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

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.

Disproportionalities in Gifted and Talented Education Enrollment: An Analysis of the U.S. Civil Rights Data Collection Series

“…Third, the utility in which gifted identification assessments were used could be contributing to the disproportional rates found. For example, when national norms are utilized, disproportional rates are maintained for students of color (Carman et al, 2018) and students living in poverty (Peters & Gentry, 2012). Because of these findings, national norms are a sound argument for the racial disproportionalities present.…”

“…Inconsistent identification procedures which lead to a lack of best practices surely are a contributing factor, but upon further analysis of the available data in this area, 19 states utilize a multiple-step evaluation criteria for gifted identification (NAGC, 2015), which has been found to reduce disproportional rates in underrepresented groups (Carman et al, 2018). Further some states abide by regulatory codes that prevent school districts from making educational decisions for students based on a singular data point.…”

“…Another nonverbal screening option is the Cognitive Abilities Test (CogAT), although few articles have reviewed this instrument (Warne, 2015). The most recent literature examining the relationship between underrepresented populations and the CogAT found that group differences were not eliminated by using a universal screener such as the CogAT (Carman, Walther, & Bartsch, 2018). Universal screeners are strongly encouraged, because all students are tested within a chosen grade level (Card & Giuliano, 2016;Yaluma & Tyner, 2018), therefore, in theory, increasing opportunity.…”

“…A single source of data, even one involving nonverbal instrumentation, is insufficient to determine gifted qualification (Carman et al, 2018). Discussing more inclusionary methods is the first step in closing the opportunity gap for underrepresented populations.…”

Analyse of the Relation between the Coloured Progressive Matrices Test and the Cognitive Abilities Test Form-6 in the Preschool Period of Gifted Children

“…(Cao, Jung & Lee, 2017;Carman, Walther & Bartsch, 2018;Lohman & Hagen, 2003;Lohman, Korb & Lakin, 2008;Yang, 2009). The validity and reliability study in Turkey of this test was conducted by İnal (2011) on 380 children at the age of 61-72 months.…”