Answers to Frequently Asked Questions About Gifted Placement Testing
What test was used to evaluate my child?
A test of aptitude, such as the Cognitive Abilities Test, is used to identify students for gifted services. It measures a student’s ability to reason using words, numbers, and shapes/patterns. It does not measure content the student has learned, so it is not a test for which one may study. To meet the state definition of giftedness, a student must earn a score of 97% or higher in at least one of the three areas.
What do the gifted scores mean?
Basically, the scores mean that, out of a hundred children within three months of your child’s age and being tested in the same grade at the same time of year, your child scored better than that number. Therefore, a score of 50% would mean your child scored better than 50 out of a hundred children, which is average, and a score of 99% would mean that your child scored the highest of 100 children his/her age.
The verbal test measures a child’s ability to reason using words, vocabulary, understanding the subtle differences between similar-meaning words (such as cute/beautiful/handsome), choosing the best words to put into blanks in sentences, and understanding analogies. If your child is strong in the verbal area, he/she is probably an advanced reader for his/her age, has an extensive vocabulary, can express his/her ideas well, and understands plays on words. This ability does not mean he/she is a good speller, however, and he/she may often leave out words when writing. This child needs a library card and opportunities to read a variety of self-selected, above grade level books.
The quantitative test measures a child’s ability to solve problems using numbers, sequences, and mathematical operations. A high score in this area indicates that the child understands math concepts and has a pronounced ability to solve problems using logic and sequential steps. This student may also be quite talented at music and science, which use related skills. This child would benefit from logic problems/brain teasers and exposure to real-world math problems, such as choosing the healthiest juice from reading the ingredients list, saving/spending own allowance, measuring, estimating, and investigating real-world problems.
The non-verbal test measures a child’s ability to solve problems using shapes and patterns. A high score in this area indicates a child has exceptional ability to make connections, see patterns, draw inferences, and visualize the world in a 3-D way. This child can find the car in the parking lot for you, comprehend maps and graphs, build Legos and puzzles, and think logically. He/she might excel at sports, dance, art and/or drama. Although this strength is not specifically taught in school, it is useful in creative writing, science, math, art, P.E., and seeing the connections in history and literature. He/she may become frustrated in school and need reassurance that his/her gifts could lead to a career in architecture, surgery, web design, choreography, filmmaking, and other 3-D areas.
My child didn’t qualify for gifted services. What now?
First of all, recognize you and your child are doing a great job! Your child must be a highly proficient student to have been nominated for gifted testing. There are many reasons why a child might not test in a way that reflects his/her true ability, including rushing through the test, lack of concern, embarrassed to ask clarifying questions, test anxiety, answering incorrectly on purpose (so as not to be given more or harder work), or putting an answer on the wrong line and then having all that follow it also be on the wrong line. The testers are aware of these potential problems and try hard to make sure they do not occur, but they may rarely still happen. For test validity, we must wait 12 months before testing again. In the meantime, please discuss with your child’s classroom teacher whether your child might benefit from learning extensions and/or higher-level work. You may request testing for your child next year; you do not need to wait for a teacher to do so. Nomination forms are available in the school office.
My child qualified for gifted services. What now?
Congratulations! Your school’s gifted teacher and/or administrators will be made aware of your child’s scores automatically, and they should arrange for your child to receive appropriate gifted services. Please speak to your classroom teacher if you don’t promptly receive information about these services or if you feel your child needs out-of-grade-level math, more rigor, or other accommodations.
In some cases, parents may feel that their child’s needs require more accommodations than the school customarily provides. There are a number of strategies available to meet the needs of gifted children, of which, unfortunately, the classroom teacher may not even be aware or, possibly, is unable or unwilling to provide. Remember that, once your child has been identified as qualified for gifted services, appropriate services are required by law. Such services would be better developed and evaluated by a professional who has gifted certification and years of experience. It is not the teacher’s fault if they don’t know this information—there is so much content that teachers are expected to master, and gifted children are the minority. However, if your child’s needs are not being met, please consider reaching out to myself or another gifted advocate for support.