Publication Date


Document Type


First Advisor

Styck, Kara M.

Degree Name

M.A. (Master of Arts)

Legacy Department

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.


92 pages




Northern Illinois University

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