Naglieri General Ability Tests™
Jack A. Naglieri, Ph.D.; Dina Brulles, Ph.D.; Kimberly Lansdowne, Ph.D.
The Naglieri General Ability Tests™ (Naglieri—Verbal, Naglieri—Nonverbal, and Naglieri—Quantitative) are a suite of tests designed to measure general ability in a way that minimizes the influence of culture, language, economic background, and academic knowledge to maximize accuracy.
About the Naglieri General Ability Tests™
Measure how well students think, rather than what students know.
The Naglieri General Ability Tests (Naglieri—Verbal, Naglieri—Nonverbal, and Naglieri—Quantitative) are ability tests thoughtfully designed to support fair gifted identification and assessment by measuring students’ general ability rather than formal knowledge.
The Naglieri General Ability Tests support fair gifted identification by:
• Allowing students to solve problems regardless of the language they speak
• Using language-free and non-verbal test items
• Minimizing the influence of culture, language, economic background, and academic knowledge so that students from all backgrounds can accurately demonstrate their intellectual potential
The Naglieri General Ability Tests are the winner of the 2024 Excellence in Equity – Industry Impact Award in the Diversity and Inclusion Solution category.
Learn more from the authors by visiting the Naglieri General Ability Tests site.
How Do the Naglieri General Ability Tests™ Work?
The Naglieri General Ability Tests include three ability tests that can be used individually or as multiple measures for gifted identification: verbal ability test, nonverbal ability test, and quantitative ability test.
For each of the three tests, instructions are presented to the student using animated videos, which eliminates the need for comprehension of verbal directions.
Each test takes approximately 30 to 35 minutes to complete. For users requiring multiple measures as part of their identification process, each test can be used as a separate assessment or if multiple tests are administered a combined score can be generated.
With the Naglieri General Ability Tests, local and national norms can be used. For more information on using local and national norms, learn more.
Local and National Norms
Learn more from the authors by visiting the Naglieri General Ability Tests site.
Key Features That Power the Naglieri General Ability Tests™
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Individual Reports in Spanish Now Available
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Local norms: Kindergarten to Grade 9
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National Norms: Kindergarten to Grade 6
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Administered and scored online
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Classlink and Clever Partner
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SIS/LMS Integration
Voices from the Classroom:
Naglieri General Ability Tests™ in Action
Educators are using the Naglieri General Ability Tests to identify gifted students who may be overlooked by traditional achievement tests. Discover how the Naglieri General Ability Tests are making a real difference in schools through the words of educators and students. The following testimonials highlight the positive impact these assessments have on identifying and supporting gifted learners.
Read more about the real-world impact of the Naglieri General Ability Tests, learn more.
“Our campus houses several different Specially Designed Instructional programs, which serve students identified with Dyslexia. A fourth-grade student here who has been a part of both of these programs had been overlooked for the first five years of his educational journey. After administering the Naglieri General Ability Tests in the fourth-grade classes, he scored in the 99th percentile for our entire district on the Nonverbal test. He has since been qualified to receive services from our Gifted and Talented program, something that may not have been possible without the use of the [Naglieri General Ability Tests]. Upon hearing about the results, his parents personally reached out to tell me how many medical professionals from their past had said their child would not succeed in the academic world. This student is breaking down the walls built around him.”
“Through the use of the Naglieri General Ability Tests, we have been able to screen and go on to identify several students who don’t fit the perceived, “gifted mold.” Teachers have been surprised by some of the students that we found. That’s the purpose of this screening!”