GT/AAP Appeals WISC Scores
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Anonymous
How is it possible that a child, who (based on various test scores) appears to be highly intelligent (and has no other learning or behavioral problems), demonstrates nothing in class, yet get 4s in their report card and great DRA2 and MRA scores? Can someone explain this to me? What are these kids doing in class? If they do nothing, they should be getting 2s in their report cards. And yes, I get it, 4s do not mean much, but at least they mean that the kid is doing something right at school. So how come and these kids never show any signs of intelligence (according to their GBRS) yet they do well enough to get 4s? Remember, these are seven and eight years old kids, they are impulsive and spontaneous, and let's face it, intelligence is not something that is difficult to spot... So how come and their teachers never notice anything in them? |
Anonymous
| 4's means mastered the subject. Not thinks out side the box (gifted). I know many people that do great work, very careful...can solve the problems perfectly. But they do not know which questions to ask. The second is gifted, the first is hard work. |
Anonymous
Agreed. But you just did not read the whole posting. How is it possible that a kid who gets top scores in intelligence tests (try some of the questions BTW, I'm sure that most parents here will have some difficulty answering many of them) *and* works hard enough to master the subjects at school (according to PP), doesn't show any signs of "Gifted Behavior", which other kids, not as intelligent as them show consistently? Come on... Take a look at the questions on the GBRS form. They include many things that require above average intelligence. It is impossible for me to believe that high-scoring, highly-intelligent, hard-working kids show nothing of these signs in the classroom. |
Anonymous
| Did anyone recieve the confirmation email yet? |
Anonymous
How low of a GBRS are you talking about? Consider the four GBRS categories (Exceptional Ability to Learn, Exceptional Application of Knowledge, Exceptional Creative/Productive Thinking, Exceptional Motivation to Succeed). And then consider the ratings scale: 1=Rarely, 2=Occasionally, 3=Frequently, 4=Consistently. If the teacher picked a combination of 2s and 3s -- say two 2s and two 3s -- the teacher would be noticing some gifted behaviors in the child, not seeing nothing. The teacher would be documenting that the child showed some gifted behaviors at least occasionally, other gifted behaviors even frequently. But still the GBRS score would be 10 (2+2+3+3), which is considered below par and typically not good enough for AAP acceptance. It seems that the selection committee is looking for a pretty exceptional GBRS, consistent with the 99% test scores typically needed. If a child scored 90% on the WISC, it would not mean that the child wasn't bright at all. The child would be shown to be quite bright, with a lot of ability and far above average, but just not at the level of AAP. It may be the same with GBRS. A child could be showing a decent number of gifted behaviors, just not be head and shoulders above the rest. A typical GBRS for admittance is said to be 12. That would mean that on average a child is frequently showing all of the gifted behaviors (3+3+3+3). Or if deficient in one then consistently showing gifted behaviors in some other realm (3+3+4+2, 4+2+4+2). Maybe the ratings scale needs to be reworked such that the strength of instances of gifted behavior could be considered, not just the frequency (and how frequent is Frequently, anyway?). If one day a child independently worked out the theory of relativity but did nothing else that half of the year, shouldn't that still be good enough for a high GBRS, or would it be Occasionally shows gifted behaviors, total of 8? |
Anonymous
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The basic argument is that GBRS scores tend to reflect 'me me me' rather than bright kids. A kid raising his/her hand always (even when he/she has nothing of substance to contribute) will likely get a higher GBRS score than a smarter one who simply doesn't. The key question is how exactly the AART interacts with the kids. My impression in our school is that she showed up once a month in class, and if your kid didn't raise a hand then your kid was not considered (by said teacher) AAP material....
Unfortunately, it seems that we have had occasions of AART teachers who appear to see this as an opportunity to emphasize their role in the process (i.e. by going blatantly against scores) rather than understanding that they are there for the kids. |
Anonymous
Is there a confirmation e-mail? I am assuming you're referring to AAP placement acceptance, right? No, we haven't received anything yet... |
Anonymous
Yes. The people who got accepted on first round recieved their confirmation email within 4~7 days, and I'm assuming we will get one too. |
Anonymous
| Mailed first round form a week before it was due. Never received any type of confirmation to this date. Called AAP office and was told everything was in order. |
Anonymous
There's another thread of many (with first round acceptance) who had recieved the confirmation email after mailing/faxing their acceptance letter. |
Anonymous
| It seems like confirmations were being sent early on for first round, but as more and more forms came in the AAP office may have gotten swamped and decided to stop sending them. |
Anonymous
you haven't been reading the WISC/WPPSI thread on the private school forum. Some testers are well known as "easy graders." |
Anonymous
Not the pp. I read that thread, but I still believe the GBRS is far more subjective than anything else. |
Anonymous
You've clearly haven't read the title of that thread. It reads ' WPPSI/WISC Myths'. Is the word 'myths' ring you a bell? |
Anonymous
yeah, you need to go a little below that, like reading the several posts. 
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