Individual assessment of intelligence in school psychology: Presentation of test scores and problems in finding the conclusion

Discussing the cases of two nine year-old students referred to school couns eling in order to check for learning disability, a report scheme is present ed describing the results achieved in two intelligence tests: Culture Fair Intelligence Test (CFT) and Adaptives Intelligenzdiagnostikum (AID). Obtain ed test scores are discussed at different levels. First, point estimates of normed scores are interpreted under some guidelines of psychological repor ts. Second, according to reliability indices of the testing instruments, es timates for confidence intervals are given based on both standard error of measurement for observed and for true scores. Third, difference scores deri ved from the two testing instruments for the same student are calculated an d considered under the two perspectives of point estimation for observed an d true scores. At least, a combined formula is applied to estimate true sco re differences involving both sources of score variance: reliability and va lidity. In addition, some critical remarks are given on how to meet the ass umptions underlying confidence interval estimation. Recognizing the increas ing uncertainty of estimations that inevitable is to be taken into account when approaching the requirements of measurement theory, a decision-orienta ted way in finding the conclusion is presented.