The exchangeability of brief intelligence tests for children with intellectual giftedness: Illuminating error variance components’ influence on IQs
Abstract
This study examined the exchangeability of total scores (i.e., intelligent quotients [IQs]) from three brief intelligence tests. Tests were administered to 36 children with intellectual giftedness, scored live by one set of primary examiners and later scored by a secondary examiner. For each student, six IQs were calculated, and all 216 values were submitted to a generalizability theory analysis. Despite strong convergent validity and reliability evidence supporting brief IQs, the resulting dependability coefficient was only.80, which indicates relatively low exchangeability across tests and examiners. Although error variance components representing the effects of the examiner, examiner-by-examinee interaction, the examiner-by-test interaction, and the test contributed little to IQ variability, the component representing the test-by-examinee interaction contributed about one-third of the variance in IQs. These findings hold implications for selecting and interpreting brief intelligence tests and general testing for intellectual giftedness.
Publication Title
Psychology in the Schools
Recommended Citation
Irby, S., & Floyd, R. (2017). The exchangeability of brief intelligence tests for children with intellectual giftedness: Illuminating error variance components’ influence on IQs. Psychology in the Schools, 54 (9), 1064-1078. https://doi.org/10.1002/pits.22068
