WorksheetsWISC-IV Blue Form
Total questions: 60
Worksheet time: 30mins
Name
Class
Date
1.
What is the procedure if a child aged 8-16 does not obtain a perfect score on either of the first two items on Block Design?
a)
Administer the preceding items in reverse sequence until the child obtains perfect scores on two consecutive items.
b)
Discontinue after 3 consecutive scores of 0.
c)
Restart administration from item 1 until the child obtains perfect scores on the first two items.
d)
Remove all unnecessary blocks from the child's view.
2.
When should the timing for each item begin on Block Design?
a)
After saying the first word of the instructions.
b)
After saying the last word of the instructions.
c)
After placing blocks on the table.
d)
After the child starts working on the item.
3.
What is the procedure for administering Item 1 of the Block Design subtest to 6-7 year-olds?
a)
Place two blocks in front of the child and slowly assemble the model. Then, have the child replicate the design within 30 seconds.
b)
Place one block in front of the child and slowly assemble the model. Then, have the child replicate the design within 45 seconds.
c)
Place four blocks in front of the child and slowly assemble the model. Then, have the child replicate the design within 30 seconds.
d)
Open the booklet and place two blocks in front of the child and ask him to replicate the picture within 30 seconds.
4.
How should the examiner administer Trial 2 of Item 2 of Block Design to 6-7 year-olds if Trial 1 was unsuccessful?
a)
Leave the model intact, reassamble from child's blocks, then dessamble and ask the child to replicate it within 45 seconds.
b)
Show the model again and ask the child to replicate it within 30 seconds.
c)
Show a different model and ask the child to replicate it within 30 seconds.
d)
Leave the model intact, and ask the child to try again within 45 seconds.
5.
What is the maximum number of consecutive incorrect scores that would lead to discontinuation of the Block Design subtest administration?
a)
2
b)
3
c)
4
d)
5
6.
How should the examiner present items 1-2 of the Block Design subtest to the child?
a)
Present as models constructed by the examiner, with each model left intact after construction.
b)
Present as pictures in the Stimulus Book, with the child given freedom to rotate the book for a better view.
c)
Present as a combination of models and pictures, with the child allowed to choose their preferred presentation method.
d)
Present as models constructed by the child, with guidance from the examiner.
7.
What action should the examiner take if a child rotates a construction by 30 or more degrees during the Block Design subtest?
a)
Correct only the first rotation error by rotating the blocks to the correct position and continue subtest administration accordingly.
b)
Award bonus points for creative thinking and flexibility in problem-solving.
c)
Discontinue the administration of the subtest due to the significant error in construction.
d)
Ignore the rotation error and allow the child to continue with the next item.
8.
After getting the perfect score on item 3, a 10-year-old child makes a mistake on item 4 in the Block Design administration. What should you do next?
a)
Administer another trial of item 4.
b)
Proceed to administer item 5 in the standard order of the subtest.
c)
Administer item 2, if a perfect score, move forward to item 5. or else item 1.
d)
Repeat the instructions to emphasize on the accuracy.
9.
If a child provides multiple responses for an item on Similarities, each of which differs in quality and is worth a different point value, how should the examiner score the response?
a)
Score the best response
b)
Score the lowest response
c)
Score the most creative response
d)
Score all responses equally
10.
If a child describes differences between members of the item pair in the Similarities subtest, what score should be assigned according to the General Scoring Principles?
a)
2 points
b)
1 point
c)
0 points
d)
-1 points
11.
If a child's response is unclear or too vague to be readily scored in the Similarities subtest, what should the examiner do?
a)
Score the response based on the examiner's interpretation
b)
Ask the child to provide another response
c)
Prompt the child with leading questions to clarify the response
d)
Say "What do you mean?" or "Tell me more about it"
12.
What is the reverse criteria for administering the Similarities subtest to children aged 9-16?
a)
Administer the preceding items in reverse sequence until the child obtains perfect scores on two consecutive items
b)
Administer the first item again if the child does not obtain a perfect score on it
c)
Discontinue the administration after 5 consecutive scores of 0
d)
Administer the subtest starting from the last item
13.
