The testing process can be a difficult one that may be fraught with intense emotions and expectations -- on the part of the child and the parents.  Parents do know their children best, but often find themselves second guessing their opinions and views in light of information provided to them by other 'experts' (e.g., assessors, teachers, other family members).  When confronted by the information that their child has not been identified as gifted, feelings may range from disbelief, embarrassment (if you've advocated for the testing in the first place), to relief.  The testing situation is precarious, and most often identifies those who are gifted, but sometimes it does fail.  Knowing as much as possible about the tests that are being conducted, and your own child's learning strengths will help you, the parent, understand the tests' applicability to your child.  The testing procedure for entry into most gifted classes (starting in Ontario at grade four with a few exceptions--please see the individual school boards for more information), includes a number of steps.  Usually, there has to be a nomination by yourself or the teacher to start the process.  Then there are the group screening tests such as the Canadian Test of Basic Skills, and/or the Canadian Cognitive Abilities Test, following which the child may be given the WISC.  Any time during these screenings, your child may not be allowed to continue and deemed 'not gifted'.  The most important things you can do to ensure that your child's test scores are an accurate reflection of their abilities is to make sure your child is well rested, well fed, free from distraction, is able to have good rapport with the assessor, and is motivated to do well.  To be honest, to have all of those factors into place for a specific time is difficult!  It is also important to realize that the reason these tests, however fallible, are conducted, are for one reason -- to try to find the best educational options for your child.  Even if your child is not gifted academically, the results of these tests may help you decide what appropriate assistance is required so that your child may get their educational needs met.  Perhaps a full time gifted program is not the best option for your child (it may not be even if your child is identified as gifted!).  This does not mean to say that they do not require enrichment (a highly motivated bright child may need more than the average student).  The results of these tests can help you work with your school to develop an appropriate IEP.  Afterall, the testing procedure was instigated for a reason.  However, if you do believe that your child IS gifted despite what the results say, then it is time for more investigation.  Does your child have a specific learning disability which may have prevented the test from showing their 'true' ability?  Was your child sick or unnaturally nervous during the testing (this will show most often in the timed portions of the WISC)?  Does your child have the tendency not to take things seriously and give flippant, quick answers to avoid the possibility of providing an incorrect response (e.g., are they a perfectionist)?  In some instances, if a child scores very close to the cut off, they may be allowed to retake the test in 6 months time to a year.  If you can at all afford it, it would also be a good idea to get a second opinion -- through a private assessment with an assessor of your choice.  Below please find some links to what others have to say about the fallibility of the IQ test, and other information to research should you feel that the results of the assessment do not match your perceptions of your child.  You know your child best. The Fallibility of the IQ Test by Meghan