Essentials of Ability Testing. Joni Lakin Assistant Professor Educational Foundations, Leadership, and Technology

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1 Essentials of Ability Testing Joni Lakin Assistant Professor Educational Foundations, Leadership, and Technology

2 Basic Topics Why do we administer ability tests? What do ability tests measure? How are they different from achievement tests? How can ability tests be used to improve instruction? 2

3 Why administer ability tests? VA state law requires it : Identifying students for gifted or enrichment programs :) Gives an additional perspective on students academic development from achievement tests :D 3

4 What do ability tests measure? Should ability scores change over time? Are ability and achievement different or related characteristics? 4

5 Misconceptions about ability tests Myths Ability tests measure innate, fixed intelligence. You re either intelligent or not (a single trait). Ability tests are biased against low SES and many race/ethnicity groups. Nonverbal tests are culture- free and fair to 5 students of all backgrounds. Realities Abilities are general skills that are *less tied* to schooling, but must be practiced and developed. Humans have an array of abilities (correlated, but everyone has strengths). There is no evidence of bias, but we should be concerned about diversity. All tests are culturally bound. Nonverbal ability tests do not solve diversity issues.

6 Defining key terms Identification vs. screening Gifted vs. talented Talent development Potential vs. accomplishment Opportunity to learn Norms-based perspective 6

7 How can ability tests be used to improve instruction? Gifted/talented identification In-class differentiation and enrichment Support academic engagement by finding areas of strength and interest Build weaknesses using strengths 7

8 What different ability tests are out there? Group administered tests Multiple format/battery Single format Individually administered tests 8

9 Commonly used, group-administered ability tests Multdimensional battery tests CogAT: 3 subtests; verbal, quantitative, and figural/nonverbal reasoning InView: 5 subtests; verbal reasoning (2 parts), nonverbal sequences and analogies, and quantitative reasoning (figure matrices) OLSAT: 5 subtests; verbal comprehension, verbal reasoning, pictorial reasoning, figural reasoning, and quantitative reasoning. Single-format nonverbal tests NNAT: All items same item format (figure matrices) 9

10 Why do you need multiple batteries? Intelligence vs. abilities intelligence is not a unitary characteristic: Everyone has relative strengths and weaknesses in different content Learning depends on domain specific skills Classroom activities and pull out programs emphasize different skills Alignment with services offered 10

11 CogAT Form 7 Compared to Cogat 6 New Subtests and Item Types 11

12 12 CogAT Form 7 Group-administered abilities test, author: Dr. David Lohman Provides insight into abilities not fully measured by achievement tests across three domains Verbal Quantitative Nonverbal Completely revised to be more ELL friendly Levels 5/6-8 (grades K-2) bilingual primary battery Subtests mostly use pictures Reduced language load at Levels 9+ Spanish and English Directions Directions are brief and focused Online testing

13 V CogAT 7 subtests Levels 5/6 8 Subtests D/A Picture Analogies D/A Picture Classification Levels 9 17/18 Subtests D/A Verbal Analogies D/A Verbal Classification D/A Sentence Completion D/A Sentence Completion Q D/A D/A Number Analogies Number Series D/A D/A Number Analogies Number Series D/A Number Puzzles D/A Number Puzzles N D/A D/A Figure Matrices Figure Classification D/A D/A Figure Matrices Figure Classification D/A Paper Folding D/A Paper Folding 13 = Oral English = Nonverbal = Oral English or Spanish = Nonverbal

14 14 Form 7 New Design

15 15

16 16 Form 7

17 17

18 18

19 19 Using ability tests for gifted/talented screening Have to consider the programs available In-class differentiation, enrichment, pull-out programs Need for special programming depends most importantly on the discrepancy between a child s development and that of classmates Cast a broad net Multiple sources of information Initial screening of all students, then further assessment Measure critical aptitudes (later slide)

20 Perspective on gifted and talented Giftedness is often a label Encourages distinctions between gifted and not gifted Assumes that giftedness is a fixed quality Often a one-time identification leading to a permanent change in program Singular identification methods exclude those with varied profiles Encourages narrow concepts of enrichment Some parents covet the label to the detriment of their own children and the program 20

21 Think Aptitude (more than abilities) The degree of readiness to learn and perform well in a particular situation. Includes abilities and achievements Not just cognitive (motivation and interest matter) Not just positive (strengths and weaknesses) Depends on the context and the activities involved Not fixed 21

22 Best practices in screening for talent Use multiple measures Academic: Domain knowledge and demonstrated achievement Abilities: Verbal, quantitative, and spatial Creativity and interest based on recommendations (teacher, parent, students own ratings) Take an OR perspective rather than an and perspective 22 Above Average Ability Task Interest Creativity Adapted From Renzulli s Three-Ring Conception of Giftedness. In Baum, S. M., Reis, S. M., & Maxfield, L. R. (Eds.). (1998). Nurturing the gifts and talents of primary grade students.

