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

Carol A. Carman, Christine A.P. Walther, Robert A. Bartsch

Research output: Contribution to journalArticlepeer-review

28 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)193-209
Number of pages17
JournalGifted Child Quarterly
Volume62
Issue number2
DOIs
StatePublished - Apr 1 2018
Externally publishedYes

Keywords

  • Cognitive Abilities Test
  • group-specific norming
  • identification
  • nonverbal
  • opportunity to learn
  • school-level norming

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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