According to the scoring principles, what score should be assigned to a response that provides a major classification pertinent for both members of the item pair in the Similarities subtest?
a)
2 points
b)
1 point
c)
0 points
d)
3 points
14.
How should the examiner introduce the Similarities subtest to the child?
a)
"Now, I'm going to say two words and ask you how they are alike."
b)
"Now, I'm going to give you two words and ask you to explain their differences."
c)
"Now, I'm going to give you two numbers and ask you to add them together."
d)
"Now, I'm going to ask you to recite the alphabet backwards."
15.
If the child fails to respond or provides an incorrect response during sample item administration, what should the examiner say to proceed to the next appropriate item?
a)
"Red and blue are both colors. Let's try another one."
b)
"Red and blue are both dresses. Let's move on."
c)
"Red and blue are both colors. Let's start again."
d)
"Red and blue are both colors. Let's take a break."
16.
When should the examiner provide assistance during the administration of Digit Span?
a)
Only on the sample item of Digit Span Forwards.
b)
Only on the sample item of Digit Span Backwards.
c)
On the sample item of both Digit Span Forwards and Digit Span Backwards.
d)
On all items of both Digit Span Forwards and Digit Span Backwards.
17.
At what speed should the examiner read aloud the digits on Digit Span?
a)
1 digit per second
b)
1 digit per 2 seconds
c)
2 digits per second
d)
1 digit per 0.5 second
18.
What does Digit Span test aim to measure?
a)
Processing Speed
b)
Working Memory
c)
Arithmetic Reasoning
d)
Language Skills
19.
How should the examiner prompt the child if they select more than one picture in a single row during the Picture Concepts subtest?
a)
"You can give only one answer. Just choose the best one."
b)
"Pick one picture from each row, one here and one here."
c)
"What do you mean? Can you clarify your response?"
d)
"Point to the picture you mean."
20.
How should the examiner prompt the child if they do not select a picture in each row during the Picture Concepts subtest?
a)
"Pick one picture from each row, one here and one here."
b)
"You can give only one answer. Just choose the best one."
c)
"What do you mean? Can you clarify your response?"
d)
"Point to the picture you mean."
21.
What does the examiner instruct the child while administering items of the Picture Concepts subtest?
a)
"Pick one here that goes with one here."
b)
"Look up here and look down here."
c)
"Why do they go together?"
d)
"This shade tree goes with this pine tree."
22.
When should the examiner discontinue the Coding subtest?
a)
After the child completes all the rows within 120 seconds.
b)
After the child completes all the rows, regardless of time.
c)
After 120 seconds, regardless of whether the child has completed all the rows.
d)
After the child completes all the rows or after 120 seconds, whichever comes first.
23.
What should the examiner do if the child asks what to do in case of a mistake during the Coding subtest?
a)
Encourage the child to erase any mistakes and try again.
b)
Provide an eraser to the child to correct any mistakes.
c)
Reassure the child to keep working and not worry about mistakes.
d)
Tell the child to keep working as fast as possible and not worry about mistakes.
24.
What instructions does the examiner give to the child before starting the actual test items in Coding?
a)
Say, "When I say Go, do these the same way. Start here, go in order, and don't skip any. Work as fast as you can without making mistakes until I tell you to stop. Are you ready?"
b)
Say, "Take your time to carefully complete each box."
c)
Say, "Ask for help if you are unsure of what to do."
d)
Say, "Try to complete as many items as possible within 120 seconds."
25.
What is the discontinue criterion for the Letter-Number Sequencing subtest?
a)
Discontinue if the child is unable to respond correctly to either Qualifying Item or after scores of 0 on all three trials of an item.
b)
Discontinue if the child fails both trials of the sample item.
c)
Discontinue after 5 consecutive scores of 0.
d)
Discontinue after scores of 0 on both trials of an item.
26.
