Directions for Administration

Directions for Administration

Copyright © 2007 by NCS Pearson, Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Pearson, Naglieri Nonverbal Ability Test and NNAT are trademarks of Pearson registered in the United States of America and/or other

jurisdictions. Portions of this work were previously published. Printed in the United States of America. ISBN 0158687574

Copyright © 2007 by NCS Pearson, Inc.

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher.

Pearson, Naglieri Nonverbal Ability Test and NNAT are trademarks of Pearson registered in the United States of America and/or other jurisdictions.

Portions of this work were previously published. Printed in the United States of America.

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Table of Contents

General Information 1

Introduction 1

Applications 2

Structure 3

Test Development and Content 3

Test Security 3

Ethical and Legal Issues 4

Testing Considerations 5

General Testing Considerations 5

Preliminary Planning 5

Materials Required By the Test Administrator for Paper-Based Testing 5

Materials Required By the Test Administrator for Computer-Based Testing 6

Materials Required By Each Student for Paper-Based Testing 6

Scheduling the Test 6

About Machine-Scorable Documents 6

Before Paper-Based Testing 7

Before Computer-Based Testing 7

During Testing 7

After Testing 8

Paper-Based Testing Without an Answer Document (Levels A, B, C, and D) 8

Paper-Based Testing With an Answer Document (Levels C, D, E, F, and G) 10

Specific Directions for Administration 13

Paper-Based Administration Using Levels A, B, C and D (without a separate answer document) 13

Beginning the Testing Session 13

Administering the Test: Pictorial Directions and Sample Items 14

Paper-Based Administration Using Levels C, D, E, F, and G (using a separate answer document) 17

Beginning the Testing Session 17


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NNAT 2 Directions for Administration

Computer-Based Administration for all NNAT2 Levels 21

Beginning The Testing Session 21


Administering the Paper-Based Test in Spanish for Levels A, B, C, and D: Pictorial Directions and Sample Items 23

Administering the Paper-Based Test in Spanish for Levels C, D, E, F, and G: Pictorial Directions and Sample Items 26

Administering the Computer-Based Test in Spanish: Pictorial Directions and Sample Items 29

References 31

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General Information

Introduction

The Naglieri Nonverbal Test of Ability—Second Edition (NNAT2) is a brief, nonverbal measure

of general ability that is administered to groups of students in grades K–12. The NNAT2 is based

on a method that is supported by nearly a century of research. This research has demonstrated

that a person’s general ability can be measured validly and reliably without requiring the

student to read, write, or speak. The value of nonverbal tests was initially recognized by

Yoakum and Yerkes (1920) when they wrote how examinees could fail a verbal test of general

ability because of limited skills in English. When these examinees were then tested with a

nonverbal test of ability, they often performed well, and therefore this approach avoided

“injustice by reason of relative unfamiliarity with English” (p. 19). This logic describing the

value of a nonverbal test is as sound today as it was then.

Each student’s ability is measured using a set of items, sometimes referred to as a figural

matrix, containing pictures that form a pattern (see Figure 1). The items are considered

nonverbal because designs requiring spatial analysis are used and verbal knowledge and

skills are not required. Figural matrices are used instead of questions that require factual

knowledge such as vocabulary, mathematics, and reading skills so that the test is appropriate

for a wide variety of students. Because all of the information needed to solve each question

is presented in the item, the test scores are not influenced by a student’s verbal and quan-

titative knowledge. This approach not only provides a reliable and valid evaluation of any

student’s ability, but also the use of figural matrices makes the test useful for culturally and

linguistically diverse populations.

Figure 1. Sample Figural Matrices

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Applications

The NNAT2, like its predecessor the NNAT (Naglieri, 1997), was designed to provide a measure

of general ability that can be given to a wide variety of students who would be disadvantaged if

administered a traditional measure of intelligence that has verbal and quantitative questions.

This is particularly important because of increasing rates of immigration and mobility in

the U. S. and the growing numbers of minority children, especially those of Hispanic origin

(Ramirez & de la Cruz, 2002). These increasing rates have resulted in an increased need

to provide measures that can accurately evaluate general ability for those from culturally

and linguistically diverse backgrounds. Nonverbal tests of general ability are also useful

for those who have limited expressive and receptive language skills, those who are deaf

or hard of hearing, and those students from minority groups who are being evaluated for

gifted programming (Bracken & Naglieri, 2003). Finally, these tests are also appropriate for

all students for whom a measure of general ability is needed.

