Relationship between the WISC-R and the Woodcock-Johnson achievement battery, the B.C. QUIET, and teacher rankings

The purpose of this present study was threefold: to examine the relationship between the WISC-R (using U.S. and Holmes' B.C. norms) and standardized achievement measures for a local B.C. sample; to draw correlations between standardized measures of achievement and teacher rankings of achievement; and, to investigate the concurrent validity of a B.C. normed and designed achievement test with an achievement test designed for an American audience. The rationale behind the study was to determine if the current use of U.S. norms on the WISC-R for making placement, diagnostic, and programming decisions is appropriate for a local British Columbia sample. Previous research has indicated that Canadian children perform differently on the WISC-R than their American counterparts, and that British Columbian students attain higher WISC-R means with less variance than the U.S. WISC-R standardization population. A sample of 33 students (19 females and 14 males) aged between 11 years 3 months 0 days and 11 years 8 months 30 days was drawn from seven grade six classrooms in the Richmond School District. Each student was administered the WISC-R, the Woodcock-Johnson Psycho-Educational Battery: Tests of Achievement, and the B.C. QUIET. Teacher rankings of students' achievement were also gathered. Pearson's correlation coefficient was used to calculate the relationship between I.Q. scores and standardized achievement tests. Correlations between teacher rankings and standardized achievement measures were calculated using Spearman's rho for ranked data. The concurrent validity of the B.C. QUIET compared with the Woodcock-Johnson Psycho-Educational Battery: Tests of Achievement was determined using Pearson's correlation coefficient. Results indicate that the WISC-R is a useful predictor of school achievement for the sample using either U.S. or Holmes' B.C. norms. Placement decisions, however, should be based on local norms. Correlations between teachers' rankings and achievement test results did not attain significance in most cases. Correlations appeared to vary more across teachers than subject areas. Finally, the concurrent validity of the B.C. QUIET with the Woodcock-Johnson Psycho-Educational Battery: Tests of Achievement, was established as satisfactory.Education, Faculty ofEducational and Counselling Psychology, and Special Education (ECPS), Department ofGraduat