Gifted and talented tests are used by many schools and programs to identify students who may benefit from advanced or gifted education. Depending on the school, your child may take an assessment such as the CogAT, NNAT, OLSAT, SCAT, or Canadian CCAT.
Each test is different. Some focus heavily on nonverbal reasoning and patterns, while others include verbal, quantitative, or other reasoning questions.
This guide explains the major gifted tests, what they measure, and the types of questions your child may encounter. You’ll also find free sample questions throughout the page so you can see how the different assessments compare.
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Gifted children’s tests are assessments used by schools to understand how a child thinks, learns, and solves problems.
These tests do not only measure school knowledge. They also measure reasoning ability, learning potential, and different types of cognitive strengths.
Schools use these results to support decisions about gifted programs, advanced classes, and academic support.
These assessments help schools better understand how a child learns, not just what they know.
The table below provides a quick overview of the most commonly used Gifted and Talented tests in the U.S. and Canada.
Each test includes a brief description of its format, targeted grade levels, and the skills it assesses, such as verbal, nonverbal, and quantitative reasoning.
For a detailed guide on each test, including more information and realistic practice questions, click on the test name to learn how to help your child prepare effectively.
| Test Name | Full Name | Type of Test | Grade Levels | Skills Assessed |
|---|---|---|---|---|
| CogAT | Cognitive Abilities Test | Multiple-choice, cognitive ability | K-12 | Verbal, Nonverbal, and Quantitative Reasoning |
| NWEA MAP | Measures of Academic Progress | Computer-adaptive, achievement test | K-12 | Reading, Math, Language Usage, and Science |
| Renaissance STAR | Renaissance STAR Assessments | Computer-adaptive, achievement test | K-12 | Reading, Math, Early Literacy |
| OLSAT | Otis-Lennon School Ability Test | Multiple-choice, cognitive ability | K-12 | Verbal and Nonverbal Reasoning |
| NNAT | Naglieri Nonverbal Ability Test | Nonverbal, cognitive ability | K-12 | Pattern Recognition, Problem Solving |
| SCAT | School and College Ability Test | Above-grade-level, achievement test | Grades 2-12 | Verbal and Quantitative Reasoning |
| CCAT | Canadian Cognitive Abilities Test | Multiple-choice, cognitive ability | K-12 | Verbal, Nonverbal, and Quantitative Reasoning |
| ITBS | Iowa Test of Basic Skills | Achievement test | K-8 | Reading, Language, Math, Social Studies, Science |
| PSAT/NMSQT | Preliminary SAT/National Merit Scholarship Qualifying Test | College-readiness, standardized test | Grades 10-11 | Critical Reading, Math, Writing Skills |
| TOMAGS | Test of Mathematical Abilities for Gifted Students | Achievement test | K-6 | Mathematical Reasoning, Problem Solving |
| Stanford-Binet | Stanford-Binet Intelligence Scales | IQ test | Ages 2-85+ | Verbal and Nonverbal Intelligence |
| WISC | Wechsler Intelligence Scale for Children | IQ test | Ages 6-16 | Verbal Comprehension, Working Memory, Processing Speed |
| SAGES | Screening Assessment for Gifted Elementary and Middle School Students | Achievement test | K-8 | Reasoning, Math, Language Arts |
| Raven’s Progressive Matrices | Raven’s Progressive Matrices | Nonverbal, cognitive ability | Children to Adults | Abstract Reasoning, Pattern Recognition |
| ERB CTP 5 | ERB Comprehensive Testing Program, Fifth Edition | Achievement test | Grades 1-11 | Reading, Writing, Math, Language, Science |
| KBIT-2 | Kaufman Brief Intelligence Test, Second Edition | Brief IQ test | Ages 4-90+ | Verbal and Nonverbal Reasoning |
Below are brief descriptions of the most common exams used to identify gifted students, covering both cognitive and achievement-based assessments.
These overviews provide insight into what your child may experience during the testing process.
Explore the key features of each test and review sample questions that reflect the challenges these exams present.
The Figure Classification questions show three pictures that share a connection or a characteristic. Choose the answer that shares the same connection/characteristic from the answer choices.
The correct answer is 4.
In this question all three figures are white squares; each of which contains three purple shapes: a diamond, a triangle, and an arrow.
The only answer choice that is like this is the 4th choice.
The 1st choice is incorrect as it contains a square and no diamonds.
The 2nd choice is incorrect as it contains two triangles and no diamond.
The 3rd choice is also incorrect as it contains a circle instead of a diamond.
Lastly, the 5th choice is incorrect as it contains four shapes instead of three (an extra arrow).
Therefore, the 4th choice is the correct answer.
This question provides a pair of words that go together in a certain way and a third word. Choose a word from the answer choices that goes together with the third word in the same way.
flowers : bouquet :: pages : ?
The correct answer is book.
Flowers combine to form a bouquet. Pages combine to form a book.
In this case, the first word (individual components/noun) combine to form the second word (a noun). The first word represents parts of a whole.
The NWEA MAP is a computer-adaptive test that measures student learning progress by adjusting question difficulty based on each response.
The Renaissance STAR assessments are quick, computer-adaptive tests that measure student performance in reading, math, and early literacy to support instructional decisions.
The OLSAT measures cognitive abilities in verbal and nonverbal reasoning to assess how students process information and solve problems.
Find the next shape in the pattern.
The correct answer is C.
Pattern Analysis
Specific Rule for the Star’s Rotation
While the star moves 90° with the grid, it also flips (rotates 180°) with each step, adding another alternating visual pattern.
In the Missing Figure
– The grid and all shapes rotate 90° clockwise.
– The star is rotated 180° from its previous orientation.
