Score the “COMPLETED WAIS-IV PROTOCOL” according to the included scoring instructions for the WAIS-IV. This scoring form includes responses for all items on the assessment; however, this does not mean that the person warrants receiving “credit” for all items on the test. You will need to assess what the appropriate score should be, when reverse rules would be applied and when discontinues would be used.
Input the Test Age, which is 38.3.25 (meaning you will obtain values for a person 38 years of age born on March 25th)
Score all subtests according to the criteria outlined in administration and scoring description for each subtest. NOTE: Despite scoring all subtests, you will only use the first 10 subtests in the calculation of composite scores and completing the scoring form. Also, you will not score the Cancellation subtest, as this required a color scan.
For each subtest, indicate where the reverse rule was applied by drawing an arrow from the missed baseline item (usually items 5 and 6) to the appropriate reverse rule item(s).
For example: Suppose the participant must get perfect scores on both items 5 and 6 or the reverse rule is applied. Let’s say the individual correctly answers 5 but makes an error on 6. You would draw an arrow from item 6 to the first indicated reverse rule item (usually the highest item preceding the baseline items. In this case it would be item 4). Continue to draw arrows if the participant continued to get reverse rule items incorrect. Once the necessary criteria is obtained (usually two consecutive perfect scores) draw an arrow from the last reverse rule item to the next item to be administered in sequence (in this case item 7).
For each subtest, indicate where the discontinue rule was applied. After the last discontinue rule item, draw a heavy line and “X” out the items that are not included in the scoring.
For example: Frequently, the discontinue criteria is 3 consecutive incorrect items. Suppose the person misses three consecutive items on a subtest. After the third missed item, draw a heavy line indicating discontinuing scoring. Then “X” the remaining scores to demonstrate that these are not included in your sum.
Input subtest raw scores into the Report Form face sheet and then obtain the Scaled Scores for each subtest from the appropriate table. Include the Reference Group Scaled Score as well. NOTE: only the first 10 subtests will be used in the score analysis (Block Design through Coding). Add up the Sum of Scaled Scores.
Compute the Composite Scores (VCI, PRI, WMI, PSI, FSIQ), Percentile Ranks and the Confidence Intervals at the 95% confidence level.
Complete the Subtest Scaled Score Profile for all subtests by inputting the scaled score for each subtest in the top boxes and then circle the dot corresponding to the subtest scaled score. Draw a line connecting the dots between subtests in each domain.
Complete the Composite Score Profile chart. Input each composite score. Mark the score on the scale. Provide error bars designating the confidence intervals for each composite score.
Complete the Analysis section on page 2. Obtain the differences between each composite score and determine whether they are significant at the .05 critical value level. If the differences are significant, obtain the base rates from the Overall Sample table (and not the table corresponding to the individual’s FSIQ score).
Complete the Strengths and Weaknesses Table by using the 10 Core Subtests mean (add up the 10 core subtests scaled scores and divide by 10). Compare each individual subtest against the individual’s own mean. Determine whether any of these differences are significance at the .05 critical value level and obtain the base rates for any significant strengths or weaknesses.
Complete the entire Process Analysis section using the tables listed.
Scan your completed sample scoring form and upload it. The following scoring criteria will be used:
≤ 5 errors: 50 pts
6 – 10 errors: 45 pts
11 – 15 errors: 40 pts
etc. For more information on Measure of Cognitive Ability see this: https://www.britannica.com/science/human-intelligence-psychology
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