EXAMINER DISABILITY, EXAMINER GENDER AND EXAMINEE GENDER AS POTENTIAL SOURCES OF BIAS IN THE ADMINISTRATION OF SELECTED SUBTESTS OF THE WAIS-R (TESTING, REHABILITATION, MEASUREMENT).

Abstract

The purpose of this study was to investigate bias in the areas of examiner disability, and examiner and examinee gender on test scores of selected subtests of the WAIS-R. The subjects of this study were 101 nondisabled University of Arizona Introductory Psychology students who were randomly assigned to treatment and control groups. The treatment group was administered the Arithmetic and Picture Completion subtests of the WAIS-R by a wheelchair bound examiner (a nondisabled examiner posing as a disabled examiner). The control group was administered the same subtests by a nonwheelchair bound examiner. The data were analyzed by two three-way ANOVAs. The three-way analysis of variance tested for significant relationships between main effects of the three independent variables--examiner disability, examiner gender and examinee gender, and the scores of the arthmetic and Picture Completion subtests, and also for two-way and three-way interactive effects of the three variables and the subtest scores. Results indicated that in terms of bias operating to influence the individually administered subtest scores, only examinee gender was found to have a significant effect, with subtest scores for male examinees significantly higher than those for female examinees, on both Arithmetic and Picture Completion subtests. Nonsignificant relationships were found between the other two independent variables of examiner disability and examiner gender, and subtest scores. The presence of a visible, physical disability on the part of the examiner, and the gender of the examiner were not seen to be operating as bias, and were not seen to be impacting on subtest scores. Due to limitations of the study that included instrumentation, interaction of testing and treatment, interaction of selection and treatment, reactive arrangements and history, and due to lack of supportive research in the area of examinee gender as bias influencing test scores, the findings of this study need to be interpreted with caution, and should be considered speculative at best.