Possible Criterion-Related Bias of the WISC-III with a Referral Sample

Glutting, Joseph J.; Oh, Hyeon-Joo; Ward, Thomas J.; Ward, Sandra B.

doi:10.1177/073428290001800102

Cited by 6 publications

(5 citation statements)

References 11 publications

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“…In this study, the WISC-III overestimated the reading abilities of Hispanic children by 2.0 points. Another study of the WISC-III and WIAT with a sample of White and African American students also found that when a combined regression line was applied to the distribution of WISC-III Verbal IQ scores and predicted WIAT Reading scores, African American students" reading scores were overestimated and White students" reading scores were underestimated (Glutting et al, 2000). These results converge on the general findings of predictive validity research with IQ tests among racially diverse samples in finding that when the IQ assessments exhibit biased predictive validity, the bias favors ethnic minorities by way of overestimation of academic achievement (Glutting et al, 2000;Reschly & Sabers, 1979;Reynolds & Hartlage, 1979;Saccuzzo & Johnson, 1995;Weiss & Prifitera, 1995).…”

Section: Predictive Biasmentioning

confidence: 99%

“…They found significant differences in both the slopes and intercepts across groups and concluded that predictive bias resulted in the overprediction of academic achievement scores for the ethnic minorities in the sample, and underprediction for the Whites in the sample. Subsequent WISC-III predictive bias research studies have also found a pattern of overprediction of academic achievement scores for minority groups (Glutting, Oh, Ward, & Ward, 2000;Weiss & Prifitera, 1995). For instance, Weiss and Prifitera (1995) studied the WISC-III for evidence of predictive bias using those White, African American, and Hispanic children from the Wechsler Individual Achievement Test (WIAT; Wechsler, 1993) standardization sample who had WISC-III scores.…”

Section: Predictive Biasmentioning

confidence: 99%

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Factor Structure of the Wechsler Intelligence Scales for Children-Fourth Edition Among Referred Native American Students

Nakano

Watkins

2013

Psychol. Schs.

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i ABSTRACTThe Native American population is severely underrepresented in empirical test validity research despite being overrepresented in special education programs and at an increased risk for special educational evaluation. This study is the first to investigate the structural validity of the Wechsler Intelligence Scale for Children -Fourth Edition (WISC-IV) with a Native American sample. The structural validity of the WISC-IV was investigated using the core subtest scores of 176, six-to-sixteen-year-old Native American children referred for a psychoeducational evaluation. The exploratory factor analysis procedures reported in the WISC-IV technical manual were replicated with the current sample. Congruence coefficients were used to measure the similarity between the derived factor structure and the normative factor structure. The Schmid-Leiman orthogonalization procedure was used to study the role of the higher-order general ability factor. Results support the structural validity of the first-order and higherorder factors of the WISC-IV within this sample. The normative first-order factor structure was replicated in this sample, and the Schmid-Leiman procedure identified a higher-order general ability factor that accounted for the greatest amount of common variance (70%) and total variance (37%). The results support the structural validity of the WISC-IV within a referred Native American sample.

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Section: Predictive Biasmentioning

confidence: 99%

Section: Predictive Biasmentioning

confidence: 99%

Factor Structure of the Wechsler Intelligence Scales for Children-Fourth Edition Among Referred Native American Students

Nakano

Watkins

2013

Psychol. Schs.

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“…Qui plus est, l’équivalence de la structure factorielle du WISC-III entre les pays suggère que la cognition évaluée par celui-ci est universelle (voir Berry, Poortinga, Segall & Dasen, 2002; Poortinga, 1989; Van deVijer & Leung, 1997). Sur la base de ces résultats, les chercheurs ont probablement conclu, compte tenu du peu de changements entre la structure du WISC-R et celle du WISC-III (voir Glutting et al, 2000), et par la suite, du WISC-IV, que les tests de QI ne sont pas biaisés en défaveur des groupes ethniques qui composent la société américaine.…”

Section: Discussionunclassified

“…Or, Coleman et al (1966) obtiennent des résultats inverses : à QI égal, les Noirs de cet échantillon performaient moins bien que les Blancs dans les tests de rendement scolaire. Glutting, Oh, Ward et Ward (2000) obtiennent le même genre de résultats avec le WISC-III. Ils ont montré, à l’aide cette fois d’un échantillon de 832 élèves Noirs et Blancs âgés de 8 à 16 ans présentant des problèmes d’apprentissage, que lorsqu’il y a un biais quant à la prédiction de la réussite scolaire, il favorise les Noirs.…”

Section: Biais Associés à L’utilisation Pragmatiqueunclassified

Les biais culturels des tests de QI: la nature du problème.

