We had wildly variant results as well - 91 in one of the verbal sections, 40s-50s for most of the rest, and a 1 (!) in sequencing. I'm guessing DC just blew that portion of the exam and am not sure what to make of the other middling results. DC has done well in school this year, reading off the charts, but with some concerns about comprehension issues; doing well in math too. DC received the gifted letter even with these Inview results. I think we'll just reinforce summer work in math and writing, and then see what happens in third.

We have three kids, different ages, and two did very well on InView while one had divergent results like OP's. We already had private testing for that child and noticed that some of the things that she came out weak in on InView were real strengths in the test we did with a neuropsychologist. The teacher also noticed that DD was strong in this area.

I think universal screening is useful to identify kids that may be falling through the cracks and for assessing the need for a different approach for a group at a particular school. But it's not that helpful in many cases for drawing conclusions about your own child and what she needs.

OP, Group cognitive tests like InView tests are known to be problematic at assessing a child's "real" potential. So if the teacher isn't noticing any issue I would chalk it up to a bad day, assume he didn't understand the format of the question, or messed up in filling in the bubbles.

The other thing about InView and other group cognitive tests is that for an average child they correlate pretty strongly with individually administered IQ tests.

But, and this is a big but, group tests can be extremely inaccurate for students in the higher ranges and for those with learning disabilities. For gifted students, some studies have actually shown an inverse correlation between performance on some group tests and their IQ on individual tests. The smarter your kid the more he or she may overthink the test questions and end up guessing and getting some wrong and getting a lower score. When you're working one on one with a tester he or she has more leeway to give credit for more creative or out-of-the-box answers.

Definitely have your dc retake the InView next year. That way you'll know if the score was an anomaly or if there's a problem. Make sure dc understands the importance of making sure that the bubble he is filling in matches the test question. I don't think 2nd graders necessarily know that if they get off by one bubble, all the rest of their answers will be off.

Anonymous wrote:

Anonymous wrote:Ask the teacher....this happened to us, DS got 90s on most and then 45th percentile on one. I emailed the teacher, she had NO concerns and so we chalked it up to just a bad day and ignored the results.

OP here - asked the teacher who said everything was fine as she has said all year (despite the fact that he completes only 60% of his in-class work). I also asked our school's G&T Coordinator who also said "it's just a test, if you have concerns ask the teacher." That is all fine and good and generally, I really like our school but I know they have missed diagnosing dyslexia with several kids whose parents felt that reading just wasn't clicking the way it's supposed to. Teachers all chalked it up to "children all learning at different paces, etc." so I don't trust their ability to identify potential learning disabilities in kids that are bright and can sometimes fake their way through things when they have trouble. Know what I mean?

Yes!! Even after we did private testing for our child, who was diagnosed with ADHD inattentive type, the teachers were still saying that the child does great and maybe does not need the accommodations in the 504 plan because all looks fine. (And yet, maybe compacted math isn't the best option because math problems are not solved quickly) The teachers don't know what the child's potential is. They're working hard and doing fine compared to other kids in the class. That does not mean that they are meeting their own potential.

Anonymous wrote:Ask the teacher....this happened to us, DS got 90s on most and then 45th percentile on one. I emailed the teacher, she had NO concerns and so we chalked it up to just a bad day and ignored the results.

OP here - asked the teacher who said everything was fine as she has said all year (despite the fact that he completes only 60% of his in-class work). I also asked our school's G&T Coordinator who also said "it's just a test, if you have concerns ask the teacher." That is all fine and good and generally, I really like our school but I know they have missed diagnosing dyslexia with several kids whose parents felt that reading just wasn't clicking the way it's supposed to. Teachers all chalked it up to "children all learning at different paces, etc." so I don't trust their ability to identify potential learning disabilities in kids that are bright and can sometimes fake their way through things when they have trouble. Know what I mean?

Ask the teacher....this happened to us, DS got 90s on most and then 45th percentile on one. I emailed the teacher, she had NO concerns and so we chalked it up to just a bad day and ignored the results.

Anonymous wrote:For the OP who has concern about slow pace of work completion, black and white thinking, possible dysgraphia you should also be thinking about ADHD

My son's highly disparate inview results was definitely one of the reasons we decided to do a neuropsych (not the only reason but tipped us over the edge). Turns out he has ADHD, dysgraphia, and other issues such as slow processing, issues with working memory, etc.

For the OP who has concern about slow pace of work completion, black and white thinking, possible dysgraphia you should also be thinking about ADHD

Prior to the testing parents should have received a letter with a description of each subtest and sample questions... If you didn't receive it or can't find it now (when it may be more useful) ask your school for a copy. There should be a GT contact at each school.

That being said, I don't really think you need to "do" anything, it's one test on one day and not indicative of what your child has learned or is capable of learning. Just shows a little about their reasoning.

