Do you think FCPS AAP would reject a 140 IQ Score on appeal?
![[Post New]](/jforum/templates/default/images/icon_minipost_new.gif){kind=icon}
Anonymous
| Do you think FCPS AAP would reject a 140 IQ Score on appeal? (Origina scores were low 126 NNAT, 122 CogAT and 10 GBRS) |
Anonymous
| No. That kid is in. |
Anonymous
| Absolutely. You should start applying to privates and hope you get in on a wait list. |
Anonymous
| With the WISC so much of an outlier, I'd wonder if the kid was prepped or what else happened to make the score so much higher. Why do you think it's an accurate reflection of your kid, rather than the other scores? |
Anonymous
| Sadly, OP there is NO telling. All you can do is wait . . . |
Anonymous
Because independent IQ tests are more accurate for gifted children than group tests and GBRS is subjective. My child is in a class of 28, hardly think the teacher knows him. Here's some research saying as much: https://www.verywellfamily.com/testing-your-gifted-child-the-least-you-should-know-1449359 https://www.psychologytoday.com/us/blog/gifted-kids/201108/private-testing-gifted-kids-if-and-when http://www.hoagiesgifted.org/why_test.htm |
Anonymous
|
In some cases, while the correlation between group tests and individual IQ tests is quite high for average scores, that correlation almost disappears for gifted scores. This means that an average child will score very similarly on a group IQ test and an individual IQ test, but a gifted child may not score similarly at all. There are small studies showing that group tests may even result in a negative correlation for some gifted children. This means that the more gifted the child, the lower the group ability test score! Read "Investigations of the Otis-Lennon School Ability Test to Predict WISC-R Full Scale IQ for Referred Children" by Anna H. Avant and Marcia R. O'Neal, University of Alabama, Nov. 1986, ED286883, for more details on this phenomenon.
Group ability tests include such tests as the Cognitive Abilities Test (CogAT), the Otis Lennon School-age Ability Tests (OLSAT). Individual IQ tests tend to be more accurate for most of the population. These tests are often given to selected children, based on recommendation from a teacher, parent, or the child's scores on a group ability or achievement test. These are the tests commonly used to "identify" gifted children, for participation in school programs for the gifted source: http://www.hoagiesgifted.org/why_test.htm |
Anonymous
lol All those un-gifted kids with 140 on the Cogat. Not gifted at all. |
Anonymous
I believe this! My son scored horribly on CoGAT but great on WISC. |
Anonymous
| This year, OP, who knows! Any other year, no they would not reject your son. |
Anonymous
What does this mean for a kid with both tests in the 99th percentile? |
Anonymous
| They might. |
Anonymous
|
How can a child who is gifted not test well? There are several ideas as to why a child doesn’t test well. Parents and teachers know some students don’t test well, but know they are smarter than the test results.
If you know a child is gifted, and isn’t a great test taker here are some ideas as to why they may not test well. Motivation. Some students have motivation and some don’t. If a student has a lack of motivation then doing well on a test is the last thing the child will do well on. Intra-Stress. Sometimes a student will not test well, because inside they are too stressed out. It doesn’t matter that the environment is peaceful and stress-free, some students will still battle their own stress. Perfectionism. Some students feel they need to be perfect in everything. This particularly comes out during timed testing. Children who suffer from perfectionism want to answer every question correctly sometimes will not test well. They get stuck on a question and can’t move on. Over-thinking. Gifted children are smart, but sometimes they overthink things. Students who overthink on tests don’t do well on multiple choice tests (which most gifted tests are). Gifted children make connections differently. When they can’t use their thinking skills to create something unique, they struggle. https://ramblingsofagiftedteacher.wordpress.com/2016/09/21/not-all-gifted-children-test-well/ This is my child. She BOMBED both tests and we submitted a WISC-V first round. She got in with a 148. I don't know what her GBRS was. |
Anonymous
|
OP - I think your child stands a god shot but none of us know. I wouldn't pop the champagne. I have no dog in this fight, my child got in on group tests. We didn't do an IQ test and I'm not appealing, but
I will say this thread took me down a rabbit hole on the proposition that gifted children don't always do well on group tests. I found this fascinating from Hoagies. - - - - - - - - Consider the difference between group and individual tests. In a group test, the questions are written and fixed, and designed for the average person to answer. This might be no problem for an average student, or even a moderately gifted student, but the gifted student sometimes reads more into the questions than intended. For example, let's say the test asked which one of these did not belong, and offered three fruits and a vegetable. Most students would pick the vegetable. But say that 3 of the 4 names of the items, including the vegetable, were 6 letters long, and one of the fruits had a 5 letter name. Then which one should the gifted child pick? To further complicate the situation, 3 of the 4 are grown in sub-tropical climates outside the U.S., while one fruit grows in the cold northwest. Now which should the gifted child pick as the "odd one out?" While this isn't a real test question, it is not unusual for gifted kids to struggle with the seemingly simple questions on a group intelligence test, because they see so many more options and details than the average child. And on that group test, when the child gives an "unusual" answer, the tester is not there to prompt, "Why did you choose that?" or "Which one do you think the average student would select?" Consider also the difference in distractions in a group situation. The student next to you finishes first, and you aren't even on the last page yet - you panic. Or you've finished the whole test before the rest of the class. Or the proctor is walking around, or turning pages, or snoring. There's a class on the playground outside the window... or a plane... or a beautiful spring day. The scratching of the other kids' pencils is loud and distracting. And while it is true that all the kids taking the test are exposed to the same distractions, consider... The nature of the gifted child is that she takes in knowledge at a faster rate than her peers. But it is not just knowledge - she takes in everything faster, deeper, with more feeling. Even her senses deliver data to her brain faster - hearing, touch, sight. Those classroom distractions are more distracting to her than they are to her classmates. For all these reasons, group tests tend to underestimate the gifted, more than the average child. |
Anonymous
|
He's lock to be in.
|