Research Paper on:
A WISC III Intelligence Scale Examination

Unformatted Sample Text from the Research Paper:
of exposure to a relatively defined learning experience. One advantage to using reliable tests of this nature is that it enables children to be placed in scholastic and  other relevant teaching arenas that can best address their learning issues. Very often this brings to light the much-needed, advanced placement for especially gifted children, while affording that those with  impairments receive the extra assistance required to facilitate their potential mastery of them (Kaufman, 1994 and The Colorado Advisory Network, 2001). One such test, the WISC III or  the Wechsler Intelligence Scale for Children - III is the most widely used childrens IQ test in the world, and is recognized for its broad-scope evaluative properties. Currently, it  is the universal standard most often used by School Psychologists (Kaufman, 1994). This version of the Wechsler, (III) is standardized for children  from ages 6 through 16, and is divided into two main sections: those related to verbal skills and those germane to performance. In essence, the former relates to the  tests semantic elements and the interpretation of linguistic meanings; whereas the latter encompasses pictorial items and does not require the subjects use of language - he can simply point to  examples in answer (Kaufman, 1994 and See Also MacMillan, 1996, p. 133). This essay discusses potential Wechsler candidates, the tests reliability/ validity and its usability. In addition,  expert criticism of its precepts and an overall evaluation are offered. The WISC- III is the most recent version of the Wechsler intelligence tests for children, and like its  predecessors it provides three separate intelligence quotients expressed as standard scores (M = 100, SD = 15): Verbal IQ Performance IQ, and Full Scale IQ. The WISC-III contains 13