Mastering the Matrix:
IQ Testing
Screeners
and the Bell Curve
AAGC 2014 Gifted in Living Color
Dr. Kathy Perry VanFleet
Mrs. Kathryn Ratley
Intelligence is “the ability to reason, plan, solve
problems, think abstractly, comprehend ideas and
language, and learn.” This ability involves
comprehension and experiential learning.
http://psychology.ucdavis.edu/faculty_sites/sommerb/sommerdemo/stantests/mental.htm
Verbal Reasoning
Verbal reasoning is “thinking with words”. Children who possess
strong verbal reasoning abilities are able to perform better on tasks
that involve written or spoken information. They understand
relationships between language concepts and are able to solve
analogies and comparisons. Children who have strong verbal
reasoning abilities may be strong in the academic areas of reading
and language arts.
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Nonverbal Reasoning
Nonverbal reasoning is “thinking without words”. Children who
possess strong nonverbal reasoning skills are able to perform better
on tasks that involve analyzing visual stimuli to solve problems.
They are able to understand, interpret, and predict relationships
between visual sequences and solve visual/spatial analogies.
Children who have strong nonverbal reasoning abilities may be
strong in the area of math and science.
vs.
Difference between Aptitude and Achievement Tests
Aptitude Tests measure a child’s ability to think, reason and solve problems without
relying on prior knowledge. A child’s aptitude generally predicts how quickly he/she will be
able to learn and apply complex concepts.
Examples of Aptitude Tests:
Group Aptitude Screeners
 Cognitive Abilities Test (CogAT)
 Otis-Lennon School Ability Test (OLSAT)
 Naglieri Nonverbal Ability Test 2 (NNAT2)
Individually Administered IQ Tests
 Reynolds Intellectual Assessment Scale (RIAS)
 Wechsler Intelligence Scale for Children (WISC-IV, WISC-V available fall 2014)
 Stanford-Binet Intelligence Scales V (SB-V)
Achievement Tests measure actual achievement or performance in key academic areas.
Achievement scores are influenced by a child’s ability, as well as the application and practice of
knowledge that has been learned.
Examples of Achievement Tests:
 Global Scholar
 American College Test (ACT)
 ACT Explore
 ACT Aspire
 Stanford Achievement Test 10 (SAT 10)
Aptitude Screeners
On the Alabama matrix, only the total score from an aptitude screener may be used to
determine eligibility.
The CogAT is a group or individually administered aptitude screener which assesses verbal,
nonverbal, and quantitative reasoning skills. A brief form is available.
 Paper/pencil format
 Level 8 (2nd grade) provides three separate scores and a composite
 Level 9–18 (3rd –12th grade) assesses three areas and yields a composite score
Sample CogAT Test Questions
(1st & 2nd Grade)
Take a look at the pictures across the top. They show a piece of paper being folded. Then, one
or more holes are punched in the folded piece of paper. Can you point to the answer that
shows what the square piece of paper will look like when it is unfolded?
(5th & 6th Grade)
Look at the first three figures. They go together in some way. Choose one more figure in the
rest of the row that goes with the first three figures in the same way.
http://www.tests.com/practice/COGAT-Practice-Test
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The NNAT2 is a group or individually administered aptitude screener which assesses nonverbal
reasoning and general problem solving ability.
 No reading, writing or speaking required
 Paper/pencil format
 Yields a composite score
Sample NNAT2 Test Questions
(1st & 2nd Grade)
Look at the shapes in the boxes across the top. Do you see how they are related to each
other? Can you find the answer that goes in the empty box so the shapes in the next row will
relate to each other in the same way as the shapes in the top row?
(5th & 6th Grade)
Look at the pattern on top. A piece has been taken out of it. Choose the piece below the
pattern that goes where the question mark is in order to complete the pattern.
http://www.tests.com/practice/NNAT-Practice-Test
Individually Administered IQ Tests
According to the ALSDE website, only specific factor scores and the total score from an
individually administered IQ test may be used to determine eligibility.
The WISC-IV measures a child’s verbal and nonverbal reasoning skills. It is comprised of
10 core subtests, takes approximately 80 minutes to administer, and yields four index scores
and a full scale score. The Verbal Comprehension Index, Perceptual Reasoning Index and
Full Scale Scores are acceptable for determining eligibility on the state matrix.