The NNAT2 has a variety of educational applications. It is appropriate as a measure of general

ability and as a predictor of scholastic achievement for students in all grades. It can be used

to identify students whose low general ability may indicate potential academic problems, as

well as identifying gifted and talented students with high general ability.

The NNAT2 is appropriate for students from diverse cultural and linguistic backgrounds,

including students whose school performance may be poor because of limited proficiency

in English and those gifted and talented students who do not speak English or are learning

English. The NNAT2 is designed for fair assessment of socially or economically disadvantaged

students. The NNAT2 may also be used as an aid in identifying students who have mental

handicaps or learning difficulties. Finally, the NNAT2 is appropriate for students with hearing,

language, motor, or color-vision impairments.

When used in conjunction with achievement test results, the NNAT2 can provide a broader

picture of a student’s performance. A comparison of results from achievement tests

(e.g., Stanford Achievement Test Series, Tenth Edition, copyright © 2003, NCS Pearson, Inc.)

with results from the NNAT2 will allow for identification of underachieving students.

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Directions for Administration NNAT 2

Structure

The NNAT2 is organized into seven groups of items labeled Levels A though G, each of

which is specifically designed for students from kindergarten through grade 12. Each level

contains 48 items carefully chosen to be appropriate for students at the grade or grades for

which that level is intended. Separate test levels for each grade from kindergarten through

grade 2 reflect the rapid growth in ability in the early school years. One level serves grades

3 and 4, and another level serves grades 5 and 6. The next level is provided for the middle

school years and the transition to high school (i.e., grades 7, 8, and 9). The final level serves

the last three high school grade levels (i.e., grades 10, 11, and 12). The levels and the grades

for which they are intended are shown in Table 1.

Table 1. NNAT2 Levels and Corresponding Grades

Level Grade(s)

A K

B 1

C 2

D 3, 4

E 5, 6

F 7, 8, 9

G 10, 11, 12

Test Development and Content

The NNAT2 is predictive of academic success because school learning depends upon

general ability. This test measures general ability nonverbally using test questions that

share the same essential requirement—the student must understand the relationships

among the parts of a figural matrix to determine which response is correct. All the infor-

mation needed to solve the problem is provided in the item. The student’s performance on

each item is added to get a total raw score, which is used to obtain the scaled score and the

Naglieri Ability Index (NAI).

Test Security

The test administrator must ensure that the test materials remain secure and are shown or

released only to qualified professionals who will safeguard them.


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Ethical and Legal Issues

NCS Pearson, Inc. (Pearson) owns the copyright to all NNAT2 test items, norms, and other

testing materials; therefore, the Legal Department at Pearson must approve, in writing,

the copying or reproduction of any test materials. The sole exception to this requirement

is the reproduction of a completed Record Form by a school professional for the purpose of

conveying a student’s records to another qualified professional bound by the same ethical

obligations to maintain test security.

These test security policies and copyright restrictions are consistent with the guidelines

set forth in the Standards for Educational and Psychological Testing, authored by a joint

committee of the American Education Research Association, the American Psychological

Association, and the National Council on Measurement in Education (1999).

The NNAT2 results should be interpreted in light of the student’s background, including

classroom performance, personality traits, levels of attention, motivation, and language

comprehension.

Testing Considerations

General Testing Considerations

Test administrators should carefully follow all administration directions. Deviations from

the directions provided could reduce the validity of the test results.

Preliminary Planning

1. Read the directions in this manual thoroughly and carefully.

2. Familiarize yourself with the test by actually taking the test in the mode you will administer it (i.e., paper-based or computer-based).

3. Prepare your students for taking the test. Many students at the lower grades are inexperienced at taking standardized tests and the mechanics of following directions and filling in answer documents or responding on the computer may be unfamiliar to them. It is appropriate for test administrators to provide young students with instruc-tion regarding issues such as how to fill in an answer and how to change a response.

4. Make sure the physical conditions in the testing room are satisfactory. There should be adequate lighting for all students, and students should be seated so that there is enough space between them.

