1. Intelligence Testing with the Wechsler Intelligence Scale for Children, Version III
Nicole Dulle

2. Quick Disclaimer
The WISC-III intelligence test is no longer extensively used. In 2003, the WISC-IV, which is an updated and revised edition of the WISC-III, was published and available for testing. However, it is too early for extensive research on the WISC-IV.
(Burns & O’Leary, 2004)

3. What is the WISC-III?
The WISC-III is an intelligence test published in It is the third edition in a long tradition of Wechsler intelligence tests.
Intended for children ages to 16 and 11 months.
Cost
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Composed of two scales:
Verbal and Performance
(Sattler, 2001)

4. Subtests Verbal Scale Five Mandatory Subtests One Supplementary Test
Information
Similarities
Arithmetic
Vocabulary
Comprehension
One Supplementary Test
Digit Span
This test can be substituted for one of the other tests if and only if the data from a mandatory subtest is missing or invalidated.
(Kamphaus, 1993)

5. Subtests Performance Scale Five Mandatory Subtests
Picture Completion
Picture Arrangement
Block Design
Object Assembly
Coding
Two Supplementary Subtests
Mazes
Symbol Search
The Mazes subtest can be substituted for any of the mandatory subtest if the data is missing or invalidated. The Symbol Search can only be substituted for the Coding subtest.
(Kamphaus, 1993)

6. How is the test scored?
Verbal and Performance Scales are combined to obtain a Full Scale IQ.
• All subtests are weighted equally
• Each subtest has mean of 10 and standard deviation
of 3
(Sattler, 2001)

7. What is the WISC-III supposed to do?
Assessment
Measure children’s cognitive abilities
Classification
Identify gifted children
Identify children with learning disabilities
Assist in planning and implementing effective treatment programs for challenged individuals
Measure g
About 43% of the variance in all 13 subtests are attributed to g
(Sattler, 2001)

8. Weaknesses
While the WISC-III does measure g, it fails to take other possible intelligences into account
Gardner
Sternberg
(Ehrlich, 2003)
(Sattler, 2001)

9. Possibility of Scorer Errors
Each subtest is scored by the test administrator
Certain questions call for open-ended responses; the administrator is responsible for using good judgment when scoring.
How should these interesting responses be scored?
(Kubinger, 1998)
(Sattler, 2001)

10. Cultural Bias in the WISC-III
Measures “MQ”
Eurocentric standardization sample
Global test
All intelligence tests are subject to cultural context
(Kwate, 2001)
(Das, Naglieri, & Kirby, 1994)

11. Conclusions Despite its popularity, the WISC-III was not faultless.
Parents, psychologists, and school administrators should keep the errors and limits of intelligence tests in mind when looking at a child’s IQ score.
Cultural bias
Scoring errors
Lack of a conclusive definition for intelligence

12. References
Burns, T. G. & O’Leary, S. D. (2004). Wechsler intelligence scale for children—iv: Test review. Applied Neuropsychology, 11(4),
Das, J. P., Naglieri, J. A., and Kirby, J. R. (1994). Assessment of cognitive processes; The pass theory of intelligence. Needham Heights, MA: Allyn and Bacon.
Ehrlich, R. (2003). Are people getting smarter or dumber? Skeptic, 10,
Kamphaus, R. W. (1993). Clinical assessment of children’s intelligence: A handbook for professional practice. Needham Heights, MA: Allyn and Bacon.
Kubinger, K. D. (1998). Psychological assessment of high ability: Worldwide-used wechsler’s intelligence scales and their psychometric shortcomings. High Ability Studies, 9,
Kwate, N. O. A. (2001). Intelligence or misorientation? Eurocentrism in the WISC-III. Journal of Black Psychology, 27,
Sattler, J. M. (2001). Assessment of children: Cognitive applications. San Diego, CA: Jerome M. Sattler, Publisher, Inc.
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