Verbal Comprehension Index
 Measures verbal concept formation
 Assesses the ability to listen to a question, draw upon learned information, reason
through an answer, and express thoughts aloud
Perceptual Reasoning Index
 Measures nonverbal and fluid reasoning
 Assesses the ability to examine a problem, draw upon visual-motor and visual-spatial
skills, organize thoughts, and create solutions
Working Memory Index
 Measures working memory
 Assesses the ability to memorize new information, hold it in short-term memory,
concentrate, and manipulate that information to produce some result
Processing Speed Index
 Measure of processing speed
 Assesses the ability to focus attention and quickly scan, discriminate between, and
sequentially order visual information
 Requires persistence and planning ability, but is sensitive to motivation, difficulty
working under a time pressure, and motor coordination
http://www.psychpage.com/learning/library/intell/wisciv_hx.html
Sample WISC-IV Test Questions
(3rd & 4th Grade)
Do you see these 4 boxes? In the top row the pictures go together in a certain way. Now look
at the bottom row. Do you see the empty box? Which of the 4 pictures on the side goes with
the picture in the bottom box the same way the 2 pictures in the top row go together?
Do you see these 4 boxes? In the top row the pictures go together in a certain way. Now
look at the bottom row. Do you see the empty box? Which of the 4 pictures on the side goes
with the picture in the bottom box the same way the 2 pictures in the top row go together?
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First picture over the bubble
Second picture over the bubble
Third picture over the bubble
Fourth picture over the bubble
http://www.tests.com/practice/WISC-Practice-Test
The WISC-V measures a child’s verbal and nonverbal reasoning skills and is comprised of
seven core subtests. This is the revised WISC-IV and is being released in the fall of 2014.
Fewer subtests are required to get the full scale score, which reduces total test time.
http://storage.cloversites.com/arkansasschoolpsychologyassociation/documents/WISC5%20ASPA_han
d_2.pdf
The RIAS measures a child’s verbal and nonverbal reasoning skills. This test usually takes 35
minutes to administer and is not dependent on motor coordination, visual-motor speed, reading
skills or mathematical skills.
Verbal Intelligence Index
 Comprised of two subtests
 Measures vocabulary knowledge and reasoning abilities
 Questions are read aloud and students answer orally
Nonverbal Intelligence Index
 Comprised of two subtests
 Measures analytical reasoning, spatial and visualization abilities
 Students point to indicate their answers
Sample RIAS Test Questions
(1st & 2nd Grade)
Look at this picture. An important part of it is missing. What's missing?
Toe
Finger
http://www.brainy-child.com/experts/RAIS-Woodcock-tests.shtml
http://www.tests.com/practice/WISC-Practice-Test
Face
Foot
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The SB-V measures a child’s verbal and nonverbal reasoning skills. This assessment takes
between 45-75 minutes to administer and yields a Full Scale IQ, Verbal IQ, Nonverbal IQ, and
five composite factor scores, which are as follows:
Fluid Reasoning- solving novel problems which use symbolic and visual content.
Knowledge- measures the acquisition of skills and general information.
Quantitative Reasoning- measures the ability to apply logical thinking and mathematical
knowledge to the solution of pictorially presented quantitative problems.
Visual-Spatial Processing-measures the ability to see patterns, relationships and spatial
orientation
Working Memory- measures the cognitive process of temporarily storing and then
transforming or sorting information in memory
Sample SB-V Test Questions
(5th & 6th Grade)
Do you see these 4 boxes? In the top row the pictures go together in a certain way. Now look at the
bottom row. Do you see the empty box? Which of the 4 pictures on the side goes with the picture in
the bottom box the same way the 2 pictures in the top row go together?
http://www.education.com/reference/article/stanford-binet-intelligence-scales1/
http://nswagtc.org.au/images/stories/infocentre/smith_stanfordbinet5.pdf
http://www.tests.com/practice/Stanford-Binet-Practice-Test
Improving a Child’s Verbal Reasoning Skills
Spend quality time reading with your child. Immerse your child in a
print-rich environment to include a wide variety of literature and texts to build
vocabulary and fund of general knowledge.
Enjoy words. Play with words through games, songs and humor.
Engage children in meaningful conversations to facilitate the development of vocabulary
skills. This is especially important when language is developing rapidly. Ask children
questions which require more than a one-word answer.