5. If necessary, post a “Testing—Do Not Disturb” sign on the door.

6. If the group is larger than a normal-sized class, there should be one assistant for every twenty-five students.

7. For the paper-based administration, ensure that you have the correct test book and, if applicable, the correct answer document for each student. Levels A and B are administered without answer documents; levels C and D can be administered with or without answer documents; and levels E, F, and G are administered with answer documents.

Materials Required By the Test Administrator for Paper-Based Testing

1. A copy of these directions

2. A supply of the relevant levels of NNAT2 test books, including one for demonstration

3. If needed, a supply of answer documents, including one for demonstration

4. A supply of sharpened soft-lead No. 2 pencils with erasers. Extra pencils should be on hand

5. A clock to limit testing to 30 minutes

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Materials Required By the Test Administrator for Computer-Based Testing

1. A copy of these directions

2. A copy of the additional computer-based directions from http://teacher.nnat2.com.

Materials Required By Each Student for Paper-Based Testing

1. The grade-level appropriate NNAT2 test book

2. An answer document (only for students taking Levels E through G, or if the test administrator prefers that the student use an answer document with Levels C or D)

3. Two soft-lead No. 2 pencils with erasers

Scheduling the Test

Students are allowed 30 minutes to complete the 48 test items on the NNAT2. Completion

of the sample items takes approximately 5 minutes and is not included in the 30 minute

time limit. Students must be allowed exactly 30 minutes to complete the 48 item test. Test

administrators should anticipate that administration of the test will also require about

10 minutes for distribution and collection of the forms. Test administrators should, therefore

allot approximately 45 minutes for the entire session. If students have little experience with

this type of form, the demographic information can be completed with assistance. The test

administrator should not schedule the test if there is any doubt that sufficient time is available

for students to complete the NNAT2.

About Machine-Scorable Documents

Machine-scorable test books may be processed with almost 100% accuracy if they are marked

properly and kept in good physical condition.

1. Marking: Students must use a soft-lead No. 2 pencil with an eraser and cannot use crayons, ink pens, and colored pencils to mark their answers. Students should be encouraged to mark their answers as completely as possible. Although it is necessary to impress on students the importance of marking their responses carefully, students should not be so meticulous or concerned that they lose testing time or become anxious.

2. Erasures: All unintended responses and markings must be thoroughly erased.


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3. Physical Condition: Book pages or answer documents cannot be scored if they have been stapled, torn, or otherwise mutilated. Pages must not be folded back during testing.

Note: Levels C and D are the only levels that allows the student to write their answers directly

in the test book or fill in their answers on a separate answer document.

Before Paper-Based Testing

1. Ensure that all students’ desks or tables are free of books and paper.

2. For students taking Levels A, B, C, or D (without an answer document), enter the student’s name on the student demographic page on the back cover of the book. Directions for filling in the student demographic grids on the machine-scorable books appear in a later section of these directions, “After Testing.”

Before Computer-Based Testing

1. Ensure that all students’ desks or tables are free of books and paper.

2. Ensure that all computers have an adequate internet connection by using the system check on the website.

3. Load the secure browser on each computer that will be used for testing.

4. Log in and verify that your students are in the system.

During Testing

1. Try to maintain a natural classroom atmosphere during the test administration.

2. The NNAT2 instructions include several sample items that are completed before the students take the test.

3. During presentation of the sample items, you are permitted to help students under-stand what they are to do and how they are to mark their answers. Ensure that the students understand that they are to look at the question, choose their answer, and record their answer. Also, if they want to change an answer on the paper-based test, it must be erased completely before recording the new answer. If necessary, repeat the sample directions and redo the sample items. This is not an opportunity for the test administrator to give instruction on how to solve the problem; rather, this is the time the test administrator can ensure that the students understand what they need to do. Never make up your own samples.


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4. Once testing begins, give students whatever help they need with marking or turning pages, but do not help them with specific test items.

5. During the paper-based test, check to make sure that students are marking their responses in the appropriate spaces on the test books (Levels A, B, C, and D only) or answer documents (Levels C, D, E, F, and G only).

6. Encourage students who appear to give up to continue doing their best.

After Testing

Paper-Based Testing Without an Answer Document (Levels A, B, C, and D)

1. Enter the remaining information required on the student demographic page on the back cover of the test book. (The student’s name was entered prior to testing.) Consult each student’s permanent record to verify the date of birth.

