The Naglieri General Ability Tests by Jack A. Naglieri, PhD., Dina M. Brulles, PhD. and Kimberly Lansdowne, PhD. were explicitly developed to address the need for equitable assessment of gifted students from diverse cultural, linguistic, and socioeconomic backgrounds so they can receive educational opportunities appropriate for their ability. Watch Part One of our Q&A with the authors of the Naglieri General Ability Tests as they discuss the test and its components and the need for equitable assessment in the field of gifted and talented.
What did past research on the Naglieri Nonverbal Ability Test reveal?
The Naglieri Nonverbal Ability Test, now in its third edition (NNAT3) , has been shown to be a tool that can provide equity across race, ethnicity, and gender. In addition, several research papers have been published showing that males and females get remarkably similar scores on the NNAT. In addition, another publication written by Jack A. Naglieri and Donna Ford has found that similar proportions of Black, White, and Hispanic students earned scores high enough to be considered for gifted educational programs, which could address the problem of under-representation of Blacks and Hispanics. Although the NNAT is the third most widely used tool for the identification of gifted students, professionals in the field have also asked for verbal and quantitative tests which is why the Naglieri General Ability Tests were created.
How were these tests developed?
Authors Jack A. Naglieri, PhD, Dina M. Brulles, PhD, and Kimberly Lansdowne, PhD developed tests that they thought would be equitable if they did three things. First, devise a way to show, rather than use verbal directions, students what they need to do to complete the test. Second, present test questions that could be solved in any language the student desires. Third, eliminate the need for students to answer the questions verbally by using the multiple-choice format.
Is there any evidence that your goal of equitable assessment was achieved?
The answer is yes. Based on a research paper currently under review for publication entitled, “Achieving Equity: Race, Ethnic, Gender, and Parental Education Level Differences on Verbal, Nonverbal, and Quantitative Naglieri General Ability Tests,” by Selvamenan, Paolozza, Solomon, Naglieri, and Schmidt (2020). This publication reported that there were little to no differences across race, ethnicity, gender, and parental education on the Verbal (N = 2,482), Nonverbal (N = 3,488), and Quantitative (N = 2,440) tests for public and private school students in K-12. The results support our expectation that the confounding impact of language and knowledge, particularly in the directions, test content, and response format, can be minimized to achieve an equitable way of assessing diverse populations of students for gifted educational programs.
Understanding and Using the Naglieri General Ability Tests:
A Call for Equity in Gifted Education
By: Dina Brulles, PhD., Kimberly Lansdowne, PhD., & Jack A. Naglieri, PhD.
Who is the publisher?
The Naglieri General Ability Tests is published by Multi-Health Systems Inc. (mhs.com). MHS is a leading publisher of scientifically validated measures for use in educational, clinical, corporate, public safety, government, military, and pharmaceutical settings. They have published Dr. Jack A. Naglieri's Autism Spectrum Rating Scale, Comprehensive Executive Functional Inventory child/adolescent and adult versions, Rating Scale of Impairment, and the forthcoming Naglieri General Ability Tests: Verbal, Nonverbal, & Quantitative as well as the Kaufman Multidimensional Assessment of Creativity.
How can I learn more about this new product?
Webinars and handouts about The Naglieri General Ability Tests are available here at NaglieriGiftedTests.com under Webinars These resources describe why the tests were developed, the need that they address, what the items look like, how the tests can be used to identify a wide variety of gifted students and how to interpret the scores.
What are some of the innovative aspects of these three tests?
The most innovative aspect of the Naglieri General Ability Tests is the way the authors have structured the interaction between the student and the test.
For example, the authors asked the question,
“How can we inform the student about the demands of the test without using oral or written directions?”
The answer was to show the student what to do using an animated video of a ‘student’ in front of a computer. As the video plays, the avatar moves the mouse and the cursor moves accordingly. The video illustrates how to respond to the item and then how to advance to the next item. This format is used when the test is administered online and a four-frame pictorial version of the video is used when the test is administered on paper.
Making the test questions for all three tests accessible regardless of what language the student speaks was accomplished by using pictures and diagrams to measure general ability within verbal, nonverbal, and quantitative contexts.
To eliminate the need for the student to verbally explain the answers (as is typically done on traditional measures of IQ), the student selects a picture that indicates their response. These procedures allow students to solve the test questions regardless of what language(s) they know.
What was the test modeled after?
This test was modeled after the neuropsychological work of A. R. Luria. The nonverbal test (Naglieri-NV; Naglieri, 2021) is like those published in the past, but with new kinds of items. The Naglieri-NV measures general ability using questions that require a student to carefully examine shapes presented in a matrix where sequences, spatial orientations, and other distinguishing characteristics must be analyzed to determine the answer. The Quantitative test that Jack A. Naglieri, PhD and Kimberly Lansdowne, PhD created (Naglieri-Q; Naglieri & Lansdowne, 2021) measures general ability using questions that require a student to closely examine the relationships among the numbers and/or symbols using basic math concepts. All three of these tests measure what is referred to as general ability, which is sometimes designated by the letter g.
