Differences in Using the Cognitive Abilities Test (CogAT) 7 Nonverbal Battery Versus the Naglieri Nonverbal Ability Test (NNAT) 2 to Identify the Gifted/Talented

2020 ◽  
Vol 64 (3) ◽  
pp. 171-191
Author(s):  
Carol A. Carman ◽  
Christine A. P. Walther ◽  
Robert A. Bartsch
Keyword(s):  
Cognitive Abilities ◽  
Underserved Populations ◽  
Gifted Identification ◽  
Ability Test ◽  
Demographic Groups ◽  
Naglieri Nonverbal Ability Test ◽  
Gifted Programming ◽  
Cognitive Abilities Test ◽  
Nonverbal Ability ◽  
Cutoff Scores

The two most commonly used nonverbal tests for gifted identification, the Naglieri Nonverbal Ability Test (NNAT) and the Cognitive Abilities Test (CogAT) nonverbal battery, have not been compared in their newer versions to explore the effects of their use on the identification of underserved populations. Additionally, the effects of the use of various norming groups and cutoff scores on both instruments’ identification abilities has not been compared. This study compared 15,733 CogAT7 nonverbal battery scores and 14,421 NNAT2 scores of kindergartners between 2013 and 2015 from one large urban school district to explore the differences between how each test relates to major demographic variables and examine the effects on who is selected for participation in gifted programming based on which instrument, which norming group, and which cutoff scores are used. Both instruments were less likely to identify students from demographic groups that have been traditionally underrepresented than students from traditionally overrepresented demographic groups, but identification varied based on the type of norming plan used and which instrument was taken. Suggestions are made as to the best instrument for use with various demographic groups and norming plans.

Using the Cognitive Abilities Test (CogAT) 7 Nonverbal Battery to Identify the Gifted/Talented: An Investigation of Demographic Effects and Norming Plans

2018 ◽  
Vol 62 (2) ◽  
pp. 193-209 ◽  
Author(s):  
Carol A. Carman ◽  
Christine A. P. Walther ◽  
Robert A. Bartsch
Keyword(s):  
Low Socioeconomic Status ◽  
Cognitive Abilities ◽  
English Language ◽  
Demographic Variables ◽  
Language Learner ◽  
School Level ◽  
Gifted Identification ◽  
Low Socioeconomic ◽  
Demographic Groups ◽  
Cognitive Abilities Test

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 demographic groups based on various norming, cutoff, and modifier plans has only just begun to be explored. In this study, we analyzed the CogAT7 nonverbal battery scores of kindergartners from a very large urban school district with a high minority, low socioeconomic status, and high English language learner population to determine the relationships between demographic variables and CogAT performance. The results suggest relationships between CogAT scores and multiple demographic variables, similar to other nonverbal instruments. We also examined the effects of various norming practices, including school-level and group-specific norming, on identification using the CogAT7 nonverbal battery.

scholarly journals Measuring Goal Setting in School-Aged Children: Studying the Effects of Demographic Variables in Regression-Based Norms

2020 ◽  
Vol 6 (2) ◽  
pp. 96-110
Author(s):  
A. Toornstra ◽  
P. P. M. Hurks ◽  
W. Van der Elst ◽  
K. Massar ◽  
G. Kok ◽  
...  
Keyword(s):  
Goal Setting ◽  
Test Scores ◽  
Parental Education ◽  
Spatial Working Memory ◽  
Age Groups ◽  
Demographic Variables ◽  
Older Children ◽  
Ability Test ◽  
Naglieri Nonverbal Ability Test ◽  
Nonverbal Ability

Abstract The aim of the study was to establish demographically representative norms for tasks measuring goal setting, and more specifically planning and reasoning in children. Three tasks were administered to n = 195 Ukrainian children aged 5.10 to 14.5 years old: the Spatial Working Memory (SWM), the Stockings of Cambridge (SOC) test, and the Naglieri Nonverbal Ability Test (NNAT). Main outcome per test was accuracy: i.e., the total number correct for the SOC and NNAT, and the total amount of incorrect responses for the SWM. Correlations among accuracy measures varied from − 0.51 to 0.60, indicating these tasks measure related but at the same time unique constructs. Higher age was associated with more accurate test performances on all outcome measures. On the NNAT, we found a curvilinear association between age and accuracy, indicating that younger children’s NNAT accuracy scores increased more with age compared with older children. We found a cubic age effect on accuracy for the SWM and SOC: i.e., test scores were relatively stable at younger and older ages, with a curvilinear increase in test scores in the other age groups. Demographically corrected norms were calculated and presented per test. These indicated that sex was not associated with accuracy scores on any of the tests. Last, a higher level of parental education (LPE) was associated with higher accuracy scores, but only on the NNAT. We conclude that demographic variables in norm analyses enhance insight in the scores and allow for application in clinical settings and research.

A Social Justice Approach to Developing Equity and Diversity in Gifted Programming

2022 ◽  
pp. 103-119
Author(s):  
Dina Brulles ◽  
Jack A. Naglieri
Keyword(s):  
Social Justice ◽  
Gifted Education ◽  
Underserved Populations ◽  
Gifted Identification ◽  
Existing Structures ◽  
Gifted Programming ◽  
Inclusive Approach ◽  
Innovative Approaches

This chapter encourages educators to expand boundaries and build new, innovative approaches to increasing equity and diversity in gifted programming. Using a social justice approach to gifted programming, the authors describe methods for overcoming barriers that have historically, and continue, to suppress access to appropriate services for underserved populations in gifted education. This chapter provides an impetus for educators to reflect on ways to build upon and improve existing structures to adopt and adapt practices that embrace an inclusive approach to gifted identification and programming.

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