- Title
- Normative indicators for grade 3 and grade 7 isiXhosa-speaking children on the Bender Visual-Motor Gestalt Test (Second Edition)
- Creator
- Palmer, Hanli
- Subject
- Bender-Gestalt Test Psychological tests for children
- Date Issued
- 2016
- Date
- 2016
- Type
- Thesis
- Type
- Masters
- Type
- MSoc
- Identifier
- http://hdl.handle.net/10353/6346
- Identifier
- vital:29583
- Description
- Selecting appropriate normative data for the purpose of evaluating psychometric test scores forms an integral part of the interpretative psychological assessment process. This highlights the well-known problem of utilising measures developed in the United Kingdom (UK), or the United States (US) and accepting their norms unreservedly for the practice on local populations, which questions the tests’ validity and reliability. The current study, which aimed to collect normative indicators on the Bender Gestalt Test (Second Edition), forms part of the continuing effort to develop norms for psychological tests in South Africa, and to focus on the valid and reliable use of measures within the context of South Africa’s multicultural and multilingual population groups. The participants of the research were Black isiXhosa-speaking Grade 3 and Grade 7 learners aged 8 to 9 years (N = 38 ), and 12 to 13 years (N = 23), obtaining their school education in the disadvantaged educational setting of the former Department of Education and Training (ex-DET) schools. The tests were scored according to the Bender Gestalt Test (Second Edition) manual, using the Global Scoring System. Thereafter, the raw scores were converted to Standard Scores, T-scores and Percentile Ranks using the US normative tables, according to chronological age categories. When the two groups were compared to the US norms, the results equated favourably for the present study sample. There were no significant findings in relation to the classroom size or any difference in performance between the schools who participated. The only significant difference revealed between male and female participants was with the Grade 7 sample group, where the males scored significantly lower than females on the Recall phase. These results support the prospect of the continuous revision of norms, and it is suggesting that the cognitive processes measured by this test are likely to derive from robust neurological substrates that are relatively stable across cultural groups.
- Format
- 73 leaves
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Social Science and Humanities
- Language
- English
- Rights
- University of Fort Hare
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| Thumbnail | File | Description | Size | Format | |||
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| View Details Download | SOURCE1 | Normative indicators for grade 3 and grade 7 isiXhosa-speaking children on the Bender Visual-Motor Gestalt Test (Second Edition) | 2 MB | Adobe Acrobat PDF | View Details Download |