Voorstel om scoring options
Voorstel om scoring options (broadening the guidelines for use) van WISC V aan te passen (zoals destijds bij de WISC IV).
For giftedness and high potential to be recognized, valued, and nurtured to support children from all backgrounds, respecting their asynchronies, it is essential for users of the WISC-V to be made aware of new scoring options that are more sensitive to gifted strengths, and to incorporate them into admission and planning procedures.
Several concerns arise when the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) is used in gifted program identification:
- large score discrepancies may render the Full Scale IQ score uninterpretable,
- an overemphasis on processing skills (especially processing speed) confounds gifted identification, and
- structural and administration changes may pull down scores.
Using new scoring options, some of which were developed with gifted identification in mind, can help to mitigate such problems. These scoring options offer more flexibility to document the diverse strengths found in gifted and twice exceptional children. This position is not intended to narrow the choice of tests in the selection of gifted students. Rather, NAGC recommends broadening the guidelines for use of the WISC-V to optimize its use with gifted and twice exceptional children, consistent with prior similar recommendations for use of the WISC-IV (NAGC, 2010; Rowe, Dandridge, Pawlush, Thompson, & Ferrier, 2014). NAGC recommends that examiners use available WISC-V expanded and ancillary index scores that emphasize reasoning to document giftedness, clarify complex patterns of strengths and weaknesses for twice exceptional children, and ensure that gifted programs are accessible to children with disabilities.
Bron artikel: T van der Kaaij