 233-236. Das, J. P., Naglieri, J. A., and Kirby, J. R. (1994). Assessment of cognitive

processes; The pass theory of intelligence. Needham Heights, MA: Allyn and Bacon.

Ehrlich, R. (2003). Are people getting smarter or dumber? Skeptic, 10, 50-61.

Kamphaus, R. W. (1993). Clinical assessment of children’s intelligence: A handbook for professional practice. Needham Heights, MA: Allyn and Bacon.

Kubinger, K. D. (1998). Psychological assessment of high ability: Worldwide-used wechsler’s intelligence scales and their psychometric shortcomings. High Ability Studies, 9, 237-251.

Kwate, N. O. A. (2001). Intelligence or misorientation? Eurocentrism in the WISC-III. Journal of Black Psychology, 27, 221-238.

Sattler, J. M. (2001). Assessment of children: Cognitive applications. San Diego, CA: Jerome M. Sattler, Publisher, Inc.

Additional images obtained from http://members.shaw.ca/delajara/NormalCurveRod.gif