Behavioral objectives in training for competence in the administration of individual intelligence tests

Boehm, Ann E.; Düker, Jan; Haesloop, Maryanne D.; White, Mary Alice

doi:10.1016/0022-4405(74)90008-9

Cited by 20 publications

(16 citation statements)

References 3 publications

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“…Accordingly, corrective suggestions focus primarily on the subjective elements, such as practice or special training and instructor feedback programs designed to ensure more uniformity in scoring (Blakey, Fantuzzo, Gorsuch, & Moon, 1987;Boehm et al, 1974;Connor & Woodall, 1983;Slate et al, 1991 ).…”

Section: III Scoring Error On Cognitive Testsmentioning

confidence: 99%

“…Further studies have explored the effect of training programs and practice. Except for one training program study (Boehm et al , 1974), most have shown some meaningful improvements in accuracy, but not in reducing mechanical or clerical error (Blakey et al, 1987;Connor & Woodall, 1983;Slate et al, 1991 ). A few studies have investigated differences between setting variables, such as metropolitan versus rural schools, or schools versus psychiatric clinics.…”

Section: Iiill Review Of Scoring Error Factorsmentioning

confidence: 99%

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Errors in Scoring Objective Personality Tests

Allard¹,

Faust

2000

Assessment

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Scoring objective personality tests is considered clerical, and presumably, straightforward in nature. This may be the reason that few studies, if any, have investigated the impact of scoring error on widely used tests, such as the MMPI or 801. Errors, even if infrequent (e.g. as few as 1 % of tests), may adversely affect many hundreds or thousands of tests administered annually, however. In a study of three popular tests taken from three independent settings, this study found that the interpretation of popular tests are vulnerable even to small errors (i.e., 1 or 2 misscored items per test). This study explored the influence of two factors, scoring procedure complexity and commitment to scoring accuracy, hypothesized to be related to the occurence of scoring error with fewer errors occuring when higher commitment to accuracy and lower scoring procedure complexity are present. The scoring procedure complexity effect was predicted to be subordinate to the commitment to accuracy effect. Three popular tests were sampled from three different settings and rescored to check for accuracy.Twenty-one percent of tests scored with low commitment to accruacy were erroneous, while tests scored with full commitment to accuracy had 1 % errors.Scoring procedure complexity, categorized as high and low, yielded 29% and 14% erroneous tests, respectively, in the less than full commitment to accuracy sample, and 0 and 4% in the full commitment to accuracy sample. The results provide strong support for the factors as major predictors of scoring error, as well as the interaction effect anticipated. Other risk factors, such as commercial computer scoring errors and lack of agreement on test scoring stand~rds , were II also found to distort scores. The frequency and severity of erroneous findings in this study, the author argues, are unlikely to be specific to this study, but instead more general. The author shows how awareness of the two factors, as well as other sources of error, can be used to reduce the risk of scoring error and offers practical recommendations to improve scoring accuracy.iii Acknowledgments

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Section: III Scoring Error On Cognitive Testsmentioning

confidence: 99%

Section: Iiill Review Of Scoring Error Factorsmentioning

confidence: 99%

Errors in Scoring Objective Personality Tests

Allard¹,

Faust

2000

Assessment

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“…Slate and colleagues (Slate & Jones, 1990a;Slate et al, 1992) found that, rather than developing competency, the traditional method of unsupervised practice administrations led students to practise errors. It seems to take 8 to 10 administrations before improvement is typically seen (Patterson, Slate, Jones, & Steger, 1995;Slate & Jones, 1990b;Slate & Jones, 1990c) although even 10 repetitions may not be sufficient (Slate et al, 1992) and administration errors may persist (Klassen & Kishor, 1996) or even recur after competency has apparently been achieved (Boehm, Duker, Haesloop, & White, 1974). Findings about the usefulness of practice administrations in combination with feedback are mixed, with some evidence of improvements in scoring accuracy on verbal subtests (Linger, Ray, Zachar, Underhill, & LoBello, 2007) and greater success if feedback is both specific and immediate (Slate, Jones, & Murray, 1991).…”

Section: Training Methodsmentioning

confidence: 99%

“…Surprisingly, postgraduate assessment courses often have no explicitly defined criteria for competency (Boehm et al, 1974) and fewer than half of the courses on intelligence testing surveyed by Cody and Prieto (2000) included a final evaluation of student competency. Programs typically required students to complete an average of three WAIS and three WISC administrations, but the survey did not obtain information about techniques used for teaching test administration or methods for assessing student competency.…”

Section: Training Methodsmentioning

confidence: 99%

Competence in Intelligence Testing: A Training Model for Postgraduate Psychology Students

Gilmore¹,

Campbell²

2009

The Australian Educational and Developmental Psychologist

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The assessment of intellectual ability is a core competency in psychology. The results of intelligence tests have many potential implications and are used frequently as the basis for decisions about educational placements, eligibility for various services, and admission to specific groups. Given the importance of intelligence test scores, accurate test administration and scoring are essential; yet there is evidence of unacceptably high rates of examiner error. This article discusses competency and postgraduate training in intelligence testing and presents a training model for postgraduate psychology students. The model aims to achieve high levels of competency in intelligence testing through a structured method of training, practice and feedback that incorporates peer support, self-reflection and multiple methods for evaluating competency.

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“…A criterion of two consecutive administrations free of major scoring errors was recommended by Boehm, Duker, Haesloop, and White (1974) as a minimum level of competency for administration of individuallyadministered intelligence tests. Major errors were defined as inaccuracy or errors in (a) calculations, (b) transfer of data, (c) conversion of scores, (d) application of scoring criteria, and (e) administration, that could be detected from the completed protocol (e.g., failure to administer all appropriate items).…”

Section: Evaluating Performance In Specific Skill Areasmentioning

confidence: 99%

Methods for Evaluating the Performance of School Psychologists

Bennett

1979

ETS Research Report Series

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This paper reviews recently proposed instruments and systems for evaluating the performance of school psychologists. Direct approaches to evaluation, approaches utilizing the perceptions of others not generally involved in supervision, and those relying upon the psychologist's ability to effect change in others are discussed. The absence of any well‐researched, validated approach for assessing performance of these professionals is noted, with the lack of empirical data accompanying published proposals being particularly striking. Promising possibilities are identified in the area of direct evaluation, and questions are raised regarding the utility of indirect techniques. Directions for future research and development are suggested, and recommendations for those currently engaged in performance evaluation are provided.

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Behavioral objectives in training for competence in the administration of individual intelligence tests

Cited by 20 publications

References 3 publications

Errors in Scoring Objective Personality Tests

Errors in Scoring Objective Personality Tests

Competence in Intelligence Testing: A Training Model for Postgraduate Psychology Students

Methods for Evaluating the Performance of School Psychologists

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