Abstract
Graduate students frequently make administration and scoring errors when learning intelligence tests. The purpose of this study was to validate the most common errors made by graduate student examiners on the latest edition of the Wechsler Intelligence Scale for Children (WISC®-V) and to evaluate whether a second video recorded traditional paper-pencil administration with a child reduced the number of errors made. Results were consistent with previous studies. In addition, 40% of coded errors on traditional paper-pencil administrations with children could only be identified from seeing a live or video recorded administration of the WISC®-V rather than just looking at the written test record typically examined in other studies. Finally, over 50% of the coded errors made by the graduate students on traditional paper-pencil administrations are not currently addressed (i.e., eliminated or potentially remediated by providing prompts/reminders) by the Q-interactiveTM platform. Suggestions for graduate programs include continuing to require multiple administrations to evaluate student improvement and seeing students administer the WISC®-V live or on video. Special consideration should be given to training on verbal subtests due to common errors, and programs should not expect use of the Q-interactiveTM platform to address the most common types of errors.