Concurrent and Predictive Validity of the Raven Progressive Matrices and the Naglieri Nonverbal Ability Test

2009 ◽  
Vol 28 (3) ◽  
pp. 222-235 ◽  
Author(s):  
Giulia Balboni ◽  
Jack A. Naglieri ◽  
Roberto Cubelli
Keyword(s):  
Predictive Validity ◽  
Ability Test ◽  
Naglieri Nonverbal Ability Test ◽  
Nonverbal Ability

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.

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.

Early Identification of High-Ability Students: Clinical Assessment of Behavior

2008 ◽  
Vol 31 (4) ◽  
pp. 403-426 ◽  
Author(s):  
Bruce A. Bracken ◽  
Elissa F. Brown
Keyword(s):  
Clinical Assessment ◽  
Gifted And Talented ◽  
High Ability ◽  
Culturally Diverse Students ◽  
Ability Test ◽  
Naglieri Nonverbal Ability Test ◽  
Ability Tests ◽  
Nonverbal Ability ◽  
Race Ethnicity ◽  
High Ability Students

This study investigated the ability of teachers to accurately rate the cognitive and academic functioning of 1,375 students in kindergarten through the third grade on the Clinical Assessment of Behavior (CAB), as compared to two objective cognitive ability tests. CAB teacher ratings were compared for high-ability students who were currently functioning with ability test scores ≥ 120; comparisons also were made across the students' full ability range and according to their race/ethnicity. The Bracken Basic Concept Scale–Revised and the Naglieri Nonverbal Ability Test were contrasted with the CAB in terms of the proportions of culturally diverse students identified as high ability. A discernable CAB scale and cluster profile was evident for high-ability students, showing significantly better adjustment among the high-ability students as compared to the typical student from the general population. High-ability students evidenced adaptive strengths on the CAB Social Skills and Competence scales and on the Executive Function and Gifted and Talented clusters.

Sign in / Sign up

Export Citation Format

Share Document