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[quote=Anonymous][quote=Anonymous]To be fair, when a child has seen the types of questions before, the test results don't give as much information as to how the child deals with problems he has never seen before. I'm not sure that two years before makes a huge difference though, since a test like the WISC can be taken once per year without the previous administration being considered to be an interference.[/quote]

I am wondering about the importance of doing unusual types of problems that most kids have never seen before. Is it the most meaningful measure of potential success in AAP? What if, once shown how to do a certain type of problem, a child then excels beyond peers given the exact same introduction to the problem type? A child could excel at learning when actually taught, which most closely resembles the situation at school, but balk at solving problems of a completely new and unusual type. Or what if the child isn't an enthusiastic problem solver in general but is extremely creative in generating his/her own work, for example in writing, or is very astute at observing and analyzing social situations? Perhaps testing needs to encompass more than answering certain types of questions. At least the GBRS does address the ability to learn, creativity, and leadership.[/quote]

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