INTRODUCTION

The WISC Test, formally known as the Wechsler Intelligence Scale for Children, is a widely
used assessment tool designed to measure the Intellectual abilities of children
The Wechsler Intelligence Scale for Children (WISC) is an individually administered intelligence
test for children between the ages of 6 and 16. The Fifth Edition (WISC-V;
ence quotient or IQ score) that represents a child’s general intellectual Wechsler, 2014) is the
most recent version.
DESCRIPTION
The Wechsler Intelligence Scale for Children Australian and New Zealand Standardised, Fifth
Edition (WISC-VA&NZ) is an individually administered comprehensive clinical instrument for
assessing the cognitive ability/intelligence of children aged 6 years 0 months through 16 years 11
months (6:0 – 16:11).
The WISC-V provides subtest and composite scores that represent intellectual functioning in
specific cognitive domains, as well as a composite score that represents the general intellectual
ability. The WISC-V is composed of 16 subtests; Subtests can be grouped into two general
categories: primary or secondary.
Administration of the 10 primary subtests is recommended for a comprehensive description of
intellectual ability. The 6 secondary subtests can be administered in addition to the primary
subtests to provide a broader sampling of intellectual functioning and to yield more information
for clinical decision making. The 10 primary subtests are used in certain combinations to derive
the FSIQ, the five primary index scores and three of the five ancillary index scores. Seven of the
ten primary subtests are used to derive the FSIQ.
The WISC-V takes 45 to 65 minutes to administer. It generates a Full Scale IQ (formerly known
as an intelligability. It also provides five primary index scores, namely Verbal Comprehension
Index, Visual Spatial Index, Fluid Reasoning Index, Working Memory Index, and Processing
Speed Index. These indices represent a child’s abilities in discrete cognitive domains. Five
ancillary composite scores can be derived from various combinations of primary or primary and
secondary subtests.
The WISC Test is not just about determining a child’s IQ. It also helps identify specific strengths
and weaknesses in different cognitive areas, guiding educators and parents in tailoring
interventions and support to meet the child’s unique needs.
ADMINISTRATION OF WISC
The WISC (Wechsler Intelligence Scale for Children) test is administered by a trained
professional, typically a psychologist in a quiet and comfortable setting. Here’s an overview of
the administration process:
Preparation: The examiner reviews the child’s background information, explains the testing
process to the child and parent/guardian, and ensures the testing environment is suitable.
Introduction: The examiner introduces themselves, explains the test’s purpose, and establishes a
rapport with the child.
Subset administration : The examiner administers the subtests in a standardized order,
following the test manual’s instructions. Each subtest is scored immediately after administratio
Verbal subset: The examiner asks the child questions, and the child responds verbally.
Performance subset: The child completes tasks, such as puzzles or drawing, while the examiner
observes and scores their performance.
Breaks: Regular breaks are taken to ensure the child remains focused and comfortable.
Conclusion: The examiner thanks the child, explains the next steps, and provides an opportunity
for questions.
Scoring and interpretation: The examiner scores the test, interprets the results, and writes a
comprehensive report.
INTERPRETATION
The WISC test results provide a comprehensive picture of a child’s cognitive abilities, with the
Full Scale IQ score representing overall cognitive ability. Scores ranging from 85-115 are
considered average, while scores above 115 indicate above-average or gifted cognitive abilities.
Conversely, scores below 85 may indicate learning difficulties or cognitive challenges. The four
index scores – Verbal Comprehension, Visual-Spatial, Working Memory, and Processing Speed –
highlight strengths and weaknesses in specific areas, such as verbal reasoning, visual-spatial
skills, short-term memory, and speed. Subtest scores further refine this picture, identifying areas
of strength and weakness. By analyzing these scores, professionals can identify cognitive
strengths and weaknesses, learning styles, and potential learning disabilities or attention deficits.
This information can inform strategies for academic support, accommodations, and interventions
to enhance learning and development. For example, a child with strong verbal comprehension
skills but weak working memory may benefit from accommodations such as extra time or a tutor.
Overall, the WISC test results provide a valuable tool for understanding a child’s cognitive
abilities and supporting their academic success.
SCORING OF WISC
The WISC-V (Wechsler Intelligence Scale for Children, Fifth Edition) is scored by comparing
your child’s individual performance against a group of other students born within a four-month
age range of one another (this is called an “age band”). Age ranges are represented by the year
number of the child followed by how many months after their birthday it’s been with a colon in
the middle.
As mentioned above, your score is compared to others who are in your age range (3-month).All
age bands are standardized and used to calculate your child’s IQ score. The scores are not based
on the percentage of questions answered correctly. WISC scores are based on your child’s score
compared to the other standardized sample of children in their age group.
Here are the standard score ranges for the WISC test:
Score Range Description
70-79 Borderline
80-89 Low Average
90-109. Average
110-119 High Average
120-129 Above Average
130-145 Moderately Gifted
146-159 Highly Gifted

QUALITATIVE REPORT
A qualitative report of the WISC test provides a comprehensive narrative description of a child’s
cognitive abilities, going beyond numerical scores. It highlights cognitive strengths, such as
exceptional verbal reasoning or visual-spatial skills, as well as weaknesses, like struggles with
working memory or processing speed. The report also describes the child’s learning style,
whether verbal or visual-spatial, and problem-solving strategies, including strengths and
weaknesses. Additionally, it assesses attention and concentration, memory and learning, visual-
spatial skills, and executive functions, including planning, organization, and self-regulation. The
report concludes with recommendations for academic support, accommodations, and
interventions tailored to enhance the child’s learning and development. This qualitative report
provides a nuanced understanding of the child’s cognitive profile, enabling professionals to
develop targeted strategies for support and growth.
PURPOSE OF WISC
The WISC test assesses a child's cognitive abilities, identifying strengths and weaknesses in
verbal comprehension, visual-spatial skills, working memory, and processing speed. It helps
diagnose learning disabilities, giftedness, and informs educational planning, instructional
strategies, and interventions. The test also monitors cognitive development, supports special
education services, and contributes to research and evaluation. By providing a comprehensive
understanding of a child’s cognitive abilities, the WISC test helps professionals make informed
decisions to enhance learning and development.
PRECAUTIONS
When conducting the WISC test, it is essential to take several precautions to ensure accurate and
reliable results. The administrator must be trained and experienced in test administration, and the
correct test version must be used for the child’s age. A comfortable and distraction-free
environment should be established, and standardized test administration procedures must be
followed. Additionally, cultural bias should be minimized, and the child’s understanding of the
tasks should be ensured to avoid test anxiety. The correct scoring procedures and materials must
be used, and test security and confidentiality must be maintained. The child’s physical and
emotional well-being should also be considered, and coaching or influencing their responses
should be avoided. By following these precautions, the integrity of the test results can be
ensured.
LIMITATIONS
The WISC (Wechsler Intelligence Scale for Children) test has several limitations that must be
considered when interpreting results. One major limitation is cultural bias, which can affect
fairness and accuracy. Additionally, the test only measures cognitive abilities, neglecting
important aspects like creativity, emotional intelligence, and social skills. Standardization
limitations, administering and scoring errors, test anxiety, and learning disabilities can also
impact results. Furthermore, test norms may become outdated, and the test has limited predictive
validity, as scores don't necessarily predict future academic or life success. Oversimplification of
intelligence into a single score can be misleading, and ethical considerations, such as misuse or
misinterpretation of results, must be taken into account. By acknowledging these limitations,
professionals can use the WISC test in conjunction with other evaluation tools to gain a more
comprehensive understanding of a child’s abilities.