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WorksheetsComprehension
Total questions: 12
Worksheet time: 4mins
Name
Class
Date
1.
How should the examiner do if a child aged 10 does not obtain a perfect score on Item 3 (his/her starting point)?
a)
Administer Item 2 then item 1 and look to establish basal age
b)
Proceed to Item 4 onwards until ceiling is reached
c)
Restart from item 1
d)
Repeat item 3 and provide corrective feedback
2.
What action should the examiner say if a child's response during the Comprehension subtest is either unclear, vague, or followed by a (Q) in the manual?
a)
Say, "What do you mean?"
b)
Prompt the child with leading questions to guess the correct answer
c)
Accept the response as it is and score from the manual
d)
Provide corrective feedback
3.
How should the examiner encourage hesitant children during the Comprehension subtest?
a)
Use encouraging remarks like "Yes" or "Go ahead"
b)
Provide corrective feedback immediately after any wrong answer
c)
Allow the child to take a break between items
d)
No, the examiner cannot encourage during WISC.
4.
On items indicated by (*) on Comprehension subtest, how is a child's response scored if it reflects a single general concept for an item?
a)
Scored 2 points
b)
Scored 1 point
c)
Scored 0 points
d)
Depends on the quality of the response
5.
What is the scoring criteria for items with multiple general concepts (those indicated by *) if the child's first and second responses express the same general concept?
a)
Scored 2 points
b)
Scored 1 point for the first response and 0 points for the second response
c)
Scored 1 point for the first response and 1 point for the second response
d)
Scored 0 points
6.
How is a child's response scored if it contains added remarks that are obviously not part of the general concept on Comprehension subtest?
a)
Scored 2 points
b)
Scored 1 point
c)
Scored 0 points
d)
Depends on the relevance of the added remarks
7.
What is the scoring for a child's response if it adds a spoiled response along with a 2-point or 1-point response?
a)
Scored 2 points
b)
Scored 1 point
c)
Scored 0 points
d)
Depends on the quality of the spoiled response
8.
What is the scoring principle for items with multiple general concepts if the child provides several responses of varying quality?
a)
Score the best response
b)
Score the response with the most points
c)
Score all responses equally
d)
Disregard the additional responses
9.
How should the Comprehension subtest be introduced to the child?
a)
"Now I am going to ask you some questions, and I would like you to tell me the answers."
b)
"Now I am going to tell you some answers, and I would like you to ask me the questions."
c)
"Now I am going to show you some pictures, and I would like you to identify them."
d)
"Now I am going to read you a story, and I would like you to answer some questions about it."
10.
What should the examiner do if the child does not provide a 2-point response to an item with a cross symbol?
a)
Provide a brief explanation of why brushing teeth is important.
b)
Provide a detailed explanation of dental hygiene practices.
c)
Encourage the child to try again with a different question.
d)
Proceed to the next item
11.
What should the examiner do if the child's response to an item with a * symbol reflects only one general idea? For example on item about Smoke.
a)
Ask for a second response by saying, "Tell me another thing to do if you see thick smoke coming from the window of your neighbour's house"
b)
Accept the single response, score as 1, and proceed to the next item.
c)
Ask the child to repeat the response for clarity.
d)
Say, "Tell me more about it", or "What do you mean?"
12.
What action should the examiner take for items marked with a * symbol if the child's second response reflects the same general idea even after asking for a second response?
a)
Accept the single response and provide partial credit.
b)
Say, "Tell me some more (reasons that, advantages of, problem with…)
c)
Disregard the response and move on to the next item.
d)
Provide a leading prompt to help the child generate a different response.
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