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A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

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Does Wechsler Intelligence Scale administration and scoring proficiency improve during assessment training?

Tyson L Platt¹, Peter Zachar, Glen E Ray

¹Department of Psychology, Auburn University Montgomery, P.O. Box 244023, Montgomery, AL 36124-4023, USA.

Psychological Reports

|June 15, 2007

Summary

Graduate students showed modest improvement in Wechsler scale scoring accuracy after an assessment course. Methodological factors may explain previous findings of inconsistent proficiency in intelligence testing administration and scoring.

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Area of Science:

Psychological assessment
Educational psychology
Psychometrics

Background:

Wechsler scale administration and scoring proficiency is challenging for graduate students.
Previous research indicates difficulties in achieving consistent scoring accuracy during graduate training.
Methodological limitations in prior studies may have influenced findings on scoring proficiency.

Purpose of the Study:

To investigate error reduction in Wechsler scale (WAIS-III and WISC-III) scoring among graduate students.
To examine the impact of a graduate-level assessment course on scoring proficiency.
To explore potential methodological factors contributing to inconsistent findings in previous research.

Main Methods:

Employed a single-group repeated measures design.
Utilized the Wechsler Adult Intelligence Scale–Third Edition (WAIS-III) and Wechsler Intelligence Scale for Children–Third Edition (WISC-III).
Tracked error reduction in administration and scoring over a graduate course.

Main Results:

Observed statistically significant, albeit modest, reduction in scoring errors.
The study design did not isolate specific training factors or rule out practice effects.
Findings suggest prior inconsistent results may stem from methodological issues.

Conclusions:

A graduate assessment course can lead to improved Wechsler scale scoring accuracy.
Methodological considerations are crucial when evaluating intelligence testing proficiency.
Further research is needed to isolate training components and confirm sustained improvement.