2. Fill in the student demographic information.

a. In Box 2, confirm the student’s name (last, first, middle initial), which was entered prior to testing. Fill in each bubble that corresponds to the letter printed at the top of the column. For each column that does not include a letter, fill in the blank bubble directly below each empty box.

b. In Box 3, verify or complete the “Date of Birth” box. First, fill in the appropriate bubble for the month. Then write in the day as a two-digit number (e.g., 05) and fill in the corresponding bubbles. Next, fill in the bubble for the first two digits of the year of birth. Finally, write in the last two digits of the year and fill in the corresponding bubbles.

c. In Box 4, fill in the bubble corresponding to the student’s gender.

d. In Box 5, fill in the bubble corresponding to the ethnicity with which the student most identifies.

e. In Box 6, fill in the circle corresponding to the student’s grade.

f. In Box 7, fill in the bubble corresponding to the level of NNAT2 test that was administered to the student.

g. In Box 8, print the student’s number. Write one number in each of the small white boxes; then fill in each bubble that corresponds to the number you have printed at the top of the column.


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h. If the district or school has elected to use any of these featured, complete the boxes for “Other Information,” “Special Services,” “Special Conditions,” Number of Years in Bilingual Program,” and “EC Status.”

Code the “Other Information” box as directed by your district or school.

If the student is in a special program, code the “Special Services” box by using the key below. Grid all special programs that the student participated in this year.

A ESEA Title 1B Migrant EducationC Special Education IEPD Otherwise qualified handicapped under Section 504 of the

Rehabilitation Act of 1973E Gifted and Talented

If the student has a special condition, code the “Special Conditions” box by using the key below. Grid all special conditions that apply.

1 Autism2 Visual Impairment3 Deaf-Blindness4 Developmental Delay5 Hearing Impairment6 Orthopedic Impairments7 Multiple Disabilities 8 Mental Retardation9 Emotional Disturbance10 Speech and Language Disorders11 Specific Learning Disabilities12 Other Health Care Needs13 Traumatic Brain Injury14–18 Reserved19 Accommodations/standard administration20 Accommodations/non-standard administration

Code the “Number of Years in Bilingual Program” to indicate how many years the student has been in a bilingual program.

Code the “EC Status” box by using the key below.

A YES The student is economically disadvantagedB NO The student is NOT economically disadvantaged

i. Do not write anything in the space reserved for a Pre-ID label.

3. Check students’ test books. Ensure that the response circles have been properly filled in and that no stray marks appear on any of the pages.

i.

ii.

iii.

iv.

v.


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Paper-Based Testing With an Answer Document (Levels C, D, E, F, and G)

Check students’ answer documents.

1. The student demographic page should be coded properly with all required information.

2. Ensure that Boxes 2 and 3 are complete and the information entered in the boxes is in the correct location. For Box 2, the “Last Name, First Name, and I” sections, ensure that each column that does not include a letter has the blank bubble directly below each empty box filled in. For Box 3, the “Date of Birth” section, ensure that the student has entered the day as a two-digit number (e.g., 05).

3. If the district or school has elected to use any of these featured, complete the boxes for “Other Information,” “Special Services,” “Special Conditions,” Number of Years in Bilingual Program,” and “EC Status.”

Code the “Other Information” box as directed by your district or school.

If the student is in a special program, code the “Special Services” box by using the key below. Grid all special programs that the student participated in this year.

A ESEA Title 1B Migrant EducationC Special Education IEPD Otherwise qualified handicapped under Section 504 of the

Rehabilitation Act of 1973E Gifted and Talented

If the student has a special condition, code the “Special Conditions” box by using the key below. Grid all special conditions that apply.

1 Autism2 Visual Impairment3 Deaf-Blindness4 Developmental Delay5 Hearing Impairment6 Orthopedic Impairments7 Multiple Disabilities 8 Mental Retardation9 Emotional Disturbance10 Speech and Language Disorders

i.

ii.

iii.


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11 Specific Learning Disabilities12 Other Health Care Needs13 Traumatic Brain Injury14–18 Reserved19 Accommodations/standard administration20 Accommodations/non-standard administration

Code the “Number of Years in Bilingual Program” to indicate how many years the student has been in a bilingual program.

