WISC-III Administration, Clerical, and Scoring Errors Made by Student Examiners

Abstract

The purpose of this study was to examine the most frequent administration, clerical, and scoring errors made by graduate student examiners who administer the WIS-III. An additional goal was to document the effect of these errors on the IQ values and Index Scores. The graduate students' test protocols contained numerous administration, clerical, and scoring errors that influenced Full Scale IQs on two thirds of the protocols (average change was .83 points). When failure to record errors (failing to record responses on the test protocol) were omitted from the analysis, the subtests found most prone to error were Comprehension, Vocabulary and Similarities. Additionally, no improvement in test administration occurred over the course of several test administrations. Findings of this study have implications for the education and training of psychology graduate students enrolled in intelligence testing courses.