Anonymous wrote:

Anonymous wrote:InView Verbal Reasoning questions are analogies. Some kids just pick a word that seems similar without understanding the analogy part. For example they might pick "talk" or "say" for "spoke" instead of realizing they have to figure out what a spoke is a part of.

Ex.

The first two underlined words in the sentence below go together in a certain way. Choose the answer that goes with the third underlined word the same way the first and second underlined words go together.

Blade is to fan as spoke is to ____________.

A. wheel

B. talk

C. say

D. poke

E. fun

Sorry, but you have no idea what you're talking about. Inview Verbal Reasoning is NOT Analogies, Analogies is a separate section. Verbal Reasoning Words is just that, meaning of words, and Verbal Reasoning Context is reading comprehension.

No - you don't know what you are talking about. Analogies are mostly pictoral. Here is the definition of Verbal reasoning - words: :

Measures ability to solve verbal
problems by reasoning
deductively, analyzing category
attributes, and identifying
relationships and patterns
? Necessary part
? Category inclusion and
exclusion
? Analogous sets"

Anonymous wrote:InView Verbal Reasoning questions are analogies. Some kids just pick a word that seems similar without understanding the analogy part. For example they might pick "talk" or "say" for "spoke" instead of realizing they have to figure out what a spoke is a part of.

Ex.

The first two underlined words in the sentence below go together in a certain way. Choose the answer that goes with the third underlined word the same way the first and second underlined words go together.

Blade is to fan as spoke is to ____________.

A. wheel

B. talk

C. say

D. poke

E. fun

Sorry, but you have no idea what you're talking about. Inview Verbal Reasoning is NOT Analogies, Analogies is a separate section. Verbal Reasoning Words is just that, meaning of words, and Verbal Reasoning Context is reading comprehension.

OP here. Thank you. Can you say more about problems with writing? My DS, is a good reader, good at math, verbal, bright, etc...but a fairly terrible writer and I'm concerned about dysgraphia. He has terrible hand writing, sometimes doesn't complete in-class written work because "he didn't have time" and has trouble spelling. He also tends to be pretty literal and a "black and white thinker" which maybe causes problems with analogies? What kinds of things do I need to look out for in 3rd grade?

If you have concern for dysgraphia, definitely schedule an appointment with the teacher and/or pediatrics to see their opinions. They are professionals, and if the kid's teacher has not raised a concern, I guess likely he should be OK. Many kids, especially boys, are bad at writing at this age, including mine DS. He is also a "black and white thinker" and got complained by his teacher about not easygoing to his classmates when they made mistakes. His Inview analogies result is good though (98%). MCPS curriculum really don't put much emphasis on writing for ES student. So unless the specific school or teacher is really responsive and puts effort on writing, the PARCC score in 3rd grade will yield bad because that actually tests the writing skill. All other ES standard tests (inview, MAP, HGC entrance test, etc.) seem to not test the writing. Correct me if I'm wrong.

Anonymous wrote:

Anonymous wrote:Just received our 2nd grader's Inview results and am trying to make sense of them. He scored in the mid 90s in Sequencing, Quant Reasoning and Verbal Reasoning-context but much lower in Analogies (56) and Verbal Reasoning, words (29). He has some noticeable strengths in math but I'm a little concerned about the low scores in the other areas. Do these indicate a deficit of some kind and how can we strengthen these skills? Thanks!

I have child like that now (much older now). We did not know in 2nd grade, but turned out 2e kid.
Watch for 3rd grade. That is where problems with writing start. If will see issues, do not listen to school and do private testing.

OP here. Thank you. Can you say more about problems with writing? My DS, is a good reader, good at math, verbal, bright, etc...but a fairly terrible writer and I'm concerned about dysgraphia. He has terrible hand writing, sometimes doesn't complete in-class written work because "he didn't have time" and has trouble spelling. He also tends to be pretty literal and a "black and white thinker" which maybe causes problems with analogies? What kinds of things do I need to look out for in 3rd grade?

Anonymous wrote:InView Verbal Reasoning questions are analogies. Some kids just pick a word that seems similar without understanding the analogy part. For example they might pick "talk" or "say" for "spoke" instead of realizing they have to figure out what a spoke is a part of.

Ex.

The first two underlined words in the sentence below go together in a certain way. Choose the answer that goes with the third underlined word the same way the first and second underlined words go together.

Blade is to fan as spoke is to ____________.

A. wheel

B. talk

C. say

D. poke

E. fun

Is the analogies section done in pictures? If you have consistently low scores with the pictures and the words, I think there's a strong argument that there's a misunderstanding of the concept of analogies. If the child did worse on the words, my guess would be to look to vocabulary or a some sort of stealth reading issue.