What to do if a child fails either of the qualifying items on Letter-Number Sequencing?
a)
Discontinue the subtest and proceed to the next subtest.
b)
Discontinue the subtest and administer arithmetic subtest.
c)
Discontinue the subtest and administer Picture Completion subtest.
d)
Discontinue the subtest and administer Digit Span again to obtain WMI score.
27.
How should the Alphabet Qualifying Item be administered in the Letter-Number Sequencing subtest?
a)
By asking the child to recite the letters of the alphabet
b)
By asking the child to recite from A to C
c)
By asking the child to recite the letters from Z to A in the backward sequence
d)
By asking the child to recite alphabets with one digit per second speed
28.
What should the child do if he/she fails to state the number first on Trial 1 of items 1-2 in the Letter-Number Sequencing subtest?
a)
The examiner moves to the next item
b)
The examiner repeats the given sequence
c)
The examiner provides corrective feedback and proceeds to Trial 2
d)
The examiner discontinue the subtest and administers Arithmetic to obtain WMI and FSIQ
29.
How should the child indicate his or her choice in the Matrix Reasoning subtest?
a)
By either naming the picture, pointing to the picture, or saying the number of the correct picture
b)
By ONLY naming the picture
c)
By drawing the missing portion on the piece of paper
d)
By pointing to the box with the question mark
30.
How should the examiner introduce Sample Items in the Matrix Reasoning subtest?
a)
Turn to Sample Item and ask, "Which one here goes here?"
b)
Say, "Let's look at these pictures. Which of these butterflies goes here?"
c)
Say, "Here are some boxes. Choose the one that fits here."
d)
Say, "Pick the box that belongs in this space."
31.
What should the examiner do if a child aged 10 does not obtain a perfect score on Item 3 (his/her starting point) on Comprehension?
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
32.
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
33.
What is the scoring for a child's response if it adds a spoiled response along with a 2-point or 1-point response on Comprehension?
a)
Scored 2 points
b)
Scored 1 point
c)
Scored 0 points
d)
Depends on the quality of the spoiled response
34.
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."
35.
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?"
36.
What action should the examiner take for items marked with a * symbol on Comprehension subtest 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.
37.
What should the examiner do on Symbol Search if the child reaches the end of a page before the time limit expires?
a)
Turn the page for the child and encourage them to keep working.
b)
End the test session and record the results.
c)
Allow the child to take a break before continuing.
d)
Give the child an eraser to correct any mistakes.
38.
How should an item be scored on Symbol Search if both YES and NO are marked without a clear indication of self-correction?
a)
Consider the response incorrect.
b)
Consider the response correct.
c)
Disregard the response for scoring purposes.
d)
Ask the child to clarify their response before scoring.
39.
How should the total raw score on Symbol Search be calculated if the child did not attempt certain items?
a)
Subtract the number of incorrect responses from the number of correct responses.
b)
Include the skipped items in the total raw score calculation.
c)
Disregard the skipped items when calculating the total raw score.
d)
Count the skipped items as incorrect responses.
40.
How should the child respond to the practice items on Symbol Search if a matching symbol is present in the search group?
a)
Mark the YES box.
b)
Mark the NO box.
c)
Mark both the YES box and circle the matching symbols
d)
Circle the correct symbol in the search group.
41.
What corrective action should the examiner take if the child incorrectly marks the NO box on the first practice item despite the matching symbols present on Symbol Search?
a)
Explain that none of the shapes in the search group match the target shape.
b)
Point out that the shapes in the target and search groups are identical.
c)
Offer praise for attempting the practice item.
d)
Encourage the child to redo the practice item without providing feedback.
42.
Which of these is a 2-point response for RIVALRY?
a)
Competition
b)
Conflict
c)
Fight
d)
Fighting between two families
43.
Which of these is a 2-point response for FABLE?
a)
A story
b)
A lesson
c)
Fiction
d)
A true story
44.
Which of these is NOT a 2-point response for TRANSPARENT?
a)
Clear
b)
You can see through it
c)
Not opaque
d)
Like a window
45.
