1. B
The Naglieri Nonverbal Ability Test 3 (NNAT3) is specifically designed to measure general cognitive ability using entirely nonverbal content. This allows assessment of reasoning and problem-solving skills without the influence of language proficiency, making it particularly useful for diverse populations including English Language Learners.

2. B
The NNAT3 is designed to assess individuals from Kindergarten through Grade 12, covering ages approximately 6-17 years old. The test includes seven levels (A through G) to provide age-appropriate assessment across this range, with each level calibrated for specific grade bands.

3. B
The primary advantage of nonverbal assessments like the NNAT3 is that they reduce or minimize the impact of language proficiency and cultural differences on test performance. This makes the assessment more equitable for students from diverse linguistic and cultural backgrounds, as well as those with speech or language impairments.

4. C
The NNAT3 is based on the PASS (Planning, Attention, Simultaneous, Successive) theory of intelligence developed by J.P. Das and Jack Naglieri. This theory emphasizes cognitive processing rather than traditional verbal and nonverbal distinctions, focusing on how individuals process information.

5. C
The NNAT3 includes seven different test levels, designated as Level A through Level G. Each level is designed for specific grade ranges: Level A (Kindergarten), Level B (Grade 1), Level C (Grade 2), Level D (Grades 3-4), Level E (Grades 5-6), Level F (Grades 7-9), and Level G (Grades 10-12).

6. B
The NNAT3 uses four types of nonverbal items: Pattern Completion (identifying missing pieces in patterns), Reasoning by Analogy (recognizing relationships between shapes), Serial Reasoning (determining sequential patterns), and Spatial Visualization (mentally manipulating objects). All items use abstract geometric shapes and designs rather than verbal content.

7. B
The NNAT3 typically takes approximately 30 minutes to administer. This relatively brief administration time makes it practical for school-based screening and assessment while still providing reliable measurement of nonverbal cognitive abilities.

8. B
The NNAT3 provides multiple score types including percentile ranks (indicating the percentage of same-age peers scoring below the student), stanines (standard nine scores ranging from 1-9), and the Nonverbal Ability Index (NAI), which is a standard score with a mean of 100 and standard deviation of 15.

9. B
The Nonverbal Ability Index (NAI) is a standard score with a mean of 100 and a standard deviation of 15. This allows for easy interpretation where scores around 100 represent average ability, scores above 115 indicate above-average ability, and scores above 130 suggest superior ability.

10. C
Vocabulary Recognition is NOT included on the NNAT3 because it is a nonverbal test that specifically avoids language-based content. The test includes only Pattern Completion, Reasoning by Analogy, Serial Reasoning, and Spatial Visualization items, all of which use abstract geometric figures.

11. B
Pattern Completion items present a visual pattern or matrix with one section missing. Test-takers must examine the overall pattern, identify the underlying rule or relationship, and select the piece that logically completes the pattern from multiple choice options.

12. B
Reasoning by Analogy items assess the ability to identify and understand relationships between geometric shapes and figures. Test-takers must recognize how shapes relate to each other in the problem and apply that same relationship to find the correct answer, demonstrating analogical reasoning skills.

13. A
Serial Reasoning items assess the ability to understand sequential relationships and patterns. Test-takers must identify the rule governing a series of shapes or designs and determine what logically comes next in the sequence, demonstrating understanding of progression and order.

14. B
Spatial Visualization items require test-takers to mentally manipulate, rotate, or transform geometric objects to solve problems. This assesses the ability to visualize how objects would appear from different angles or how they would look if changed, testing spatial reasoning abilities.

15. B
While the NNAT3 has various applications, it is commonly used in educational settings for identifying students for gifted and talented programs. The nonverbal format is particularly valuable for identifying high-ability students who may not perform well on traditional verbal assessments due to language barriers or cultural differences.

16. B
The primary benefit of the NNAT3 for English Language Learners is that its nonverbal format minimizes language barriers. Since the test uses only geometric shapes and visual patterns with minimal verbal instructions, ELL students can demonstrate their reasoning abilities without being hindered by limited English proficiency.

17. C
The NNAT3 can be administered either individually or in group settings, providing flexibility based on the assessment context and student needs. Group administration is efficient for screening purposes, while individual administration may be preferred for students requiring accommodations or additional support.

18. B
The NNAT3 should be administered by qualified educators, school psychologists, or other school personnel who have been trained in standardized test administration procedures. While it doesn’t require a psychology license, administrators must understand proper testing protocols, standardization, and ethical assessment practices.

