Styck, Kara M.
M.A. (Master of Arts)
Department of Psychology
The purpose of the current study was to: a) explore rater variability on the VCI, b) explore rater tendencies, and c) compare rater tendencies between graduate students and licensed and/or certified school psychologists. Considering the results of prior literature that has investigated scoring errors and inter-rater agreement on the WISC, it was hypothesized that examiners would be significantly different from one another (overall and between groups) in terms of their tendencies towards severity/leniency on the Vocabulary and Similarities subtests. Raters (N = 10) were comprised of two groups: a) graduate students in training to become school psychologists (n = 5) and b) licensed and/or certified school psychologists (n = 5). A total of 30 partially completed protocols (Similarities and Vocabulary subtests only) were scored by raters using a connected rating design. Results of the study revealed that rater effects were not present overall, nor between groups (i.e., licensed and/or certified school psychologists and graduate students) suggesting that raters did not significantly differ in their tendencies toward severity/leniency when scoring items on the subtests that comprise the VCI. School psychologists should continue to adhere to standardized administration and scoring rules as outlined in the WISC-V administration and scoring manual. Practitioners should also continue consulting with colleagues regarding ambiguous examinee responses.
Butcher, Brooke A., "Evaluating The Impact of Examiner Variability on The Verbal Comprehension index of The WISC-V" (2023). Graduate Research Theses & Dissertations. 7133.
Northern Illinois University
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