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The Terman scale (Stanford-Binet Terman-Merrill Third Edition, also known as Form L-M) was generally used in Spain until the late 70s. Presently its use is marginal and restricted almost exclusively to the evaluation and diagnosis of students with a possible high intellectual capacity. During the last few years parents have increasingly requested (and sometimes demanded) the use, or at least the consideration of the results of the scale. The purpose of this article is to present, from the main characteristics of the scale, the fundamental arguments against its use at present and in favour of disregarding its results: (1) absence of valid norms, (2) heterocedasticity, (3) effects of the change in the nature of IQ, (4) difficulties of integration within the context of psychopedagogical evaluation, and (5) difficulties assimilating the concept of mental age for the recipients.

Una Revisión Crítica de la Escala Terman. Por Qué No el Stanford-Binet Tercera Edición Forma L-M