Validity of the Wide Range Intelligence Test: Differential Effects across Race/Ethnicity, Gender, and Education Level

Autor/inn/en	Shields, Jennifer; Konold, Timothy R.; Glutting, Joseph J.
Titel	Validity of the Wide Range Intelligence Test: Differential Effects across Race/Ethnicity, Gender, and Education Level
Quelle	In: Journal of Psychoeducational Assessment, 22 (2004) 4, S.287-303 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/073428290402200401
Schlagwörter	Intelligence; High Schools; Ethnic Groups; Test Validity; Intelligence Tests; Achievement Tests; Gender Differences; Racial Differences; Evaluation Research; Children; Adults; Adolescents; Educational Attainment; Predictor Variables; Psychometrics; Test Bias; Predictive Validity; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; High school; Oberschule; Ethnie; Testvalidität; Intelligence test; Intelligenztest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Geschlechterkonflikt; Rassenunterschied; Evaluationsforschung; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Bildungsabschluss; Bildungsgut; Prädiktor; Psychometry; Psychometrie; Testkritik
Abstract	This study investigated the differential validity of the Wide Range Intelligence Test, which is a new, brief measure of ability. Participants (N = 744) ranged in age from 5 through 85 years (M = 26.7 years, SD = 21.4 years) and varied by the demographic variables of gender, race/ethnicity (Anglo, African American, Hispanic), and education level (less than high school degree, high school degree, some postsecondary training, college and beyond). General, Verbal, and Visual IQs from the WRIT were used to predict Reading, Mathematics, and Spelling criteria on the Wide Range Achievement Test-Third Edition. Differences in prediction were evaluated among demographic subgroups via Potthoff's technique. Of the 90 simultaneous tests, 65 revealed no statistically significant between-group differences. The majority of statistically significant differences were found to have little practical influence when measures of effect size were considered. Results are discussed in the context of other ability measures that were previously investigated for differential validity, as well as educational implications for clinicians. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10