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School tests- difficult child won't guess; only answers if he is certain
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<blockquote data-quote="Marguerite" data-source="post: 417995" data-attributes="member: 1991"><p>You can't get a false high result with IQ tests. However, it is common for a test to be a bad measure and to give an underestimate. Both my boys 'failed' their first IQ tests, we were told difficult child 1 was "retarded" and difficult child 3 was "borderline" (borderline what? I asked, and they wouldn't explain - the R word was not mentioned). There were identifiable problems in administering both tests but they were scored as if there had not been a problem. An example - difficult child 3 was 4 years old and had poor hand skills with pencil (due to hypermobile joints). One test required him to solve mazes, which he was a prodigy at. But even though e could see his intent in drawing the path through the maze, because the maze was finely detailed, he could not draw a line without touching the side which was scored as if he had entirely crossed a line. For a 4 yo kid, I felt he should have been scored with more of an eye to the intent of where that pencil was trying to go.</p><p></p><p>If he passed too easily on questions, then it was not an accurate test. Kids pass for all sorts of reasons and that needs to be considered in the report.</p><p></p><p>One more shining example of why schools are really bad at this sort of thing. Also, if they re-identify him as not so bright, it takes away the need for them to give him the help he needs.</p><p></p><p>There is a category called "gifted/learning disabled". Schools have a high failure rate in helping these kids. The schools need to be nagged heavily to follow through and a private assessment may be needed to help kick them in the tail.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 417995, member: 1991"] You can't get a false high result with IQ tests. However, it is common for a test to be a bad measure and to give an underestimate. Both my boys 'failed' their first IQ tests, we were told difficult child 1 was "retarded" and difficult child 3 was "borderline" (borderline what? I asked, and they wouldn't explain - the R word was not mentioned). There were identifiable problems in administering both tests but they were scored as if there had not been a problem. An example - difficult child 3 was 4 years old and had poor hand skills with pencil (due to hypermobile joints). One test required him to solve mazes, which he was a prodigy at. But even though e could see his intent in drawing the path through the maze, because the maze was finely detailed, he could not draw a line without touching the side which was scored as if he had entirely crossed a line. For a 4 yo kid, I felt he should have been scored with more of an eye to the intent of where that pencil was trying to go. If he passed too easily on questions, then it was not an accurate test. Kids pass for all sorts of reasons and that needs to be considered in the report. One more shining example of why schools are really bad at this sort of thing. Also, if they re-identify him as not so bright, it takes away the need for them to give him the help he needs. There is a category called "gifted/learning disabled". Schools have a high failure rate in helping these kids. The schools need to be nagged heavily to follow through and a private assessment may be needed to help kick them in the tail. Marg [/QUOTE]
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