Anonymous wrote:

Anonymous wrote:Disagree. Processing speed is a red flag if it's way below normal bc it can mean the student require extra time to think and understand. However, it is not a. Indicator of com

b

It might be true, but schools consider processing speed in their decision and a processing score that is significantly lower than other scores can affect chances of admission. A former admissions asst. at Sidwell said the school likes to see high processing scores.

Sorry, but this is ridiculous. Also, I have two kids with terrible processing speed, and they both got into Sidwell.

DC scored total 118 but processing speed was lowest of all and really brought down the overall score. However, ironically within the 2 processing sub tests DC scored their lowest and highest score.. 95 %tile in coding and 9 %tile in symbol search... The psychologist explained it in the letter by saying DC didn't get anything wrong but just took a very long time. Any thoughts on if the processing score will impact DC chances (rising 5th grader).

Verbal scores are highly correlated with parents' SES.
Block object assembly was actually dropped from the WISC-IV because it is unreliable, so probably the least important.

119 is at the highest point in the Above Average range and just under Superior, so it would not raise concerns in admissions about a student's intellectual ability.

Also important for the young (age 3) tester is attitude with the tester. Admissions officers want to see children who are able to engage happily and transition easily to different situations. (Not that it would necessarily count against you if this one instance your preschooler had an off day.)

For high scorers, the subscores are pretty trivial. If your child scored a 140, an average processing speed score means next to nothing. Variation among subscores are as likely a result of measurement error as anything else. On the other hand, if the overall score indicates lower intelligence (that probably isn't indicative of actual potential), then the subscores can give a sense of what to look more closely at to shape a learning plan.

Anonymous wrote:

Anonymous wrote:Disagree. Processing speed is a red flag if it's way below normal bc it can mean the student require extra time to think and understand. However, it is not a. Indicator of com

b

It might be true, but schools consider processing speed in their decision and a processing score that is significantly lower than other scores can affect chances of admission. A former admissions asst. at Sidwell said the school likes to see high processing scores.

I wouldn't sweat an average processing speed - my kid was 95th on the GAI and 55th on processing speed and was admitted to Sidwell.

Is 119 considered good enough for most independents?

Anonymous wrote:I didn't realize this about processing speed. DS had a 99% Full Scale IQ, but 50% processing speed. The psychologist really downplayed the importance of PS in the report. Should I be concerned?

If your kid is in the gifted range especially, lower processing speed isn't uncommon. Especially if your child is a perfectionist, sees many different ways do answer a question or even has anxiety. It doesn't automatically mean Adhd. High processing speed is nice, but not the norm.

I didn't realize this about processing speed. DS had a 99% Full Scale IQ, but 50% processing speed. The psychologist really downplayed the importance of PS in the report. Should I be concerned?

Anonymous wrote:Disagree. Processing speed is a red flag if it's way below normal bc it can mean the student require extra time to think and understand. However, it is not a. Indicator of com

b

It might be true, but schools consider processing speed in their decision and a processing score that is significantly lower than other scores can affect chances of admission. A former admissions asst. at Sidwell said the school likes to see high processing scores.

Plex thinking ability.

Who knows how it aus out in terrible phone typing.

Disagree. Processing speed is a red flag if it's way below normal bc it can mean the student require extra time to think and understand. However, it is not a. Indicator of com

Processing speed is the score that should be of concern. If that is significantly lower it could be a concern to schools.

Anonymous wrote:Just got our results and am trying to understand it. Are Full Scale and General Ability Index the most important scores?

Typically, GAI is only calculated when subtest scatter depresses FSIQ to the point that GAI is more representative of a kid's broad, intellectual ability. So if GAI was calculated, it should be a better measure of overall cognitive ability than FSIQ. Don't know whether schools understand this or care. You can read more about it here:

http://images.pearsonclinical.com/images/assets/WISC-IV/80720_WISCIV_Hr_r4.pdf

Anonymous wrote:Just got our results and am trying to understand it. Are Full Scale and General Ability Index the most important scores?

I would say they all are important. The Full Scale and General Ability provides the overall pic. However, the discussion of each subset allows the Admissions Office to focus in on which skill sets your child excels in or could use development in. So for example my DC Full Scale was in the 90% percentile. However, there was one subset that DC has a 50% in and the other subsets were in the high 90th percentile. In reading it I was able to understand where my DC may have some natural talents and other skill sets that we can focus on further developing. Hope that helps.

Just got our results and am trying to understand it. Are Full Scale and General Ability Index the most important scores?