Intelligence Test VS. Assessment Results

A student in study was administered the Wechsler Scale for Children-Fourth Edition analyzing data on verbal comprehension, Perceptual Reasoning, Working Memory, and Processing Speed. Of the four categories, the student gained a standard composite score of 121 in perceptual reasoning. His processing speed is at a standard composite score of 112 equal to a 79th percentile. Working memory is at a 42nd percentile while verbal comprehension is at a 32nd percentile. Both perceptual reasoning and processing speed fall on the above average scale in the Bell curve while the other two, working memory and verbal comprehension are at a low average range. The student was also administered the Beery-Buktenica Developmental Test of Visual-Motor Integration and recorded a standard score of 123 at a 94th percentile or at the above-average range.

On the other hand, assessment findings of the same student based on the Woodcock Johnson Test of Achievement Test revealed in the very low range in reading and language proficiency and in the low average in math, calculations, and applied problems. In view of this, the student is given an impression of very low academic knowledge and academic skills. The student was recommended to be in a smaller group instruction in the areas of reading/language arts, writing, and math problem solving. However, a discrepancy was recorded in the student’s ability to perform math tasks as problem solving.

Comparing both the Intelligence and Academic Tests, the student is found to be of unparallel scores. His intelligence test score reveals higher capability to learn, but his academic test score reveals his low capability in actual processing. His visual-motor integration score recorded a significant score of above average which suggest that the said student may benefit learning through more visual opportunities and activities. Obtaining a 92nd percentile in perceptual reasoning suggests that the student’s perception on things is of high range, but something must have been blocking the processing of understanding as revealed in his Woodcock Johnson Test.

Additional impression is supported by the student’s occasional restlessness, inattentiveness, and easy distraction during tests. His refusal to try on difficult tasks clearly is suggestive of a learning disability in language fluency. The student is seen to have manifested behaviors that of a language learning disability and attention deficiency, in spite of the high intelligence scores. It is recommended that the student is given more opportunity in learning using visual cues, visual aids, manipulatives, phonics decoding activities, and graphic organizers so that he can boost his psychological capability to be at par with his actual performance.