Assessing Psychometric Fitness of Intelligence Tests: Toward Evidence-Based Interpretation Practices addresses issues and concerns regarding appropriate ethical and scientific underpinnings for the appropriate interpretation of intelligence tests. Ethical test interpretation requires test users to consider the empirical evidence for individual and all test score comparisons and to make appropriate clinical decisions accordingly. This requires test users to have competencies in advanced psychometric principles. The chapters in this edited volume present a variety of topics, including the intersection of ethical principles, test standards, and psychometric properties that guide evidence-based interpretation; surveys of empirical evidence in the literature for qualifying major intelligence test interpretations, and psychological measurement topics that impact psychometric understanding of what current intelligence tests can and cannot do. This critical discussion has implications for basic undergraduate and graduate instruction, as well as supervision in clinical and research applications.
This book addresses issues and concerns regarding appropriate ethical and scientific underpinnings for the appropriate interpretation of intelligence tests. It’s written for psychologists, professors, researchers, and practitioners concerned with applied psychometrics in evaluating intelligence or cognitive abilities and test assessment.
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This book addresses issues and concerns regarding appropriate ethical and scientific underpinnings for the appropriate interpretation of intelligence tests. Its written for psychologists, professors, researchers, and practitioners concerned with applied psychometrics in evaluating intelligence or cognitive abilities and test assessment.
Acknowledgments
Preface
Chapter 1: Ethics, Test Standards, and Test Interpretation: Measurement
Matters!Gary L. Canivez
Ethical Principles Related to Measurement and Assessment
Test Standards
Measurement Principles and Procedures
Reliability
Validity
Diagnostic Utility
Test Bias and Test Fairness
Norms
Summary and Conclusion
Chapter 2: Wechsler Intelligence Scale for ChildrenFifth Edition:
Psychometric Fitness and Evidence-Based Interpretation Gary L. Canivez
Development of the WISCV
WISCV Psychometric Properties
WISCV Diagnostic Utility and Treatment Utility
Summary, Conclusions, and Recommendations
Chapter 3: Kaufman Assessment Battery for Children-Second Edition/Normative
Update (KABCII/ KABCII NU): Clinical Interpretation from an Evidence-Based
Perspective Ryan J. McGill and Stefan C. Dombrowski
Suggested Interpretive Procedures for the Instrument
Issues with the Development and Validation of the KABCII
Variance Partitioning and the Interpretive Relevance of Lower-Order
Dimensions
Post-Publication KABCII Psychometric Evidence
Implications of Dimensional Complexity for Clinical Interpretation
Conclusion
Chapter 4: The Woodcock-Johnson IV Tests of Cognitive Abilities: A Paradox
for Evidence-Based Assessment Stefan C. Dombrowski, Ryan J. McGill, and
Corinne J. Casey
The WJ IV Tests of Cognitive Abilities
Recapitulation of CHC Structural Validity Concerns
Independent Factor Analytic Research Findings
Evidence-based Interpretation in the Face of Multidimensional Complexity
Conclusion
Chapter 5: Utility of Intelligence Tests for the Determination of Eligibility
for Special Education and Related Services John H. Kranzler and Randy G.
Floyd
Aims of this
Chapter
Intelligence Test Interpretation
Utility of Intelligence Tests in the Schools
Conclusion
Chapter 6: From Spearman to Watkins: The Never-Ending Fight Against Faculty
Psychology A. Alexander Beaujean
Score Profiles
Early History of Intellective Profiles
Spearman's Critique
Conclusion
Chapter 7: From Eminence to Evidence: Bridging the Research to Practice Gap
in Intelligence Testing Nicholas Benson
Historical Trends: The More Things Change, the More They Remain the Same
The Promise of Evidence-Based Practice
Scientific Attitudes and the Promotion of Evidence-Based Assessment
Chapter 8: Unreliable Differences: Considering the Reliability of Discrepancy
Scores Ryan L. Farmer and Samuel Y. Kim
Reliability: A Brief Overview
Reliability in Intelligence Tests
Conclusion
Chapter 9: Nunnally Got it Right the First Time: Internal Consistency
Reliability of .55 is Acceptable for Research Purposes Gilles E. Gignac
Background on Internal Consistency Reliability
Reliability Guidelines
Comparisons with Other Reliability Guidelines
One What Basis Might Criterion-Based Reliability Guidelines Be Provided?
Estimating Test Score Reliability from Dichotomously Scored Items
Limitations & Final Considerations
Conclusion
Chapter 10: The Incorporation of Inspection Time with Standardized Batteries
of Intelligence Joseph C. Kush
Overview
Defining Human Intelligence
Intelligence and IQ Tests
Criterion Validity: Using IQ Tests to Make Predictions
An Alternative to Traditional IQ Tests; The Assessment of Basic Cognitive
Processes
Inspection Time
The Best of Both Worlds
Chapter 11: How Intelligence Tests Can be Used to Predict Education and Can
be Assessed Through Education Jonathan Wai and Frank C. Worrell
The Jangle Fallacy: Measurement overlap Between Standardized Ability and
Achievement Tests
Prospective Prediction of General Mental Ability on Outcomes Within the Top
1%
Results and Discussion
Retrospective Examination of Educational Selectivity of High Achieving
Occupational Groups
Conclusion
Chapter 12: The Improper Use of IQ in Debates and Discussions About Race and
Gender Differences in Internet or Mass Media Marco Tommasi, Lina Pezzuti, and
Aristide Saggino
The Internet and the Debate About the Relation Between IQ and Race
Interference of External Institutions on Intelligence Studies
Clear Definition of Intelligence, g, and IQ
Which IQ?
IQ Should be Estimated on Representative Samples
Many Results in Studies About IQ are Interpreted, Not Explained
Nature or Nurture?
IQ and Gender
The Minnesota Transracial Adoption Study
IQ is Affected by Environmental Factors or by Individual Characteristics
The Steve Jobs Paradox
Conclusion: What We Can and Cannot Say About IQ
Index
About the Editor
About the Contributors
About the Editor
Gary L. Canivez, PhD is professor of Psychology at Eastern Illinois University and principally involved in the Specialist in School Psychology program. He is senior editor for School Psychology Review and serves on the editorial boards of School Psychology and the Journal of Psychoeducational Assessment. Dr. Canivez is the author or coauthor of over 100 peer-reviewed articles. He is a fellow of the American Psychological Association (Divisions 5 and 16), a Charter Fellow of the Midwestern Psychological Association, and an elected member of the Society for the Study of School Psychology. His research focuses on psychometric studies of tests of intelligence and psychopathology to help provide evidence necessary to guide evidence-based assessment.
Contributors
A. Alexander Beaujean, Nicholas Benson, Gary L. Canivez, Corinne J. Casey, Stefan C. Dombrowski, Ryan L. Farmer, Randy G. Floyd, Gilles Gignac, Samuel Y. Kim, John H. Kranzler, Joseph C. Kush, Ryan J. McGill, Lina Pezzuti, Aristide Saggino, Marco Tommasi, Jonathan Wai, Frank C. Worrell
