The effects of experience and structured feedback on WISC-R error rates made by student-examiners

Abstract

The purpose of this study was to determine the effects of experience in the administration and scoring of the WISC-R, coupled with a structured feedback system, on the types and frequencies of examiner errors. Of the five error groupings, the Total Error rate and the Administrative Error rate were both significantly (.001) decreased as a student acquired more experience in administering and scoring the WISC-R, when provided with verbal and written feedback. On the other hand, Response Scoring Errors, Mathematical Errors, and IQ Errors were not significantly reduced by such procedures. Response Scoring Errors and Administrative Errors consistently accounted for over 75% of the Total Error rate.

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