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

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 (a) the generalizability of validity evidence of NNAT by checking its construct and crit...

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Bibliographic Details
Published in:The Gifted child quarterly 2021-07, Vol.65 (3), p.199-219
Main Authors: Lee, Hyeseong, Karakis, Nesibe, Olcay Akce, Bekir, Azzam Tuzgen, Abdullah, Karami, Sareh, Gentry, Marcia, Maeda, Yukiko
Format: Article
Language:English
Subjects:
Ability tests
Academically Gifted
Achievement Tests
Aptitude Tests
Cognitive Ability
Correlation
Culture Fair Tests
Disproportionate Representation
Effect Size
Evidence
Gifted
Gifted Education
Identification
Intelligence Tests
Measurement Techniques
Meta Analysis
Minority Group Students
Nonverbal Ability
Nonverbal Tests
Predictive Validity
Rating Scales
Students
Test Results
Test Validity
Validity
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Summary: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 (a) the generalizability of validity evidence of NNAT by checking its construct and criterion validity with other measures (Part I) and (b) 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 .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 = .31) and other alternative measures often used to identify gifted students (e.g., teacher-rating scale; r = .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.
ISSN:0016-9862
1934-9041
1934-9041
DOI:10.1177/0016986221997800