Validity Part 2- Validity, SES, and the WISC-IV Spanish (PDE: Module 07)

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In this module, Cate discusses the bias found in the WISC-4 Spanish. Using the normal curve, she plots the mean score of 2 groups- Group A: children from low SES backgrounds and Group B: children from high SES backgrounds. A score of 100 in Group A falls in the 90th percentile while a score of 100 in Group B falls in the 37th percentile. The difference in means can be attributed to groups with different experiences. In conclusion, the test is biased against those from lower SES backgrounds and positively biased for those from higher SES backgrounds.

Please find related materials here:

Types of Validity in Testing

Understanding the Normal Distribution

Standard Deviation

Find the playlist for the full set of videos in this module series here:

Preschool Disability Evaluations Playlist

Find each of the modules from this playlist here:

Preschool Disability Evaluations Module 01: Introduction to Preschool Evaluations

Preschool Disability Evaluations Module 02: Problems with Traditional Assessment Procedures

Preschool Disability Evaluations Module 03: New York City Policy Regarding Preschool Disability Evaluations

Preschool Disability Evaluations Module 04: Issues with Test Scores

Preschool Disability Evaluations Module 05: Introduction to Psychometric Data

Preschool Disability Evaluations Module 06: Validity Part 1

Preschool Disability Evaluations Module 07: Validity Part 2

Preschool Disability Evaluations Module 08: Validity Part 3

Preschool Disability Evaluations Module 09: Reliability

Preschool Disability Evaluations Module 10: Standard Error of Measurement and Confidence Intervals

Preschool Disability Evaluations Module 11: Introduction to Appropriate Assessment Procedures

Preschool Disability Evaluations Module 12: Bias in Standardized Testing

Preschool Disability Evaluations Module 13: Appropriate Assessment Procedures- Part 2

Preschool Disability Evaluations Module 14: Appropriate Assessment Procedures- Part 3

Preschool Disability Evaluations Module 15: The Goal of Appropriate Preschool Disability Evaluation

Preschool Disability Evaluations Module 16: Normal Second Language Acquisition

Preschool Disability Evaluations Module 17: Factors Influencing Bilingual Development

Preschool Disability Evaluations Module 18: Why is the Parent Interview so Important?

Preschool Disability Evaluations Module 19: Critical Questions 1-4

Preschool Disability Evaluations Module 20: Critical Questions 5 & 6

Preschool Disability Evaluations Module 21: Critical Questions 7-9

Preschool Disability Evaluations Module 22: Holograms Part 1

Preschool Disability Evaluations Module 23: Holograms Part 2

Preschool Disability Evaluations Module 24: Andrea Language Analysis

Preschool Disability Evaluations Module 25: Andrea Critical Questions

Preschool Disability Evaluations Module 26: Shift in Clinical Practice

Preschool Disability Evaluations Module 27: How do we Know a Disability Exists?

Preschool Disability Evaluations Module 28: Dynamic Assessment: Cognitive Assessment

Preschool Disability Evaluations Module 29: Dynamic Assessment: Non-Word Repetition Task Part 1

Preschool Disability Evaluations Module 30: Dynamic Assessment: Non-word Repetition Task Part 2

Preschool Disability Evaluations Module 31: Dynamic Assessment: Fast Mapping Introduction and Example 1

Preschool Disability Evaluations Module 32: Dynamic Assessment: Fast Mapping Example 2

Preschool Disability Evaluations Module 33: Dynamic Assessment: Fast Mapping Example 3

Preschool Disability Evaluations Module 34: Language Sample: Subway Photo

Preschool Disability Evaluations Module 35: Clinical Judgement/ Informed Clinical Opinion Part 1

Preschool Disability Evaluations Module 36: Clinical Judgment/ Informed Clinical Opinion Part 2

Preschool Disability Evaluations Module 37: Quantification without Standardized Tests

Preschool Disability Evaluations Module 38: Conclusion