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…

Above-level testing is the practice of administering aptitude or academic achievement tests that are designed for typical students in higher grades or older age-groups to gifted or high-achieving students. Although widely accepted in gifted education, above-level testing has not been subject to careful psychometric scrutiny. In this study, I…

The author describes the nature of music aptitudes of very young children and presents validity information which pertains to the Primary Measures of Music Audiation, a group test designed to identify musically gifted children and to diagnose the musical strengths and weaknesses of each young child. (SBH)

An analysis of a survey of assessment practices of 131 school psychologists revealed that they most often used the Wechsler Scales to identify gifted, gifted/learning disabled, and learning disabled students despite the availability of newly developed tests. A number of training needs relating to assessment were also identified. (Author/VW)

This paper examines the gap between research and practice as it impacts on identification of disadvantaged gifted students, outlines identification principles, and reviews types of disadvantages. Promising identification practices are described, including: appropriate use of test data; nominations, observation scales, and checklists; information…

This article responds to criticisms made in the Ebmeier and Schmulbach study (EC 221 845) of the Scholastic Aptitude Test as used by talent search programs such as the Center for the Advancement of Academically Talented Youth (CTY). The history of CTY's uses of cutoff scores and alternative interpretations of statistics are discussed. (PB)

A study of the 42,586 students participating in the Midwest Talent Search program in 1985-1987 showed that low-income students were underrepresented in the gifted population. Low income negatively affected students' Scholastic Aptitude Test scores even in the upper ranges of ability. (Author/JDD)

This article discusses the identification of learning-disabled and gifted students as well as the characteristics of the gifted learning-disabled. The reasons for failure to identify gifted learning-disabled students are examined, and procedures to help ensure identification of this group are outlined. (Author/JDD)

This paper investigated the role of family encouragement in the gender gap seen in mathematical talent. Results of 340 pairs of questionnaires completed by students scoring high on the Scholastic Aptitude Test for math and their parents indicated that stereotyped behaviors of parents may impair subsequent achievement by gifted females in…

Using data from the Illinois Talent Search Program, this study examines relationships between scores on several common standardized achievement tests and subsequent performance on the Scholastic Aptitude Test. The dual criteria testing process is also analyzed for possible race and gender effects. Guidelines are offered for setting appropriate…

The Diet Cola Test was designed as a process assessment of science aptitude in intermediate grade students. Investigations of the instrument's reliability and validity indicated that data did not support use of the instrument for identifying individual students' aptitude. However, results suggested the test's appropriateness for evaluating…

Two pilot tests with fifth and sixth graders evaluated the Secondary School Admission Test for identifying academically talented students of elementary school age. Testing indicated that mean scores for eighth and ninth grade normative samples are recommended as cutoffs for identifying highly able fifth and sixth grade students. (Author/JDD)

Ninety-three students in a high school alternative learning center for disruptive, disaffected youth were assessed on potential giftedness and talent. Based on the Otis-Lennon School Ability Test, the IBRIC Biographical Inventory, and nominations by teachers and peers, eight students (8 percent) were identified as potentially gifted and talented.…