Inflated scaled scores on the digital WISC-V coding subtest in a Canadian sample.

Area of Science:

• Psychology
• Neuropsychology
• Educational Assessment

Background:

• The Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) is a widely used cognitive assessment tool.
• A digital version of the WISC-V Coding subtest has been developed, raising questions about score comparability with the traditional paper-and-pencil format.

Purpose of the Study:

• To compare performance differences between the paper-and-pencil and digital versions of the WISC-V Coding subtest.
• To investigate potential score inflation in the digital WISC-V Coding subtest.
• To inform clinical interpretation of WISC-V Coding scores.

Main Methods:

• A cross-sectional study involving 212 school-aged children (6-14 years).
• Participants completed either the paper-and-pencil or digital (tablet) version of the WISC-V Coding subtest.
• One-way ANOVA and post-hoc analyses were used to compare scaled and raw scores, controlling for age and demographic differences.

Main Results:

• A significant difference in mean scaled scores was found, with the digital version yielding higher scores (large effect size).
• Normed digital scores appear inflated compared to paper scores.
• No significant difference in raw scores was observed when controlling for age.

Conclusions:

• The digital WISC-V Coding subtest produces higher scaled scores than the paper version, indicating potential score inflation.
• Clinicians should be aware of these differences when interpreting WISC-V Coding scores from the digital version.
• Further research with random assignment or repeated-measures designs is recommended to confirm these findings.