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Using the Cognitive Abilities Test (CogAT) 7 Nonverbal Battery to Identify the Gifted/Talented: An Investigation of Demographic Effects and Norming Plans
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Carman, Carol A.; Walther, Christine A. P.; Bartsch, Robert A. – Gifted Child Quarterly, 2018
The nonverbal battery of the Cognitive Abilities Test (CogAT) is one of the two most common nonverbal measures used in gifted identification, yet the relationships between demographic variables and CogAT7 performance has not yet been fully examined. Additionally, the effect of using the CogAT7 nonverbal battery on the identification of diverse…
Descriptors: Cognitive Tests, Nonverbal Tests, Talent Identification, Gifted
Socioeconomic Status Effects on Using the Naglieri Nonverbal Ability Test (NNAT) to Identify the Gifted/Talented
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Carman, Carol A.; Taylor, Debra K. – Gifted Child Quarterly, 2010
The Naglieri Nonverbal Ability Test (NNAT) is said to be a culturally neutral measure of ability that assesses both majority and minority students equally. Although research has examined the effects of ethnicity and gender on NNAT performance, little published research has examined the relationship between socioeconomic status (SES) and NNAT…
Descriptors: Ethnicity, Socioeconomic Status, Nonverbal Tests, Nonverbal Ability
Transferability of Norms and Its Implication in Cross-Cultural Gifted Education: Norming Naglieri Nonverbal Ability Test (NNAT) in the Philippine Public Schools
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Vista, Alvin; Grantham, Tarek – Educational Research for Policy and Practice, 2009
This is a normative study to investigate the transferability of norms from western-based intelligence tests to Filipino students. More than 2,700 Filipino sixth graders were sampled across the country and administered the Naglieri Nonverbal Ability Test (NNAT). Scores were then compared to the US normative sample. The results showed no significant…
Descriptors: Gifted, Nonverbal Tests, Intelligence Tests, Norms
Comparing Tests Used to Identify Ethnically Diverse Gifted Children: A Critical Response to Lewis, DeCamp-Fritson, Ramage, McFarland, & Archwamety
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Warne, Russell T. – Multicultural Education, 2009
Recently this journal published a research article examining the effectiveness of three different tests in identifying ethnically diverse gifted and talented children (Lewis, DeCamp-Fritson, Ramage, McFarland, & Archwamety, 2007, Volume 15, Number 1, pp. 38-42). After examining the proportions of Caucasian and non-Caucasian children identified…
Descriptors: Multicultural Education, Comparative Analysis, Gifted, Talent Identification
An Investigation into the Use of Cognitive Ability Tests in the Identification of Gifted Students in Design and Technology
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Twissell, Adrian – Design and Technology Education, 2011
This study examines whether MidYIS and YELLIS cognitive ability tests (CATs) are appropriate methods for the identification of giftedness in Design and Technology. A key rationale for the study was whether CATs and able to identify those students with the aptitudes considered of importance to identifying giftedness in Design and Technology and…
Descriptors: Foreign Countries, Gifted, Identification, Cognitive Ability
Selecting for Ethnically Diverse Children Who May Be Gifted Using Raven's Standard Progressive Matrices and Naglieri Nonverbal Abilities Test
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Lewis, Joan D.; DeCamp-Fritson, Stephanie S.; Ramage, Jean C.; McFarland, Max A.; Archwamety, Teara – Multicultural Education, 2007
The purpose of this study was to compare the effectiveness of the Raven's Standard Progressive Matrices, the Naglieri Nonverbal Abilities Test (NNAT), and the Iowa Test of Basic Skills (ITBS) in selecting for ethnically diverse students who may be gifted. The participants of the study were 175 students enrolled in Grades 3-5 and Grade 8 in a…
Descriptors: Gifted, Elementary Education, Nonverbal Ability, Test Validity