Development of Norms of the Adapted Verbal Comprehension Index Subtests of WISC-IV for Pakistani Children
Bibliographic record
Abstract
The study was designed to develop norms for the adapted subtests of Verbal Comprehension Index (Ambreen & Kamal, 2011) of Wechsler Intelligence Scale for Children, UK Fourth edition (WISC-IV UK; Wechsler, 2004) for Pakistan. It was also aimed to examine the differences in scores of children when Pakistan's and UK norms were used.Intelligence is considered a culturally dependent construct as there is evidence from various disciplines that there is a strong influence of culture on cognitive development or intelligence of human beings (as cited in Paniker, Hirisave, & Subbakrishna, 2006). An individual's performance on any task is influenced by multiple factors including the demand of the task itself; and the learning experiences and characteristics the individual brings into the task. Intelligence testing of children has wide educational and clinical applications. Especially for children the importance for a comprehensive, well-standardized intelligence assessment tool is multifold. Intellectual ability needs to be assessed to predict child's learning potential and it is of great utility in clinical and research fields as well.For psycho-educational assessment the importance of intelligence testing for children is gaining much attention even in developing countries like Pakistan. Few efforts have been made to develop intelligence tests for children in Pakistan and much of these tests were for pre-school and primary school children (for example: Mahmud, 1990; Naheed, 1993; Syed, 1993 as cited in Ambreen, 2008; Abbas & Israr, 1990). Some intelligence tests were developed for high school children too (for example: Hussain, 1993, 2001; & Gardezi, 1994, 2001 as cited in Ambreen). Similarly few efforts have been made to adapt and/or translate already developed cognitive assessment tools for children of Pakistan (Sheikh, 1982; Ansari & Iftikhar, 1984; Ain, 1985 as cited in Ambreen, 2008; Aziz, 1997). Many of these tests are lacking in their psychometric strength or are not properly validated and standardized. Further more, they do not follow the recent intelligence testing trends. This necessitated the need of an indigenous or indigenized intelligence assessment tool. Considering the cultural and contextual dissimilarities in the west and our country, indigenization of tests developed in western cultures is needed (Raza & Sheikh, 1991). Indigenization of a tool for a certain culture involves both adaptation and norms development for the people living in that culture.Scores on test do not have any meaning without an interpretive framework, which is provided by norms. Most of the tests of intellectual development are norm-referenced tests comparing the child performance with the performance of other children, so it becomes even more important to develop regional/national norms for any assessment tool that has been developed and standardized in different culture even if it is adapted (items have been modified or replaced for becoming culturally appropriate) for the new culture (Watkins & Canivez, 2004).WISC-IV is considered as one of the most widely used intelligence test for children throughout the world. Besides its strong psychometric strength and clinical utility issues have often been raised regarding item and test score bias. Being a norm-referenced test, differences in performance on the test may be attributed to various cultural factors such as use of culturally-appropriate stimuli; previous learning experiences; and training at home. Research comparing Intelligence Quotient (IQ) scores of the American standardization sample when applied to children from Canadian standardization sample showed a significant increase in scores in the latter group (as cited in Paniker et al, 2006). When applied to Navajo children, there was a significant drop in scores (Tempest, 1998). There have been many translations and adaptations of the WISC-IV, and norms have been established for a number of countries and languages, for example, Spanish (U. …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".