Educational psychologists’ views on the value of the Wechsler Intelligence Scale for Children

Abstract

The purpose of this exploratory case study was to explore and describe the views of three educational psychologists regarding the value of the Wechsler Intelligence Scale for Children (WISC), for their clients. The conceptual framework that informed this study consists of psychometric constructs that underpin intelligence testing, such as validity, cultural fairness, reliability, and consistency. Guided by an interpretivist paradigm, this qualitative case study made use of individual interviews and field notes for data collection. The findings of this study suggest that the participants had ambivalent feelings about the value of the WISC for their clients. While the WISC was regarded as a useful intelligence test and clinical tool, the participants felt that it may lack contextual relevance when certain demographic factors, such as language, education and resources are considered. Furthermore, benefits of the WISC that were noted included regular updating and its engaging nature. However, affordability, availability and standard procedures were noted as challenges that detracted from the value of the WISC.