Which of these is a 2-point response for ISLAND?
a)
Land in the middle of the water
b)
Surrounded by water
c)
Land in the water
d)
An area in the middle of the ocean
46.
Which of these is NOT a 2-point response for BRAVE?
a)
Courageous
b)
Bold
c)
Facing your fears
d)
Save someone in danger
47.
Which of these is a 2-point response for PEST?
a)
Someone who annoys you
b)
Annoying
c)
Someone you don't like
d)
Mosquitoes; Flies
48.
Which of these is a 2-point response for ANCIENT?
a)
Something from the past
b)
Historical
c)
Prehistoric
d)
An old person
49.
What action does the examiner take if a child provides a marginal response to a Picture Item on Vocabulary subtest?
a)
Asks the child to clarify the response by saying, "Yes, but what else is it called?"
b)
Provides corrective feedback immediately
c)
Moves to the next item without further clarification
d)
Asks the child to describe the picture in more detail
50.
How does the examiner prompt the child if a generalized response is given for a Picture Item on Vocabulary?
a)
Asks the child to clarify the response by saying, "Yes, but what kind of [Insert child's response] is it?"
b)
Encourages the child to provide another response
c)
Provides corrective feedback immediately
d)
Moves to the next item without further clarification
51.
What does the examiner do if a child responds incorrectly to a Verbal Item on Vocabulary by mistaking a different word?
a)
Asks the child, "Listen carefully, what does [Insert stimulus word] mean?"
b)
Provides corrective feedback immediately
c)
Encourages the child to try again
d)
Moves to the next item without further clarification
52.
What type of responses are scored 0 points in the Picture Items section on Vocabulary?
a)
Marginal responses
b)
Personalized responses
c)
Generalized responses
d)
Functional responses
53.
What action should be taken if a child makes a personalized response in the Picture Items on Vocabulary?
a)
Award 1 point for the response.
b)
Award 0 points for the response.
c)
Prompt the child to provide a correct response.
d)
Give partial credit.
54.
How are multiple responses handled in the Verbal Items section on Vocabulary?
a)
The highest quality response is scored.
b)
All responses are scored equally.
c)
The average score of all responses is taken.
d)
The examiner decides which response to score.
55.
What type of response earns 2 points in the scoring of verbal items of Vocabulary?
a)
Providing a vague definition.
b)
Stating a minor use of the word.
c)
Listing only one definitive feature.
d)
Describing several descriptive features that cumulatively show understanding.
56.
What type of response is likely to earn 2 points in the scoring of verbal items on Vocabulary?
a)
Providing a broad category to which the word belongs.
b)
Mentioning only one primary feature.
c)
Listing only one descriptive feature.
d)
Offering a minor synonym for the word.
57.
According to the guidelines, what earns 2 points in the scoring of Vocabulary items when referring to verbs?
a)
Providing a vague example of action.
b)
Describing a minor characteristic of the action.
c)
Stating a general function of the verb.
d)
Offering a definitive example of action or causal relations related to the verb.
58.
What type of response in the scoring of Vocabulary items might earn 1 point but lacks elaboration according to the provided guidelines?
a)
Stating a correct but minor use of the word.
b)
Providing an example using the word itself.
c)
Describing a concrete interpretation of the word.
d)
Offering a correct definition of a related form of the word.
59.
When administering Vocabulary Items, how should the examiner handle responses that are clearly incorrect?
a)
Do not query them
b)
Repeat the question
c)
Provide queries as often as necessary
d)
Provide corrective feedback
60.
How does the examiner introduce the Verbal Items of Vocabulary subtest for children aged 6-16?
a)
By saying, "I am going to show you some spellings from the booklet. Tell me what each word means."
b)
By asking, "What does [Hat} mean in Urdu?"
c)
By saying, "I am going to say some words. Listen carefully and tell me what each word means."
d)
By opening the Stimulus Book to the appropriate item and pointing to the item on the page while reading the question aloud
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