Informing Stylistic Learning Behavior, Disposition, and Achievement Through Ability Subtests — Or, More Illusions of Meaning?

Abstract

This article reports on a series of empirical studies that assessed continuing claims for the utility of subtest analysis. Large and representative cross-samples were formed from the national standardization samples of the Wechsler Intelligence Scale for Children-Third Edition (Wechsler, 1991), the Wechsler Individual Achievement Test (The Psychological Corporation, 1992), and the Guide to the Assessment of Test Session Behavior (Glutting & Oakland, 1993) (N = 640) and for the Differential Ability Scales (Elliott, 1990) and the Learning Behaviors Scale (McDermott, Green, Francis, & Stott, 1996) (N = 1,250). Hierarchical regression and discriminant models were used to determine the maximum potential of ability subtests to explain variation in academic achievement, stylistic classroom learning, and test-session behavior and disposition, and to distinguish among groups of exceptional children. Analyses demonstrated that ipsative subtest scores provide no information beyond that already available through conventional normative subtests. Moreover, even normative subtests add little information to what is known through global ability measures. Implications are drawn for psychological practice.

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Notes on contributors

Paul A. McDermott

Paul A. McDermott, PhD, is Professor of Policy Research, Evaluation, and Measurement and Chair of the Division of Psychology in Education at the Graduate School of Education of the University of Pennsylvania. He is Director of the PhD Program in School, Community, and Clinical Child Psychology and of the M.S. Program in Psychological Services. His research includes assessment of youth psychopathology and learning styles, adult substance abuse, and multivariate strategies for typological development.

Joseph J. Glutting

Joseph J. Glutting, PhD, is Professor of Educational Studies, with specialization in School Psychology, at the University of Delaware. He is a former school psychologist and Project Director for The Psychological Corporation. He has written many articles and chapters on youth assessment, including uses and abuses of measures of learning potential, test-session behavior, and interpretation of ability profiles.