Code the “EC Status” box by using the key below.

A YES The student is economically disadvantagedB NO The student is NOT economically disadvantaged

4. Ensure that the response circles have been properly filled in and that no stray marks appear on any of the pages.

iv.

v.


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Specific Directions for Administration

Paper-Based Administration Using Levels A, B, C, and D (without a separate answer document)

Beginning the Testing Session

1. Ensure the following:

a. All desks or tables are cleared of books and other materials not related to testing.

b. Students are sufficiently separated to ensure that they work independently and do not distract each other.

c. All students are comfortably seated.

d. Each student has two No. 2 soft-lead pencils with erasers.

2. Pass out the NNAT2 test books. Be sure that students receive the test book that you pre-labeled for them. Do not let students open the books until told to do so.

3. Read the following boldface instructions exactly as they are written to the students. If necessary, you may supplement the directions with your own explanations, but do not give help on specific test questions. The text that is not bold is further instruction for the test administrator and should not be read aloud.

Note: If the NNAT2 will be administered in Spanish, turn to page 23.


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Administering the Test: Pictorial Directions and Sample Items

Say Open your test book to the first page and look at the pictures.

Hold up the test book with the first pages visible and point to the Pictorial Directions and Sample A (on the left page).

Say Look at what the boy is doing.

Give the students about 10–15 seconds to look at the pictorial direction.

Say He is looking for the answer.

Answer any questions about what the boy is doing.

Say Number 2 is the answer because it is a blue square. Fill in the circle under that answer.

Point to the answer location.

Sample B

Say Now look here.

Hold up the test book with the same pages visible and point to Sample B at the top of the right page.

Say There is a piece missing here.

Point to the question mark in Sample B.

Say Which one of these

Point to the answers in a sweeping motion from left to right.

Say goes here?

Point to the question mark.

Say Fill in the circle under the correct answer.

Pause for up to five seconds to allow the students to choose and fill in an answer.


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Say Number 4 is the answer because it is yellow and the lines go this way.

Point to the horizontal lines in the answer.

Sample C

Say Now look at this picture.

Hold up the test book with the same pages visible and point to Sample C (at the bot-tom of the right page).


Point to the question mark in Sample C.



Say goes here?


Say Fill in the circle for the answer.

Allow students time to answer Sample C. Check to make sure students are filling in the circle correctly. The instructions may be repeated or assistance provided as needed.

Say You should have filled in number 1. Number 1 is the answer because it is all blue.

Answer any questions but do not teach the students strategies for solving the items.

Test Items

Say In this book there are more questions to answer. Look at each one carefully and pick the answer you think is best. Do not spend too much time on any one picture. Do as many as you can. If you want to change your answer, erase the mark you made and fill in the circle for your new answer. Are there any questions?

Answer all questions.

Say You may begin.

Start timing. Allow 30 minutes. Do not provide additional instruction after the test has begun. Do not write start or stop times on the board or announce them to the students.


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After 30 minutes have elapsed,

Say Stop. Put down your pencil and close your test book.

Collect all test books. Remember to follow the after-testing procedures outlined on

pages 8–9 of this manual.


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Paper-Based Administration using Levels C, D, E, F, and G (using a separate answer document)

Beginning the Testing Session

1. Ensure the following:

a. All desks or tables are cleared of books and other materials not related to testing.

b. Students are sufficiently separated to ensure that they work independently and do not distract each other.

c. All students are comfortably seated.

d. Each student has two No. 2 soft-lead pencils with erasers.

2. Pass out the NNAT2 test books (do not let students open the books until told to do so).

3. Pass out the answer documents.

4. Instruct the students to neatly print or provide the information asked for on the student demographic page (i.e., boxes 1 –8). Provide help as needed.

5. When the students have completed the information, continue with the directions for test administration that follow. Read the following boldface instructions to the students. If necessary, you may supplement the directions with your own explanations, but do not give help on specific test questions. The text that is not bold is further instruction for the test administrator and should not be read aloud.

Note: If the NNAT2 will be administered in Spanish, turn to page 26.


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Say Open the book to the first page and look at the pictures.


Say Look at what the boy is doing.