19. B
Best practice in test interpretation requires that NNAT3 scores be interpreted in conjunction with other assessment data, classroom observations, work samples, and additional information about the student. No single test score should be used in isolation to make important educational decisions about a student.

20. C
A percentile rank of 90 means the student scored equal to or higher than 90% of same-age peers in the normative sample. This represents strong performance, placing the student in approximately the top 10% of test-takers.

21. C
A Nonverbal Ability Index (NAI) score of 130 is two standard deviations above the mean (100) and would be classified as above average or superior. Typically, scores between 115-129 are considered above average, and scores 130 and above are considered superior or very superior.

22. B
Using multiple question types allows the NNAT3 to assess different aspects of nonverbal reasoning and problem-solving. This comprehensive approach provides a more complete picture of cognitive ability than a single question type would, capturing various dimensions of nonverbal intelligence.

23. B
The NNAT3 is considered more culture-fair (though no test is completely culture-free) because it uses abstract geometric shapes and patterns rather than culturally-specific content like pictures of objects, words, or scenarios that might be more familiar to some cultural groups than others.

24. B
Stanine scores range from 1 to 9, with 5 representing average or middle-range performance. Stanines of 4, 5, and 6 are considered average, stanines of 7-9 are above average to superior, and stanines of 1-3 are below average.

25. B
The NNAT3 is particularly beneficial for students with limited English proficiency, hearing impairments, speech/language delays, or other conditions that might interfere with performance on traditional verbal assessments. The nonverbal format allows these students to demonstrate their cognitive abilities fairly.

26. B
Re-administration policies vary by school district and purpose, but generally the NNAT3 should not be administered more than once per year to the same student. More frequent administration can result in practice effects that inflate scores and reduce validity. Many districts have specific waiting periods between administrations.

27. C
The NNAT3 demonstrates high reliability with internal consistency coefficients (split-half reliability) generally exceeding .90 across different levels and age groups. This indicates that the test produces consistent, dependable results and measures the construct reliably.

28. B
Research shows the NNAT3 correlates positively with various other assessments including verbal ability tests, achievement tests in reading and mathematics, and other cognitive assessments. These correlations support the validity of the NNAT3 as a measure of general cognitive ability while demonstrating it captures somewhat different aspects than purely verbal measures.

29. B
Students should be provided with a quiet, distraction-free testing environment, clear standardized instructions (which are minimal and demonstrated visually), and appropriate materials. Test administrators should not provide help with specific items or allow unauthorized assistance, as this would compromise the standardization and validity of results.

30. B
Appropriate accommodations can be provided for students with disabilities, such as extended time, separate testing locations, or breaks, while maintaining the integrity and validity of the assessment. Accommodations should be consistent with those provided during regular instruction and documented in the student’s IEP or 504 plan.

31. A
NNAT3 Level A is specifically designed for Kindergarten students. The seven levels progress through grade levels: Level A (K), Level B (Grade 1), Level C (Grade 2), Level D (Grades 3-4), Level E (Grades 5-6), Level F (Grades 7-9), and Level G (Grades 10-12).

32. B
Best practices in gifted identification recommend using the NNAT3 as one component of a comprehensive evaluation process. Multiple criteria should be considered, including other cognitive assessments, achievement data, teacher observations, creativity measures, and behavioral characteristics. No single test should be the sole criterion for program placement.

33. B
The NNAT3 represents an update from the NNAT2 with enhanced features including updated normative data reflecting current populations, new test items, improved technical properties (reliability and validity), and refined administration and scoring procedures, while maintaining the core nonverbal format and theoretical foundation.

34. B
Proper interpretation of NNAT3 scores requires training and understanding of basic psychometric principles including standard scores, percentiles, stanines, normal distribution, measurement error, and appropriate use of assessment data. School psychologists and trained educators typically possess this knowledge, though a doctoral degree is not required.

35. A
The most appropriate understanding of NNAT3 results is that they provide a snapshot of a student’s nonverbal reasoning ability at a specific point in time. Results should inform educational decisions and planning but should not be viewed as permanent labels or sole determinants of placement. Scores should be combined with other data to support student success.

36. B
There are two patterns happening simultaneously. Horizontally across each row, the number increases by 1 (top row: 2, 3, 4; bottom row: 4, 5, ?). Vertically between rows, the number increases by 2 (first column: 2→4; second column: 3→5; third column: 4→6). Both patterns confirm the answer is 6 shaded squares.