Abstract
The aim of the present study is to develop a national non-verbal cognitive ability test in Turkey. Test items were developed during the first stage and applied as a pilot study on 3,073 children in the age interval of 4 to 13. The test was given its final form based on the values of item difficulty, item distinctiveness, item total score correlation. Norm study was carried out at 12 different provinces with a total of 9,129 children comprised of 4,464 females (49%) and 4,665 (51%) males. Test-retest, split-halves, KR-20, and KR-21 methods were applied for the reliability analyses of the study. Standard error, standard deviation, and reliability coefficient were calculated for the measurement. Content and construct validity along with criterion-related validity analysis methods were used for validity analyses. The KR-20 reliability coefficient obtained from the complete sample group was estimated as 0.92. Test-retest reliability coefficient was determined as 0.80. A correlation of .71 was determined between Naglieri Cognitive Ability test and BNV test. A correlation of .67 was determined between Toni-3 test and BNV test while a correlation of .86 was determined between BNV and Colored Progressive Matrices Test.
Highlights
Today, efforts are ongoing as the primary focus in both education and clinical evaluations to put forth the abilities and capacities of children individually
The items in the trial form of the pilot study are selected for the test based on their ability to cover all aspects of the characteristic that they are trying to measure as well as their level of contribution to the validity and reliability of the test (Crocker & Algina, 2008)
It can be indicated that the findings of the present study provide important proofs regarding the validity of Bildiren Nonverbal Ability Test (BNV)
Summary
Efforts are ongoing as the primary focus in both education and clinical evaluations to put forth the abilities and capacities of children individually. Intelligence tests are especially used frequently for measuring individual differences in cognitive areas. Multiple intelligence test [e.g., Wechsler Intelligence Scales for Children, 5th edition]; Wechsler, 2014; Wechsler Intelligence Scale for Children-IV [WISC-IV] Wechsler, 2004; Stanford-Binet Intelligence Scale, 5th edition [SB5]; Roid, 2003) in addition to enabling the evaluation of more than one area. The scores in these different areas may be combined to put forth the composite indices of intellectual ability. Questions related with these type of intelligence tests are generally administered verbally with the responses either verbal or in the form of task completion
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