Standardizing the Cognitive Abilities Screening Test (CogAt 7) for Identifying Gifted and Talented Children in Kindergarten and Elementary Schools in Jordan

Abstract

This study aimed to standardize the Cognitive Abilities Screening Test (CogAT) Form Seven for identifying gifted and talented children ages five-eight years in Jordan. A sample of 280 students was randomly chosen from public and private elementary schools and kindergartens in the city of Amman, the capital city of Jordan, and used teachers' nomination for gifted students. The results indicated significant and high reliability correlations for the total score of the two-time administration (r = .927) and highly significant internal consistency reliability correlations where Alpha coefficients were .941 for the subtest scores and .962 for the total score and split-half reliability was .904 for the subtest scores and .927 for the total score. Furthermore, the content validity results demonstrated unanimous agreement among reviewers (6 experts and 10 teachers) about the translation match of the original test, suitability to Jordanian culture, and extracting and interpreting the results. One the other hand, the criterion validity results showed that there were no significant correlations (r = .434) between the Arabic version of CogAT Screening Test results and teachers' nomination of gifted students.

The effectiveness of video-based interaction on professional science teachers to improve elementary school students achievements

“…Elementary school students can receive guidance under their contexts. Then, they can develop their metacognitive ability with the given exercises (Alodat & Zumberg, 2018). Students face new conditions and relate the information learned with events or problems in their daily life (Aksakalli, 2018).…”

Using a Nonverbal Cognitive Abilities Screening Test in Identifying Gifted and Talented Young Children in Jordan: A Focus Group Discussion of Teachers

“…The CogAT, which includes a screening form, is a common measure used in gifted identification (Carman et al, 2018; Lohman et al, 2008). This study aimed to provide qualitative data from teachers who participated in a study about standardizing the CogAT in Jordan for the purposes of identifying gifted students (Alodat & Zumberg, 2018). Consistent with other studies (Hertberg-Davis, 2009; Heyder, Bergold, & Steinmayr, 2018; Siegle & Powell, 2004), teachers’ responses reflect a lack of experience and knowledge of working with gifted students.…”

“…These teachers included four females and two males, ages 26 to 44, who teach elementary and kindergarten students (see Table 1). Teachers also participated in standardizing the Jordanian screening form of the CogAT by either reviewing the test, administering the test, or nominating gifted children (Alodat & Zumberg, 2018). Teachers were invited to attend a focus group discussion and were asked to discuss open-ended questions about their experience and suggestions for using the Arabic version of CogAT in Jordan.…”

Differential Item Functioning of Verbal Ability Test in the Gulf Multiple Mental Abilities Scale by Mental-Haenszel and Likelihood Ratio Test

“…Tests, and especially cognitive abilities tests are extensively used in different context such as schools, university, and health (hospital). Test results for various purposes, such as the screening and selection of individuals, assessment of student learning development or evaluation of the effectiveness of education systems, can be used in educational and psychological measurement (Alodat & Zumberg, 2018). The Gulf Multiple Mental Abilities Scale (GMMAS) is one of the most recent and important measures in the Gulf Cooperation Council countries and was prepared and codified by Alzayat et.al (2011) as a research grant funded by the Education Office for the Arab Gulf States in 2011.…”