Explore science and art museums. Expose your child to the cultural arts.
Travel to new places, attend plays, concerts, and exhibitions. Introduce music and
rhythm, as this may enhance aspects of the academic performance such as facilitating
focus skills.
Play word games involving synonyms (words that have the same meaning)
and antonyms (words that mean the opposite of each other).
Do cross-word puzzles, anagrams, word searches, Mad-Libs, and wordbased family games like Scrabble and Boggle.
Improving a Child’s Non-Verbal Reasoning Skills
Create a new picture by changing a picture already made. Draw objects from unusual
perspectives. Create origami.
Build with legos, k’nex, tinker toys, or any building toys.
Create complicated color patterns and tessellations.
Practice finding symmetry in objects. Create art with symmetry.
Solve tangrams and jigsaw puzzles. Play with a Rubik’s Cube. Create puzzles for others to solve.
Take field trips to science museums, art museums, and nature centers.
Introduce children to vocabulary that describes the spatial world. Identify
similarities and differences between shapes in the world around you.
Resources
http://www.education.vic.gov.au/school/parents/secondary/pages/practicetests.aspx
http://www.gobookee.org/quantitative-reasoning-practice-tests-for-kids/
www.lumosity.com
http:www.buzzle.com/articles/tips-to-raise-your-iq.html
http://www.parentingscience.com/spatial-skills.html
http://www.visualspatial.org
http://www.pearsonassessments.com/haiweb/Cultures/en-US/Site/Community/Edcuation/Products/NNAT2/nnat2.html
http://learningdisabilities.about.com/od/glossar1/g/nonverbalintell.html
http://learningdisabilities.about.com/od/glossar1/g/verbalintelligence.html
http://www.forbes.com/sites/alexknapp/2011/10/06/music-training-improves-verbal-intelligence-in-children/html
http://psychology.about.com/od/educationalpsychology/ss/multiple-intell_3.html
https://www.slc.cambridgeshire.nhs.uk/ActivitiesIdeasandInfo/PrimarySchool/ReceptiveLanguage/VerbalReasoning/tabid/140
6/language/en-GB/Default.aspx
http://www.theschoolrun.com/what-verbal-reasoning
http://school.fultonschools.org/es/crabapplecrossing/Documents/TAG/non-verbal%20%20not%20Title%201%20(2).pdf
http://school.fultonschools.org/es/crabapplecrossing/Documents/TAG/verbal%20not%20Title%201%20(2).pdf
http://psychology.ucdavis.edu/sommerb/sommerdemo/stantests/mental.html
http://everydaylife.globalpost.com/difference-between-stanford-achievement-test-otislennon-school-ability-test-5880.html
http://www.drphil.com/articles/article/189
http://psychology.ucdavis.edu/faculty_sites/sommerb/sommerdemo/stantests/mental.htm
http://www.psychpage.com/learning/library/intell/wisciv_hx.html
http://storage.cloversites.com/arkansasschoolpsychologyassociation/documents/WISC5%20ASPA_hand_2.pdf
http://www.brainy-child.com/experts/RAIS-Woodcock-tests.shtml
http://nswagtc.org.au/images/stories/infocentre/smith_stanfordbinet5.pdf
http://www.education.com/reference/article/stanford-binet-intelligence-scales1/
http://www.google.com/search?sourceid=navclient&aq=&oq=stanford+binet+workin&ie=UTF8&rlz=1T4GGNI_enUS559US559&q=stanford+binet+working+memory&gs_l=hp..0.0.0.0.0.171986...........0.7PrDAUvtBIQ&g
ws_rd=ssl
http://www.visualspatial.org/vslasl.php
http://www.tests.com/practice/COGAT-Practice-Test
http://www.tests.com/practice/NNAT-Practice-Test
http://www.education.com/reference/article/stanford-binet-intelligence-scales1/
http://nswagtc.org.au/images/stories/infocentre/smith_stanfordbinet5.pdf
http://www.tests.com/practice/Stanford-Binet-Practice-Test
http://www.google.com/search?sourceid=navclient&aq=&oq=NNAT2&ie=UTF8&rlz=1T4GGNI_enUS559US559&q=NNAT2&gs_l=hp...0l5j41l3.0.0.0.1494...........0.6ABTuXPm0s0&gws_rd=ssl