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Developing Proficiency in Standardized Cognitive Assessment Scoring: How Much Is Enough?
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References

  • 1989Formative assessment and the design of instructional systems4,279 cited
  • 2003Wechsler Intelligence Scale for Children, Fourth Edition1,577 cited
  • 2021The Professional Educator601 cited
  • 2014Wechsler Intelligence Scale for Children--Fifth Edition541 cited
  • 2000Essentials of WISC-IV Assessment473 cited
  • 2003Scoring Reliability on the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III)221 cited
  • 2015‘Formative good, summative bad?’ – A review of the dichotomy in assessment literature160 cited
  • 2008Formative feedback to students: the mismatch between faculty perceptions and student expectations129 cited
  • 1981The practice of psychological assessment among school psychologists.119 cited
  • 2016Intelligent Testing with the WISC®‐V104 cited
  • 2015Wechsler Intelligence Scale for Children-V: Test Review85 cited
  • 2007Refocusing formative feedback to enhance learning in pre-registration nurse education78 cited
  • 2013APA dictionary of statistics and research methods.67 cited
  • 2007Administration and Scoring Errors on the WISC-IV Among Graduate Student Examiners44 cited
  • 1991Teaching administration and scoring of the Wechsler Adult Intelligence Scale--Revised: An empirical evaluation of practice administrations.

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44 cited
  • 1998Common WISC-III examiner errors: Evidence from graduate students in training38 cited
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