Linger Michele L, Ray Glen E, Zachar Peter, Underhill Andrea T, LoBello Steven G
Department of Psychology, Auburn University, P.O. Box 244023, Montgomery, AL 36124-4023, USA.
Psychol Rep. 2007 Oct;101(2):661-9. doi: 10.2466/pr0.101.2.661-669.
Studies of graduate students learning to administer the Wechsler scales have generally shown that training is not associated with the development of scoring proficiency. Many studies report on the reduction of aggregated administration and scoring errors, a strategy that does not highlight the reduction of errors on subtests identified as most prone to error. This study evaluated the development of scoring proficiency specifically on the Wechsler (WISC-IV and WAIS-III) Vocabulary, Comprehension, and Similarities subtests during training by comparing a set of 'early test administrations' to 'later test administrations.' Twelve graduate students enrolled in an intelligence-testing course participated in the study. Scoring errors (e.g., incorrect point assignment) were evaluated on the students' actual practice administration test protocols. Errors on all three subtests declined significantly when scoring errors on 'early' sets of Wechsler scales were compared to those made on 'later' sets. However, correcting these subtest scoring errors did not cause significant changes in subtest scaled scores. Implications for clinical instruction and future research are discussed.
对学习实施韦氏智力量表的研究生的研究普遍表明，培训与评分熟练度的提高并无关联。许多研究报告了总体施测和评分错误的减少情况，但这种策略并未突出减少被确定为最容易出错的分测验中的错误。本研究通过比较一组“早期测验施测”与“后期测验施测”，评估了在培训期间韦氏智力量表（WISC-IV和WAIS-III）词汇、领悟和相似性分测验上评分熟练度的发展情况。12名参加智力测验课程的研究生参与了该研究。根据学生实际施测练习的测试记录评估评分错误（例如，分数分配错误）。当将韦氏智力量表“早期”测验组的评分错误与“后期”测验组的评分错误进行比较时，所有三个分测验的错误均显著减少。然而，纠正这些分测验的评分错误并未导致分测验量表分数出现显著变化。文中讨论了对临床教学和未来研究的启示。