23 Combining multiple sources of information Lohman-Renzulli Matrix I = More intensive enrichment (pull out program?) II and III = Other enrichment (special events, in class activities) 23

24 Ongoing talent development All children have special talents that can be developed (not a binary decision) Identification measures should indicate readiness for greater challenge, not just current exceptional performance Ongoing identification (revolving door; Renzulli-Reis model) Expect that children will excel in some areas and not in all areas Take a school-based perspective, encourage identification and development for underprivileged and ELL students 24

25 Using ability test results for in-class differentiation and enrichment Requires teachers to know Students overall ability level Specific strengths and weaknesses Appropriate instructional responses to this information Need profiles of scores, not a single score Score Interpretation Guide can help 25

26 26 CogAT Profiles Three Batteries: Verbal Quantitative Nonverbal Scores provided Overall ability and battery-specific scores Pattern and level of scores = Profile A Three battery scores about the same level B One score above or Below others E Extreme difference ( > 24 IQ-like points)

27 CogAT profile scores Median stanine score Relative strength/weakness 8 B (Q-) 5A 4E (V+ N-) Spread of scores 27 A= Battery scores about the same B= One score above or Below E= Extreme difference

28 See page 4 of handout; Drawn from CogAT Score Interpretation Guide Overall Ability: Characteristics 28 Median Stanine Below average reasoning abilities (Stanines 1 3) Average reasoning abilities (Stanines 4 6) Above average reasoning abilities (Stanines 7 8) Very high reasoning abilities (Stanine 9) Example characteristics difficulty learning abstract concepts minimal or ineffective strategies for learning and remembering (Tend to rely on trial and error) likely to use only previously learned methods when faced with new tasks difficulty transferring knowledge/skills ability to learn relatively quickly good memory, effective learning strategies preference for discovery learning rather than highly structured learning environments (not necessarily solitary environments!

29 29 Drawn from CogAT Score Interpretation Guide Overall ability: Building on strengths Median Stanine Example adaptations Stanines 1 3 Look for strengths in terms of specific interests and achievements. Even more than other students, those who are behind their peers in reasoning abilities often learn more and sustain their efforts longer if the teacher discovers and builds on their interests. Stanines 4 6 Stanines 7 8 Stanine 9 Help them develop the habit of analyzing new tasks to detect relationships with previously learned tasks. Do this by modeling the process for them. Recognize that these students generally profit most when allowed to discover relationships themselves. Guided discovery methods work better than more structured teaching methods. Carefully select challenging instructional materials, special projects, or other enrichment activities.

30 Relative strengths: Characteristics Relative strength in verbal reasoning: The students generally do best when they are encouraged to talk and write about what they are attempting to learn. These students often have remarkably good memories for arbitrary sequences of sounds, letters, words, and events. Thus, they typically are above average in spelling; in their knowledge of syntax and grammar; in their ability to learn other languages; and in their ability to remember dialogue, prose, and poetry. 30

31 31 Drawn from CogAT Score Interpretation Guide Build from relative strengths Strength Example adaptations V + Avoid pitfalls in math: Students with relatively strong verbal abilities often find it easier to memorize formulas than to build more abstract conceptual systems. These abstract systems lead to the ability to transfer mathematical knowledge to unfamiliar domains. Q + Provide opportunities for these students to contribute at high levels to group projects that require math skills. Group projects provide an avenue for building better verbal and spatial reasoning abilities. N + Encourage students to create drawings when solving problems in mathematics, concept maps when taking notes, or mental models of a scene when reading a text.

32 Drawn from CogAT Score Interpretation Guide Develop relative weaknesses Weakness V Q N Example adaptations Acquaint students with unfamiliar ways of conversing and writing by providing opportunities to imitate the speaking and writing styles of individuals they admire. Drama, poetry, and storytelling are particularly useful in this regard. If the difficulty is a lack of experience or the presence of anxiety, provide greater structure, reduce or eliminate competition, reduce time pressures, and allow students greater choice in the problems they solve. Experiencing success will gradually reduce anxiety; experiencing failure will cause it to spike. Provide simple drawings that encapsulate the essential features of the visual mental model required by the problem. Then give students time to examine the drawing and to label it or coordinate it with the text. 32