Larivée¹,

Gagné²

2007

Canadian Psychology / Psychologie canadienne

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Resume L'objectif de ce texte est d'evaluer la pertinence des accusations concernant la presenct-de biais ciilturels dans les tests de Ol. Le texte comprcnd quatre parties. Nous presentons d'abord le sens du concept de biais en psychometric en le distinguant de trois conceptions eiTonees -egalitariste, de standardisaiion et culturallste -qui font souvent conclure a la presence de biais culturels dans les test.s de QI, Par la suite, nous abordons successivement les biais poteatiels associes a la validite pragmatique, k la validite conceptuelle et au contexte de passation. A la suite de I'analyse de Tcnsemble des donnees actuellement disponibles quant aux biais associes a la validite des tests de QI, force est de conciure qtie I'accusation souvent entendue de la presence de biais culturels n'est nullement justitiee.Au cours de la premiere tnoitie du XXe siecle, la large diffusion des tests d'aptitudes intellecttielles, conimunement appcles tests dc QI, a pennis de constater la grande etendue des diilerences individuelles dans les populations cvaluces. Meme en excliiant les cas extremes, phis de 100 points de QI separent les individus les moins intelligt-nts des plus intelligents'. La diffusion des tests, tant individuels que collcctifs, a egalement mis en lumiere un fait troublant qu'Alfred Binet avait lui-meme observe (Binet 8c Simon. 1908) : la presence de differences inter-groupes sous la forme d'ecarts de moyennes tres significatifs entre les classes socio-economiqties et divers grotipes ethniqucs. D'une part, Ies groupes socio-cconomiques desavantages obtenaient en moyenne des QI de dix a quinze points (Canadian Psychoiogy/Psycholt^e canadienne, 2007, 48:4, 221-239

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“…However, in the atypical instances where differential prediction was detected, it most often operates against the majority group (i.e., criterion performance was generally overpredicted for minority groups). Findings of equitable validity hold for a variety of popular ability test scores, including Wechsler's various scales (Glutting, Oh, Ward, & Ward, 2000;Weiss & Prifitera, 1995;Weiss, Prifitera, & Roid, 1993), the Kaufman Assessment Battery for Children (Glutting, 1986), and the Developing Cognitive Abilities Test (Beggs & Mouw, 1980;Canivez, 1997Canivez, , 1998Canivez & Konold, 2001). For example, Weiss and Prifitera (1995) examined differential prediction of the Wechsler Individual Achievement Test (WIAT; Wechsler, 1992) scores with the WISC-III across race/ethnicity and gender.…”

mentioning

confidence: 97%

Differential Relationships Between WISC-IV and WIAT-II Scales: An Evaluation of Potentially Moderating Child Demographics

Konold

Canivez

2009

Educational and Psychological Measurement

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Considerable debate exists regarding the accuracy of intelligence tests with members of different groups. This study investigated differential predictive validity of the Wechsler Intelligence Scale for Children-Fourth Edition. Participants from the WISC-IV-WIAT-II standardization linking sample (N = 550) ranged in age from 6 through 16 years (M = 11.6, SD = 3.2) and varied by the demographic variables of gender, race/ethnicity (Caucasian, African American, and Hispanic), and parent education level (8-11, 12, 13-15, and 16 years). Full Scale IQ and General Ability Index scores from the WISC-IV were used to predict scores on Mathematics, Oral Language, Reading, Written Language, and the total composite on the Wechsler Individual Achievement Test-Second Edition. Differences in prediction were evaluated between demographic subgroups via Potthoff's technique. Of the 30 simultaneous tests, 25 revealed no statistically significant between group differences. The remaining statistically significant differences were found to have little practical or clinical influence when effect size estimates were considered. Results are discussed in the context of other ability measures that were previously investigated for differential validity as well as educational implications for clinicians.

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Possible Criterion-Related Bias of the WISC-III with a Referral Sample

Cited by 6 publications

References 11 publications

Factor Structure of the Wechsler Intelligence Scales for Children-Fourth Edition Among Referred Native American Students

Factor Structure of the Wechsler Intelligence Scales for Children-Fourth Edition Among Referred Native American Students

Les biais culturels des tests de QI: la nature du problème.

Differential Relationships Between WISC-IV and WIAT-II Scales: An Evaluation of Potentially Moderating Child Demographics

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