Say Number 2 is the answer because it is a blue square. Fill in the circle on your answer document to mark your answer.

Point to the answer location on the answer document.

Sample B

Say Now look here.

Hold up the test book with the same first pages visible and point to Sample A at the top of the right page.





Say goes here?


Say Fill in the circle on the answer document

Point to the answer document.


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Say to mark your answer.




Sample C

Say Now look at this picture.

Hold up the test book with the same first pages visible and point to Sample C (at the bottom of the right page).





Say goes here?


Say Fill in the circle for the answer.

Allow students time to answer Sample C. Check to make sure students are filling in the bubble correctly. The instructions may be repeated or assistance provided as needed.

Say You should have filled in number 1. Number 1 is the answer because it is all blue.


Test Items

Say In this book there are more questions to answer. Look at each one carefully and pick the answer you think is best. Do not spend too much time on any one picture. Do as many as you can. If you want to change your answer, erase the mark you made and fill in the circle for your new answer. Are there any questions?


Say You may begin.


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Say Stop. Put down your pencil and close your test book.




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Computer-Based Administration for all NNAT2 Levels

Beginning The Testing Session

1. Open the NNAT2 secure browser on each computer, or have the students do so.

2. When the students have entered their information, continue with the directions for test administration that follow. Read the boldface instructions to the students. The text that is not bold is further instruction for the test administrator and should not be read aloud.

Note: If the computer-based NNAT2 will be administered in Spanish, turn to page 29.


Say Click on the arrow on the bottom right of your screen.

Say Look at what the boy is doing in the pictures.


After 3 seconds the answer will move into place on the screen.

Say Number 2 is the answer because it is a blue square.

Say Click on the arrow at the bottom of your screen to see the next picture.

Sample B

Say Look at this picture. There is a piece missing. Which one is the answer?

Say Click on the answer, or enter its number.



Gesture horizontally, from side to side.


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Sample C

Say Look at this picture. There is a piece missing. Which one is the answer?

Say Click on the answer, or enter its number.

Allow students time to answer Sample C. Check to make sure students are clicking or entering a response. The instructions may be repeated or assistance provided as needed.

Say You should have entered number 1. Number 1 is the answer because it is all blue.


Test Items

Say There are more questions to answer. Look at each one carefully and pick the answer you think is best. Do not spend too much time on any one picture. Do as many as you can. If you want to change your answer, click on your new answer, or enter it’s number. Are there any questions?


Say You may begin.

Do not provide additional instruction after the test has begun.

After 30 minutes have elapsed, the test will time out.


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Administering the Paper-Based Test in Spanish for Levels A, B, C, and D: Pictorial Directions and Sample Items

Say Abran sus libretas de prueba a la primera página y miren los dibujos.


Say Miren lo que está haciendo el niño.


Say Está buscando la respuesta.


Say El número 2 es la respuesta correcta porque es un cuadrado azul. Llenen el círculo debajo de esa respuesta.

Point to the answer location.

Sample B

Say Ahora miren aquí.

Hold up the test book with the same pages visible and point to Sample B at the top of the right page.

Say Hay una pieza que falta aquí.


Say ¿Cuál de éstas


Say va aquí?


Say Llenen el círculo debajo de la respuesta correcta.



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Say El número 4 es la respuesta correcta porque es de color amarillo y las líneas van en esta dirección.


Sample C

Say Ahora miren este dibujo.

Hold up the test book with the same pages visible and point to Sample C (at the bot-tom of the right page).





Say va aquí?


Say Llenen el círculo para la respuesta correcta.

Allow students time to answer Sample C. Check to make sure students are filling in the circle correctly. The instructions may be repeated or assistance provided as needed.

Say Deberían de haber llenado el número 1. El número 1 es la respuesta correcta porque es completamente azul.


Test Items

Say En esta libreta hay más preguntas para contestar. Miren cada una cuidadosamente y escogan la respuesta que creen que sea la mejor. No dediquen demasiado tiempo a un solo dibujo. Hagan todas las que puedan. Si quieren cambiar sus respuestas, borren la marca que hicieron y llenen el círculo para sus nuevas respuestas. ¿Hay alguna pregunta?


Say Pueden empezar.



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Say Paren. Pongan sus lápices sobre la mesa y cierren sus libretas de prueba.




