ERIC Number: EJ1172147
Record Type: Journal
Publication Date: 2018-Apr
Abstractor: As Provided
Using the Cognitive Abilities Test (CogAT) 7 Nonverbal Battery to Identify the Gifted/Talented: An Investigation of Demographic Effects and Norming Plans
Carman, Carol A.; Walther, Christine A. P.; Bartsch, Robert A.
Gifted Child Quarterly, v62 n2 p193-209 Apr 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 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.
Descriptors: Cognitive Tests, Nonverbal Tests, Talent Identification, Gifted, Kindergarten, Young Children, Urban Schools, Student Characteristics, Test Norms, Elementary School Students, Minority Group Students, Low Income Students, English Language Learners, Special Education, Correlation, Gender Differences, Hierarchical Linear Modeling, Scores, Regression (Statistics), Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Cognitive Abilities Test