: Wechsler Intelligence Scale for Children – Fifth UK Edition

SubscalesⓘList of subscales (if applicable)

16 subtests: Similarities, Vocabulary, Information, Comprehension, Block Design, Visual Puzzles, Matrix Reasoning, Fluid Weights, Picture Concepts, Arithmetic, Digit Span, Picture Span, Letter Number Sequencing, Coding, Symbol Search, Cancellation. 11 composite scores: Verbal Comprehension Index, Visual Spatial Index, Fluid Reasoning Index, Working Memory Index, Processing Speed Index, Full Scale IQ, Quantitative Reasoning Index, Nonverbal Index, General Ability Index, Cognitive Proficiency Index.

Publisher

Pearson Clinical

Test source

https://www.pearsonclinical.co.uk/Psychology/ChildCognitionNeuropsychologyandLanguage/ChildGeneralAbilities/wisc‑v/wechsler-intelligence-scale-for-children-fifth-uk-edtion-wisc-v-uk.aspx

Guidelines available?ⓘAdministration guidelines available to the review team

Yes

Norm-referenced scores

Yes

Age rangeⓘSpecific population and age range that publisher states the test is intended/​suitable for. 

6 – 16:11 years

Key Stage

Key Stage 1, Key Stage 2, Key Stage 3, Key Stage 4

UK standardisation sample

Yes

Publication date

2016

Re-norming date

N/​a

Additional information about what the test measures

Subtest and composite scores that represent intellectual functioning in specific cognitive domains (e.g. verbal comprehension, working memory), as well as a composite score that represents general intellectual ability (ie., Full Scale IQ). Subtests include measures of specific mathematics skills.

Are additional versions available?

WISC-VUK (reviewed here) is a revision of the WISC-IVUK with additional subtests, updated norms, new index scores and major changes to score terminology. WISC‑V has US norms.

Can subtests be administered in isolation?

Yes (note that 10 primary subtests are recommended for comprehensive description and evaluation of intellectual ability, 6 secondary subtests provide a broader sampling of intellectual functioning).

Administration Group Size

Individual

Administration duration

Dependent on many factors. Average subtest administration times by age and special group are provided on p22 – 23 of the manual. On average, time to administer all five primary index scores (10 subtests) is 65 minutes, and time to obtain FSIQ (7 subtests) is 48 minutes.

Description of materials needed to administer test

Materials included in the test kit: administration and scoring manual, technical and interpretive manual, record forms, stimulus books 1 – 2, response booklets 1 – 2, block design blocks (nine red-and-white blocks), coding scoring templates, symbol search scoring key, cancellation scoring template, HB pencil without eraser, red pencil without eraser. Additional materials: stopwatch.

Any special testing conditions?

Well lit, quiet environment free from disruptions and interruptions.

Is any prior knowledge/training/profession accreditation required for administration?

Yes

Is administration scripted?

Page 15 of Administration and Scoring Manual highlights that a lower level of qualification is required to administer and score subtests, compared to that required for interpretation. In light of the complexities of test administration, diagnosis, and assessment, users of the WISC-VUK should have training and experience in administration and interpretation of standardised clinical instruments. They should also have training or experience in testing children whose ages; linguistic backgrounds; and clinical, cultural, or educational histories are similar to those of the children they will be evaluating. In most cases, users of the WISC-VUK should have completed formal graduate and professional level training in psychological assessment. Although a trained technician can administer the subtests and score the responses under supervision, results should always be interpreted by individuals with appropriate training in assessment. Furthermore, test users should follow the Standards for Educational and Psychological Testing (Standards, American Educational Research Association, Americal Psychological Association, & National Council on Measurement in Education, 1999) and International Guidelines for Test Use: Version 2000 (International Test Commission, 2000). p15

Rating Construct

Does it reflect the multidimensionality of the subject?

Specific maths

Construct validity comments (and reference for source)

A good deal of evidence for construct validity is presented in the Administration and Scoring Manual as well as the Technical and Interpretative Manual (US versions). Adaptations needed for Anglicisation from WISC‑V were minimised during development through consultation with international offices regarding cultural and language appropriateness. The WISC-VUK project then extended this. Language adaptations described in detail on p355 of the Administration and Scoring Manual. A great deal of information provided about the theoretical and historical context of intelligence measurement generally, as well as this measure specifically. Extensive data about amendments was collected from professionals prior to revision, comprehensive literature reviews were conducted and expert and advisory boards convened, and large scale tryout prior to standardisation. Many studies have supported the validity of previous versions of the WISC as a measure of intellectual ability. The authors report that confirmatory factor analyses support the WISC‑V test structure has excellent fit. However note that Canivez et al (2019) contest this and argue for use of full scale IQ measures or individual subcales. Validity studies show excellent correlations in performance on the WISC‑V (US edition) compared to other similar measures including WISC-IV (N=242, FSIQ corrected r = .81), WPPSI-IV (N=105, FSIQ corrected r = .83), WAIS-IV (N=112, FSIQ corrected r = .89), KABC-II (N=89, correlations between subtests that measure similar cognitive domains are adequate, mostly .30 – .60), KTEA‑3 (N=207, correlations between FSIQ and composite scores are adequate-excellent .49 – .82), WIAT-III (N=211, excellent correlations between FSIQ and total achievement score .81) and excellent discriminant validity through low/​zero correlations between performance on the WISC‑V compared to other measures of different constructs including Vineland-II (N=61, correlations are very low, near zero) and BASC‑2 PRS (N=2302, correlations are very low, near zero and mostly inverse).

Rating Reliability

Summarise available comparisons

Good-excellent internal consistency (subtest coefficients .80 – .95, composite scale coefficients .88 – .96 — note these reliabilities were based on the UK normative data; similar reliabilities were observed in the US normative sample for the WISC‑V). Coefficients and SEM presented by age group, overall and for special groups for each subtest of Administration and Scoring Manual p366 – 368. Confidence intervals are also presented by age group and subtest of Administration and Scoring Manual. Good evidence for temporal stability and interscorer agreement in US standardisation sample.

Sources

Wechsler, D. (2016). Wechsler Intelligence Scale for Children – Fifth UK Edition (WISC-VUK): Administration and Scoring Manual. London, UK: Pearson Assessment/​PsychCorp. Wechsler, D. (2014). Wechsler Intelligence Scale for Children – Fifth Edition (WISC‑V): Technical and Interpretive Manual. Bloomington, MN, USA: NCS Pearson, Inc/​PsychCorp. Canivez, G. L., Watkins, M. W., & McGill, R. J. (2019). Construct Validity of the Wechsler Intelligence Scale for Children – Fifth UK Edition: Exploratory and Confirmatory Factor Analyses of the 16 Primary and Secondary Subtests. British Journal of Educational Psychology, 89(2), 195 – 224.