How is this test administered?
The Naglieri General Ability Tests are group or individually administered using online (summer 2021) or paper (estimated publication date 2022) formats for students aged 4 to 18 years. The initial release will be based on local norms to identify students for gifted educational services using the Verbal, Nonverbal, & Quantitative versions of the Naglieri General Ability Tests (Naglieri, Brulles, & Lansdowne, 2021).
Explore a collection of webinars and companion handouts about the Naglieri General Ability Tests and their components.
The Naglieri Nonverbal Ability Test (NNAT) measures general ability using only nonverbal test questions. The Naglieri General Ability Tests measure general ability using verbal, quantitative, and nonverbal test questions. Conceptually the two are the same; the questions are made using shapes like circles and squares arranged in columns and rows as shown below. The questions measure general ability very efficiently because the child must understand the relationships among the shapes and very little knowledge is needed to arrive at the answer.
Verbal and quantitative tests were added so a more diverse approach to measuring general ability could be achieved. The three separate tests also allow the user to select any combination desired when testing a student.
Like the Naglieri Nonverbal, the Naglieri Verbal test questions require the child to understand the relationships among six pictures when five of the pictures represent a verbal concept and one does not. In this example, the concept is “empty.” In this example, pictures are used so that the student can solve the problem using any language, and very little knowledge is needed to arrive at the answer.
Like the Naglieri Nonverbal and Verbal, the Naglieri Quantitative test questions require the child to understand the relationships among things, in this case, numbers. All the questions require simple math and can be solved regardless of the language(s) used by the child and very little knowledge is needed to arrive at the answer.
The Naglieri General Ability Tests: Verbal, Nonverbal, and Quantitative do not measure different kinds of intelligence, they all measure the concept of general ability. When the three tests are used as a group, a broad measure of general ability is obtained.
The system will establish an initial user as the primary district-level administrator. Subsequently, the initial user can grant necessary access to others with relevant permissions.
Unfortunately, not at the moment, but it’s anticipated later this year. Currently, districts perform a bulk upload using a CSV file and can subsequently add individual students as necessary.
Each test is web-based. The student will be prompted to enter a unique access code to enter the testing environment.
There is no specific user view for each school. The District Gifted Department will have administrative access and will be able to manage permissions for others as they are needed.
MHS offers a full set of on-demand training resources as well as a robust website with resources to support (or assist with) each aspect of the testing process, from signing on to the platform to running reports.
It takes 30 minutes to take each test.
There are no subtests in the Naglieri General Ability Tests. Instead, there are three separate tests: Verbal, Nonverbal, and Quantitative, respectively.
Each student has full access to all of the test questions in each test. Since students may complete the tests at different times, it is advisable for test administrators to incorporate best practices in classroom management during test administration.
Since each test has its own instruction video and provides a total standard score (Mn 100, SD 15) each test can be administered in any arrangement. While some schools may choose to administer Verbal and Nonverbal on day one and Quantitative on day two, there is no specific directive for this sequence.
Yes, it is possible to test multiple grade levels in the same room; however, each grade level must have its own “Test Plan.” This serves as a guide for systematic and controlled testing environments.
The Multifunctional Guidance Instrument (MGI) includes a track completion feature that enables the continuous monitoring of students. This feature allows for ongoing observation and assessment of their progress.
There is one form of each test for each grade level.
Currently, there is only one form of each test per grade level. Multiple forms will likely be created in the future.
Response style indicators on the final report offer insights into any irregularities. Depending on the nature of the irregularity, a student’s score might be questionable, and the possibility of re-testing could be considered.
There is no guideline regarding the time interval between repeated test attempts.
Yes, every student is required to successfully complete three practice problems at the start of each test. These practice exercises are designed to assist the student in understanding the test requirements.
All accommodations previously established for the student will be honored. The administration manual includes a list of accommodations and guidelines for their implementation. It’s important to note that instructions do not require verbal comprehension.
At this time a paper version is not available but there will be in the future.
Reports take approximately 60-90 minutes to produce after the last child completes the test.
No, there are no subscores. Instead, three scores are provided, each corresponding to one of the three tests. Standard scores, percentiles, and stanines are provided for interpretive purposes.
Results cannot be accessed or viewed during the testing process.
Yes, there is an individual student report that is available for parents.
Yes, national norms are available for grades K-5. You can find more information about national norms here.
Yes, local norms are available for grades K-9. You can find more information about local norms here.
Student results are provided in an Excel and CSV format.
A new report will need to be generated so the correct information is included.
While direct export to the SIS is not currently available, this feature will be added in the future. Presently, results can be transmitted to schools using Excel or CSV formats.
Currently, reports can be generated and distributed by the District Gifted Department to both campus and other district departments as needed.
MHS only sells the test to vetted school districts.
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