Many educators have found themselves in this scenario: looking at a student's test results and feeling puzzled by what they see. For example, the student may read proficiently and have well-developed reasoning skills, but their verbal ability restricts how well they express what they know. These uneven cognitive profiles are far more common than many realize, and they often leave us asking ourselves, "What now?"
While we recognize that every student has strengths and weaknesses, it can be challenging for educators to know the next step for students who perform well in one area and struggle in another. Let’s explore how to approach the situation in a way that ensures the student receives the support they need.
Understanding the meaning of discrepancies in cognitive test results
Many comprehensive cognitive tests can uncover more about an individual’s capabilities. Common and effective ones include the Wechsler Intelligence Scale for Children® Fifth Edition (WISC®-V), an intelligence test that measures general intellectual ability and five cognitive domains; the Kaufman Assessment Battery for Children (KABC™-II NU), a culturally fair ability test; and the Differential Ability Scales™ (DAS™–II NU SA), which focuses on discrete cognitive abilities.
These tests highlight areas where a student might be struggling and reveal how to support them in the classroom. While some degree of cognitive variability is typical of most individuals, considering score differences within a test and a battery is helpful when developing targeted interventions.
It’s important to note that about half of individuals who take a comprehensive cognitive assessment have at least one rather large discrepancy between one ability and another. Modern interpretation acknowledges that discrepancies are common among all individuals, and about equally so whether they are experiencing a clinical problem or not. These discrepant scores, though, are important when describing how a person thinks, learns, and solves problems — that is, how their intelligence manifests in the real world as they use their strengths and compensate for their weaknesses.
Examining strengths in particular areas can help when determining recommendations for intervention. For example, if a student with reading comprehension difficulties demonstrates strong visual-spatial processing, it suggests that a graphic organizer may be an effective tool to take advantage of a strength and compensate for a weakness.
As another example, the Learning Scale from the KABC-II NU contains two subtests that differ in the approach to teaching and can be compared to gain insight into learning styles. The tasks differ with respect to whether feedback is provided in response to errors, which provides insight into the individual’s need for active feedback when learning. The tasks also allow a contrast of the absence or presence of contextual cues, which enables practitioners to assess the potential benefit of such cues. In this manner, the KABC-II NU measures of learning translate directly to the classroom, and the practitioner’s acumen as an observer is key to truly making a difference in the student’s life.
In addition, educators typically administer an academic achievement measure such as the Wechsler Individual Achievement Test® Fourth Edition (WIAT-4), the Kaufman Test of Educational Ability Third Edition (KTEA-3), or KeyMath along with these cognitive ability tests to gain additional information about how to support learning. Using these measures together provides a deeper understanding of academic achievement difficulties, supports placement into specialized programs, and enables educational intervention planning.
Seizing the silver lining of discrepant results
Students can get discouraged if they are working hard and not achieving results. In some cases, they might just need lots of practice; in other cases, training will not suffice because it does not address the underlying issue.
That’s why detecting these cognitive asynchronies can be a significant help. It allows us to swiftly recognize gaps and more accurately select the most effective interventions at the outset.
The alternative is trial-and-error, where you might try many interventions before finding one that takes advantage of the individual’s strengths. That can be frustrating on both sides and lead to disengagement and delays identifying the crux of the problem and offering the most appropriate support.
Turn discrepancies into instructional advantages
Uneven student performance across cognitive domains can leave educators unsure about the next step to take to support successful outcomes. A deeper dive into the results can suggest clear, actionable strategies to set learners on the right path with action plans that will bolster academic achievement and build confidence.
To find out more about how Pearson can support you in obtaining the proper assessment tools and help you gain insight into interpretation, visit our resource center today.