A Meta-Analytic Evaluation of Naglieri Nonverbal Ability Test: Exploring Its Validity Evidence and Effectiveness in Equitably Identifying Gifted Students

Autor/inn/en	Lee, Hyeseong; Karakis, Nesibe; Olcay Akce, Bekir; Azzam Tuzgen, Abdullah; Karami, Sareh; Gentry, Marcia; Maeda, Yukiko
Titel	A Meta-Analytic Evaluation of Naglieri Nonverbal Ability Test: Exploring Its Validity Evidence and Effectiveness in Equitably Identifying Gifted Students
Quelle	In: Gifted Child Quarterly, 65 (2021) 3, S.199-219 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Hyeseong) ORCID (Gentry, Marcia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9041
DOI	10.1177/0016986221997800
Schlagwörter	Test Validity; Identification; Academically Gifted; Nonverbal Tests; Aptitude Tests; Culture Fair Tests; Achievement Tests; Intelligence Tests; Minority Group Students; Disproportionate Representation; Gifted Education; Correlation + Suchen Sie Ihr Suchwort? Testvalidität; Identifikation; Identifizierung; Aptitude test; Eignungsprüfung; Eignungstest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Intelligence test; Intelligenztest; Korrelation
Abstract	The Naglieri Nonverbal Ability Test (NNAT) was developed to more equitably identify students of color, as it advertises itself as a culture-fair measure. In this meta-analytic evaluation, we aimed to investigate: (1) the generalizability of validity evidence of NNAT by checking its construct and criterion validity with other measures (Part I); and (2) whether NNAT truly meets its goal to identify more culturally diverse students (Part II). After reviewing 1,714 studies, a total of 29 studies met our criteria (59 effect sizes from 22 studies for Part I and 7 effect sizes from 7 studies for Part II). In Part I, we investigated empirical evidence of validity of NNAT in relationship with different types of measures (overall effect size of r was 0.44); The results revealed that the correlation between NNAT and the achievement test results was 0.68, followed by the intelligence measures similar to NNAT (e.g., Cognitive Abilities Test, Otis-Lennon School Ability Tests; r = 0.31) and other alternative measures often used to identify gifted students (e.g., teacher-rating scale; r = 0.20). The moderator analysis results showed high correlations between NNAT and other measures when Naglieri is an author of the study. In Part II, although NNAT identified more students of color compared with other nonverbal tests (overall effect size of risk ratio was 0.42), findings revealed that students of color remain underrepresented in gifted programs and services. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01