ng, and a memory score which represents short term memory. Test materials are designed to appeal to children (Sabatino, 1993).
Each item is scored either correct (1 point) or incorrect (0 points). Tables found in the manual are used to convert each of the subtest scores into a standard score. From these standard scores, scores in each of the four general areas tested and a composite score are derived. Scores available for each subtest include raw scores, scaled scores, percentile ranks, and age equivalents (Glutting, 1989).
The standardization sample for the fourth edition of the Stanford-Binet consisted of 5,013 subjects ranging in age from two years to 23 years, 11 months. The sample was stratified with respect to variables based on the 1980 United States census data, which included geographic region, race/ethnic group, parental occupation, and parental education (Sabatino, 1993). Psychometric properties of the scale include the following: the median reliabilities for all tests, except the Memory for Objects test, are reported to be in the .80s to .90s. Internal consistency reliability for the test composite is reported to range from .95 to .99 (Sabatino, 1993). Validity coefficients observed for the test are rated as generally acceptable; the manual reports no inter-scorer reliability estimates (Glutting, 1989).
The Stanford Binet Intelligence Scale - IV Edition, is now considered to be a standard tool for many school psychologists. However, this test is considered cumbersome regarding administration, which leads to the frequent use of a comparable test, the Wechsler scales. The Wechsler scales also have subtests measuring mathematics reasoning and memory; however, the fourth edition of the Stanford Binet differs from the Wechsler, in that it provides IQ scores isolating these abilities (Sabatino, 1993).
Standardization and normative problems have been reported and addressed. The new standardization sample i...