WISC-V

The WISC-V takes a student approximately 90 minutes to complete ten required activities
called subtests.
When two specific subtests are calculated together they provide one of five Index scores.
Each Index measures a different area of cognitive ability:
(1) Verbal Comprehension
(2) Visual Spatial
(3) Fluid Reasoning
(4) Working Memory
(5) Processing Speed.
When the seven core subtests (Similarities, Vocabulary, Block Design, Matrix Reasoning, Figure
Weights, Digit Span, and Coding) are calculated together they provide a Full Scale IQ (FSIQ).
The FSIQ is considered the most robust indicator of overall intellectual functioning.

SCORING
FSIQ / Index Qualitative Subtest
Standard Score Range Descriptive Percentiles Score Range
130 and above Extremely High 98 to 99.9
120-129 Very High 92 to 97 16-19
110-119 High Average 76 to 91 13-15
90-109 Average 25 to 75 8-12
80-89 Low Average 9 to 24 5-7
70-79 Very Low 3 to 8 1-4
69 and below Extremely Low .1 to 2
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 Verbal Comprehension Index Subtests

Similarities:
The child is read two words that represent common objects or concepts and describes how
they are similar.

1. Question: In what way are a CHAIR and a TABLE alike?

2. Question: In what way are a SPARROW and a BLUE JAY alike?

Vocabulary:
For picture items, the child names the depicted object. For verbal items, the child defines the
word that is read aloud.
1. Question: Award. What is an award?
2. Question: Castle. What is a castle?

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 Visual Spatial Index Subtests

Block Design:
Working within a specified time limit, the child views a model and/or a picture and uses two-
color blocks to re-create the design.

Visual Puzzles:
Within a specified time-limit, the child views a completed puzzle and selects response options
that, when combined, reconstruct the puzzle.

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 Fluid Reasoning Index Subtests

Matrix Reasoning:
The child views an incomplete matrix or series and selects the response option that completes
the matrix or series.

Figure Weights:
Within a specified time-limit, the child views a scale with missing weight(s) and selects
response options that keeps the scale balanced.

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 Working Memory Index Subtests
Digit Span:
The child is read a sequence of numbers and recalls the numbers in the same order (forward
task), reverse order (backward task), and ascending order (sequencing task).

Forward: Prompt “2-5-7-4” Response: _________________

Backward: Prompt “2-5-7-4” Response: _________________
Sequencing: Prompt “2-5-7-4” Response: _________________

Picture Span:
The child views a stimulus page with one or more pictures for a specified time and then selects
the picture(s) (in sequential order if possible) from options on a response page.

Stimulus page:

Response Page:

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 Processing Speed Index Subtests

Coding:
Working within a specified time limit, the child uses a key to copy symbols that correspond
with simple geometric shapes or numbers.

Symbol Search:
Working within a specified time limit, the child scans search groups and indicates whether
target symbols are present.

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 Understanding Test Scores
Norm-Referenced Tests. Normed reference tests compare an individual child’s performance to
that of his or her classmates or some other, larger group. The WISC-V was normed on 2,200
children while the WJ IV was normed on over 7,000 children. Such tests will tell you how your
child compares to similar children on a given set of skills and knowledge, but it does not
provide information about what the child does and does not know. Scores on norm-
referenced tests indicate the student’s ranking relative to that group. Typical scores used with
norm-referenced tests include:

Standard Scores. A standard score is derived from raw scores using the norming information
gathered when the test was developed. Standard scores indicate how far above or below the
average an individual score falls using a common scale with a mean of 100. The WISC-V Index
scores, WJ IV subtest and cluster scores all are reported via standard scores. Scores from 90 –
110 are considered in the average range.

Percentiles. A percentile is a score that indicates the rank of the student compared to others
(same age or same grade). An average standard score of 100 would fall at the 50th percentile.
This indicates the child’s performance equals or surpasses 50% of his/her peers from the
standardization group. A percentile is not the same as a percent – a percentile does not mean
that the student answered 50% of the questions correctly. Percentiles from 25 to 75 are
considered in the average range.

Scaled Scores (WISC-V subtests only). Psychoeducational tests are typically made of several
mini-tests, or subtests, which assess more specific skill sets. Performance on each subtest
results in a scaled score ranging from 1 to 19. Scale scores are often combined to form
standard scores. On the WISC-V, scaled scores from 8 to 12 are considered in the average
range.

Qualitative Descriptors. Qualitative descriptors are quick ways to report the interpretation of
the scores in relation to similar peers, such as Low Average, Average, and High Average. Each
normed referenced test has separate guides on applying qualitative descriptors.

Confidence Intervals. Since a child’s performance on a test can vary on any given day, the
confidence interval is the hypothetical range of scores predicted if your child were given this
test 100 times. For example, a 95% confidence interval means there is a 95% likelihood that
your child would score in the given range if administered the test 100 times.
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Bell Shaped Curve. Percentile ranks, qualitative descriptors, and standard scores can all be
compared using the normal or bell-shaped curve. Most tests in education are develop in order
to yield a standard curve of scores, where the majority of all students would fall within an
average range.

*Content for Understanding Test Scores was obtained from the Frenchtown School District
https://www.google.com/url?q=http://www.ftsd.org/site/handlers/filedownload.ashx%3F
moduleinstanceid%3D1447%26dataid%3D3124%26FileName%3DUnderstanding%2520Test%
2520Scores.pdf&sa=U&ved=0ahUKEwjH6sbG4sfSAhXkDsAKHb38DWEQFggEMAA&client=int
ernal-uds-cse&usg=AFQjCNEcCCxim7j4NoOAz1XMG4OVtXk42w

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