Examiner Errors on Paper and Digital Protocols of the Primary Verbal Comprehension Subtests of the WISC-V

Autor/in	Peguero, Wendy
Titel	Examiner Errors on Paper and Digital Protocols of the Primary Verbal Comprehension Subtests of the WISC-V
Quelle	(2022), (116 Seiten) PDF als Volltext Verfügbarkeit Psy.D. Dissertation, Fairleigh Dickinson University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-4031-5
Schlagwörter	Hochschulschrift; Dissertation; Children; Intelligence Tests; Examiners; Computer Assisted Testing; Handheld Devices; Error Patterns; School Psychologists; Testing Problems; Verbal Ability; Evaluation Methods; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Child; Kind; Kinder; Intelligence test; Intelligenztest; Examiner; Prüfer; Fehlertyp; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Mündliche Leistung
Abstract	Administration and scoring of cognitive assessments have evolved from a paper-based platform to a digital format. Since this advancement, Pearson has created a system (Q-interactive) that allows examiners to administer the WISC-V via two iPads. However, limited research exists exploring the effects of this new method of administration when compared to the traditional format of the WISC-V. The Wechsler scales have a Verbal Comprehension Index that has historically been shown to be prone to examiner errors given that scoring can be subjective and requires clinical judgment and the recording of lengthy responses. This study aimed to assess whether there is a difference in the total number of errors between administrations of the traditional and the digital formats of the WISC-V. A total of 22 paper and 38 digital WISC-V Similarities and Vocabulary protocols completed by practicing school psychologists were collected. Consistent with previous literature, errors were common. Further, digital protocols had significantly more errors than the traditional format. This was mostly due to recording errors, specifically failing to record verbatim responses, as well as failing to query when needed. On both formats, school psychologists frequently failed to record verbatim responses, failed to query, and assigned an incorrect point value to a response. Limitations of the study as well as implications, recommendations, and future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01