33 33 End of basics; time for questions

34 Advanced Topics (as time allows) Can I increase diversity in identified students by using Nonverbal Batteries? How do I appropriately interpret test results for English learners? What effect does practice have on CogAT scores? How long are CogAT scores still useful? 34

35 Can I increase diversity in identified students by using Nonverbal Batteries? Purported benefits: Culture fair Measure more innate ability not affected by education Increase diversity Problem: Less related to most school content than Verbal and Quantitative ability (less informative for instruction) Often don t actually increase diversity in selection! 35

36 Nonverbal task can actually show larger differences 36

37 Especially when controlling for other factors 37

38 38 Nonverbal Fails on WISC-IV, too

39 Same best predictors of achievement Predicting achv Verbal Quant Nonverbal Math Reading Math Reading Math Reading ELL status non ELL ELL Ethnicity White (n= 114) Hispanic (n= 221) Hispanic (n= 178) Correlations lower for ELL students but show SAME PATTERN of best predictors Mean differences not a factor, Variance may be

40 How different is a correlation of.6 vs..8? r =.8 r =.6

41 Background of students selected Percent FRL ELL Minority Whole school Verbal Quantitative Nonverbal

42 Conclusions about Nonverbal Tests Nonverbal tests are not a silver bullet solution Decrease in correlations means you d select a lot students who wouldn t benefit from the program as much as others Promised rewards of diversity often don t materialize No clear connection between nonverbal skills and most enrichment options or school content More information from : Lakin, J.M., & Lohman, D.F. (2011). The predictive accuracy of verbal, quantitative, and nonverbal reasoning tests: Consequences for talent identification and program diversity. Journal for the Education of the Gifted, 34(4),

43 Viable Alternatives Increasing size of program and variety of programs more effective for increasing diversity of program Renzulli and Reis s Schoolwide Enrichment Model Nonverbal tests can be used as part of a comprehensive talent identification system See Lohman & Lakin, 2007; Lohman & Renzulli, 2007

44 How do I appropriately interpret test results for English learners? (What you should do instead of using nonverbal tests.) Challenge: want useful and valid test scores Some options are available that decrease the verbal load of ability tests Consider readiness for additional challenge and aptitude continuous evaluations rather than gifted and high achieving labels 44

45 Option 1: Reducing the verbal demands of ability tests Some districts use single-format Nonverbal Tests (like NNAT), with the problems outlined in the previous section Better off using tests with verbal and quantitative domains with modifications to make appropriate interpretations 45

46 46 CogAT7: Alternative Verbal Scale

47 Option 2: Using Opportunity to Learn Norms If the goal is to identify students ready for challenge, need to see which students know the most given their opportunity to learn the content Using national age norms presumes that all students have had equal opportunity to develop the practiced skills Uses age to control for opportunity to learn (OTL) Can use local and subgroup norms to control for clear differences in OTL within age groups 47

48 Identifying ELs ready for challenge: Opportunity to Learn Norms National norms (SAS) show only average ability among most able students Instead, can rank-order ELL students at a school These are students who can reason best given similar opportunity to learn Use multiple years of data to increase comparison group 48 Student Raw score out of 48 Verbal SAS Rank within ELLs

49 Using this information Subgroup norms show some students are high scoring compared to student with similar OTL Does not mean they are ready for the same types of enrichment or gifted programming as other students Does mean they are ready to be challenged 49

50 Programming options for EL students Current level of achievement is primary guide Programming goal: to encourage interests and improve achievement at a rate faster than would otherwise occur For on- and below-grade-level achievement options include: tutors, after-school or weekend classes/clubs, etc. Motivational component critical. For achievement well in advance of peers, consider single-subject acceleration 50

51 51 What effect does practice have on CogAT scores? Scores are most valid when students clearly understand what they are supposed to do Unequal preparation often occurs (by accident or well-meaning parents) Practice Must go beyond basic test directions Levels the playing field Can involve activities that help teach important thinking skills

52 CogAT7: Free practice activities Teacher guide and student practice booklet By battery (V, Q, N) Levels 5/6, 7, 8, 9, 10, 11, 12 52

53 53 Teacher s guide (Reproduced with permission)

54 54

55 How long are CogAT scores valid? Remember: Ability is not fixed Students develop at different rates Tempting, but a bad idea to use old ability test scores in later grades 55

56 Changes over time 56 Lohman, D. F., & Korb, K. (2006). Gifted today but not tomorrow? Longitudinal changes in ITBS and CogAT scores during elementary school. Journal for the Education of the Gifted, 29,

57 Questions? See handout for links to additional resources.

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