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Direct linkLee, Hyeseong; Karakis, Nesibe; Olcay Akce, Bekir; Azzam Tuzgen, Abdullah; Karami, Sareh; Gentry, Marcia; Maeda, Yukiko – Gifted Child Quarterly, 2021
The Naglieri Nonverbal Ability Test (NNAT) was developed to more equitably identify students of color, as it advertises itself as a culture-fair measure. In this meta-analytic evaluation, we aimed to investigate: (1) the generalizability of validity evidence of NNAT by checking its construct and criterion validity with other measures (Part I); and…
Descriptors: Test Validity, Identification, Academically Gifted, Nonverbal Tests
Peer reviewedAlodat, Ali M.; Zumberg, Marshall F. – Journal for the Education of the Gifted, 2019
This qualitative study aimed to discover teachers' perceptions about the effectiveness of using the nonverbal Cognitive Abilities Screening Test (CogAT) in identifying gifted and talented children. The study's sample of six teachers participated in standardizing the Jordanian version of the CogAT. Teachers attended a focus group discussion, and…
Descriptors: Foreign Countries, Cognitive Ability, Nonverbal Tests, Screening Tests
Sternberg, Robert J.; Desmet, Ophélie Allyssa; Ford, Donna Y.; Gentry, Marcia; Grantham, Tarek C.; Karami, Sareh – Roeper Review, 2021
The field of gifted education, historically and contemporarily, is not well-known for being equitable for underrepresented students, specifically, Black, Hispanic, Native American, among others. In this article, we present a short history of gifted education with attention to key historical figures who have significantly shaped the field; their…
Descriptors: Academically Gifted, Gifted Education, Educational History, Influences
Hodges, Jaret; Tay, Juliana; Maeda, Yukiko; Gentry, Marcia – Gifted Child Quarterly, 2018
Researchers consider the underrepresentation of Black, Hispanic, and Native American students is largely due to the use of traditional methods of identification (i.e., IQ and standardized achievement tests). To address this concern, researchers created novel nontraditional identification methods (e.g., nonverbal tests, student portfolios,…
Descriptors: Meta Analysis, Academically Gifted, Talent Identification, Disproportionate Representation
Lohman, David F.; Korb, Katrina A.; Lakin, Joni M. – Gifted Child Quarterly, 2008
In this study, the authors compare the validity of three nonverbal tests for the purpose of identifying academically gifted English-language learners (ELLs). Participants were 1,198 elementary children (approximately 40% ELLs). All were administered the Raven Standard Progressive Matrices (Raven), the Naglieri Nonverbal Ability Test (NNAT), and…
Descriptors: Academically Gifted, Nonverbal Tests, Scoring, National Norms