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Administering the Paper-Based Test in Spanish for Levels C, D, E, F, and G: Pictorial Directions and Sample Items

Say Abran la libreta a la primera página y miren los dibujos.


Say Miren lo que está haciendo el niño.




Say El número 2 es la respuesta correcta porque es un cuadrado azul. Llenen el círculo en sus documentos de respuesta para marcar sus respuestas.

Point to the answer location on the answer document.

Sample B

Say Ahora miren aquí.

Hold up the test book with the same first pages visible and point to Sample A at the top of the right page.





Say va aquí?


Say Llenen el círculo en el documento de respuesta

Point to the answer document.


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Say para marcar sus respuestas.




Sample C

Say Ahora miren este dibujo.

Hold up the test book with the same first pages visible and point to Sample C (at the bottom of the right page).





Say va aquí?


Say Llenen el círculo para la respuesta.

Allow students time to answer Sample C. Check to make sure students are filling in the bubble correctly. The instructions may be repeated or assistance provided as needed.

Say Deberían de haber llenado el número 1. El número 1 es la respuesta correcta porque es completamente azul.


Test Items

Say En esta libreta hay más preguntas para contestar. Miren cada una cuidadosamente y escogan la respuesta que creen que sea la mejor. No dediquen demasiado tiempo a un solo dibujo. Hagan todas las que puedan. Si quieren cambiar sus respuestas, borren la marca que hicieron y llenen el círculo para sus nuevas respuestas. ¿Hay alguna pregunta?



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Say Pueden empezar.



Say Paren. Pongan sus lápices sobre la mesa y cierren sus libretas de prueba.


page 8–10 of this manual.


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Administering the Computer-Based Test in Spanish: Pictorial Directions and Sample Items

Say Hagan clic en la flecha que está en la parte derecha de abajo de su pantalla.

Say Miren lo que está haciendo el niño en los dibujos.


After 3 seconds the answer will move into place on the screen.

Say El número 2 es la respuesta correcta porque es un cuadrado azul.

Say Hagan clic en la flecha que está en la parte de abajo de su pantalla para ver el siguiente dibujo.

Sample B

Say Ahora miren aquí. Hay una pieza que falta aquí. ¿Cuál de éstas va aquí?

Say Hagan clic en la respuesta, o pongan el número de esa respuesta.



Gesture horizontally, from side to side.

Sample C

Say Ahora miren aquí. Hay una pieza que falta aquí. ¿Cuál de éstas va aquí?

Say Hagan clic en la respuesta, o pongan el número de esa respuesta.

Allow students time to answer Sample C. Check to make sure students are clicking or entering a response. The instructions may be repeated or assistance provided as needed.

Say El número 1 es la respuesta correcta porque es completamente azul.



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Test Items

Say Habrá más preguntas para contester. Miren cada pregunta cuidadosamente y escogan la respuesta que creen que sea la mejor. No dediquen demasiado tiempo a un solo dibujo. Hagan todas las preguntas que puedan. Si quieren cambiar su respuesta, hagan clic en su respuesta nueva, o pongan el número de esa respuesta.

¿Hay alguna pregunta?


Say Pueden empezar.

Do not provide additional instruction after the test has begun.

After 30 minutes have elapsed, the test will time out.


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ReferencesAmerican Educational Research Association, American Psychological Association, and National Council on

Measurement in Education. (1999). Standards for Educational and Psychological Testing 1999. Washington D.C.: Author.

Bracken, B. A., & Naglieri, J. A. (2003). Assessing Diverse Populations with Nonverbal Tests of General Intelligence. In C. R. Reynolds & R. W. Kamphaus (Eds.) Handbook of psychological and educational assessment of children (2nd Ed.). New York: Guilford.

Naglieri, J. A. (1997). Naglieri Nonverbal Ability Test—Multilevel. San Antonio, TX: Th e Psychological Corporation.

Ramirez, R. R., & de la Cruz, G. P. (2002). Th e Hispanic population in the United States: March 2002. Current population reports, P 20–545. Washington DC: U.S. Census Bureau.

Stanford Achievement Test Series (10th ed.). (2002). San Antonio, TX: Pearson.

Yoakum, C. S., & Yerkes, R. M. (1920). Army mental tests. New York: Holt.

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