There is no single perfect resource that will provide everything an identification committee needs to calculate a child’s potential for success. There are multiple circumstances, criteria, and assessments that should used taken into account when determining if a child is gifted, including nonverbal assessments. These tests are not without fault, and there are many of critiques about the use of nonverbal measures of intelligence. While, they should not be the only indicator of future achievement, nonverbal assessments should be included as part of the data points collected and presented in the process of identification of gifted students for the following reasons: they help with the diversification of gifted programs, assessing intelligence
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275). Raven’s Progressive Matrices (1947) is the most widely used. ( Naglieri & Ford, 2003, in gifted chils quarterly p. 156). Other popular nonverbal tests to discuss include: the Cognitive Ability Test- Nonverbal Battery (CogAT-N), Universal Nonverbal Intelligence Test (UNIT), Test for Nonverbal Intelligence, Third Edition (TONI-3), and the Naglieri Nonverbal Ability Test (NNAT) (Worrell, 2013, p. …show more content…
This is important information to gather because it can help educators understand how an individual is gifted; instead of simply, whether they are or are not.
Nonverbal test can shed light on some of these abilities and intelligences. Ten broad cognitive abilities developed by…. Include: crystalized intelligence, fluid intelligence, quantitative knowledge, reading and writing ability, show term memory, long term memory, visual processing, auditory processing, long-term storage and retrieval, processing speed, and decision/reactions time.
Nonverbal IQ tests tend to reflect “visual processing abilities and fluid intelligence” (DeThrone & Schaefer, p. 285). Understanding a person’s fluid intelligence provides evaluators with an idea about how that person processes new information and visual aptitude is the “ability to generate, perceive, analyze, manipulate, transform, and think with visual patterns and stimuli” (DeThrone & Schaefer p. 185). These are both helpful characteristics to know while determining if a student is gifted and deciding upon services that they should receive. For example, a student who excels in spatial ability may find themselves more successful in STEM related subjects or fields (Worrell, 2013,
275). Raven’s Progressive Matrices (1947) is the most widely used. ( Naglieri & Ford, 2003, in gifted chils quarterly p. 156). Other popular nonverbal tests to discuss include: the Cognitive Ability Test- Nonverbal Battery (CogAT-N), Universal Nonverbal Intelligence Test (UNIT), Test for Nonverbal Intelligence, Third Edition (TONI-3), and the Naglieri Nonverbal Ability Test (NNAT) (Worrell, 2013, p. …show more content…
This is important information to gather because it can help educators understand how an individual is gifted; instead of simply, whether they are or are not.
Nonverbal test can shed light on some of these abilities and intelligences. Ten broad cognitive abilities developed by…. Include: crystalized intelligence, fluid intelligence, quantitative knowledge, reading and writing ability, show term memory, long term memory, visual processing, auditory processing, long-term storage and retrieval, processing speed, and decision/reactions time.
Nonverbal IQ tests tend to reflect “visual processing abilities and fluid intelligence” (DeThrone & Schaefer, p. 285). Understanding a person’s fluid intelligence provides evaluators with an idea about how that person processes new information and visual aptitude is the “ability to generate, perceive, analyze, manipulate, transform, and think with visual patterns and stimuli” (DeThrone & Schaefer p. 185). These are both helpful characteristics to know while determining if a student is gifted and deciding upon services that they should receive. For example, a student who excels in spatial ability may find themselves more successful in STEM related subjects or fields (Worrell, 2013,