– Triangle stays white, star stays black, diamond is white (based on color sequence).
– The grey cell appears in the next correct position.
The correct option is C because it matches the grid and shape positions, the diamond’s colour, and shows the star rotated 180° compared to the previous figure.
The numbers in the box are arranged according to a rule. Choose the correct number to fill in the missing spot by identifying the rule.
The correct answer is 2.
Row Pattern:
The third number is obtained by finding the difference between the first two numbers.
Row 1: 84 – 68 = 16
Row 2: 30 – 28 = ?
Row 3: 54 – 40 = 14
Column Pattern:
The third number is obtained by finding the difference between the first and second numbers.
Column 1: 68 – 28 = 40
Column 2: 84 – 30 = 54
Column 3: 16 – ? = 14
Both the row pattern and the column pattern consistently lead to the same solution.
From the row pattern, 30 – 28 = 2
From the column pattern, 16 – ? = 14, which means:
? = 2
Therefore, the correct choice is 2.
The NNAT measures a student’s ability to solve problems using visual reasoning instead of language, making it especially useful for students from diverse linguistic backgrounds.
A picture has a missing piece. Look for the rule in the pattern – repeating colors, lines, or shapes – and choose the piece that makes the whole design fit perfectly. Small details like line direction and shading matter.
The Correct Answer is C.
In combination questions, two shapes are combined to create a third shape.
The correct answer is option D.
In the first row, the first box contains two vertical yellow arrows.
The second box features two yellow arrows: one pointing to the right and the other at an angle to the horizontal.
The third box in this row forms a combination of the first two boxes, with the arrow from the second box placed in front of the first box’s arrows.
Both arrows maintain the same color, orientation, and position, resulting in a specific shape that is then placed in the third box.
In the second row, the red angle section from the second box is similarly positioned in front of the first box’s red angle shape, and the newly formed shape is placed in the third box.
In the third row, the first box contains two color-filled arrows, while the second box has a red-filled angle section.
Following the same method as before, the angle section is positioned in front of the arrow to create a shape in the unknown box, which resembles option D. Therefore, the correct answer is option D.
The SCAT is an above-grade-level test designed to measure how well high-performing students reason with more advanced concepts than those typically taught in their current grade.
These questions have two parts. One part is in Column A. The other part is in Column B.
You must find out if one part is greater than the other, if the parts are equal, or if not enough information is given for you to decide
Correct Answer: B
In the first triangle, to find a, add the first two and subtract the sum from 180°.
Why? Because the sum of the interior angles of any triangle is always equal to 180°.
a = 180° – (39° + 80°) = 180° – 119° = 61°
Similarly, in the second triangle,
b = 180° – (33° + 85°) = 180° – 118° = 62°
So, ‘Column B is greater’
The correct answer is (A).
The CCAT (Canadian Cognitive Abilities Test) measures a student’s reasoning abilities across verbal, quantitative, and nonverbal areas to understand how they approach new and unfamiliar problems.
The correct answer is 4.
In this question type, you are given a set of equations. You must solve the equations to determine the number that goes instead of the question mark.
? + 6 = 24 ÷ ♢
2 + ♢ = 5
Correct Answer: 2
We need to find the missing number (represented by “?”) that, when added to 6, equals the result of 24 divided by ♢.
Step 1: Solve for ♢
We are given that: 2 + ♢ = 5
To find the value of ♢, we subtract 2 from 5:
5 – 2 = 3
So, ♢ equals 3.
Step 2: Solve for the missing number
Now that we know that ♢ = 3, we can substitute that into the first equation:
? + 6 = 24 ÷ 3
First, we perform the division:
24 ÷ 3 = 8
Now the equation looks like this:
? + 6 = 8
To find the missing number, we subtract 6 from 8:
8 – 6 = 2
So, the missing number is 2.
The PSAT/NMSQT is a college readiness test for high school students that measures skills needed for success in the SAT and future college-level coursework.
The WISC (Wechsler Intelligence Scale for Children) is an IQ test designed for children aged 6 to 16 that measures a range of cognitive abilities to understand how a child thinks and processes information.
The SAGES (Screening Assessment for Gifted Elementary and Middle School Students) measures both academic achievement and reasoning ability to help identify students with advanced learning potential.
Raven’s Progressive Matrices measures abstract reasoning using visual patterns and logic-based problem-solving tasks.
The ERB CTP 5 (Comprehensive Testing Program) is an advanced achievement test used by selective and independent schools to measure student performance across core academic areas.
The KBIT-2 (Kaufman Brief Intelligence Test, Second Edition) is a short cognitive assessment that provides a quick overview of a student’s verbal and nonverbal reasoning abilities.
Consistent practice is essential for success on Gifted & Talented tests. It builds confidence, eases anxiety, and enhances cognitive skills. Here’s how:
Sample questions help students understand the test structure, making them feel prepared and self-assured. Repeated exposure to similar formats boosts confidence and readiness.
Familiarity with the test format helps students feel calm and focused. Knowing what to expect allows them to concentrate on solving problems instead of worrying about surprises.
Regular problem-solving practice sharpens reasoning, analytical, and problem-solving abilities. This repetition helps students handle complex questions more efficiently and with greater accuracy.
Once you recognize the importance of preparation, the next step is to create an effective plan.
Identify the areas where your child needs the most support. Select resources, such as online practice tests, that address those specific needs.
Supplement free test drills with other educational materials. Using a mix of resources keeps students engaged while ensuring comprehensive preparation.
A structured and effective study plan is key to helping your child prepare for their exam. Here are practical tips to guide your efforts:
Set aside dedicated time each day or week for test preparation. A consistent routine reinforces learning and builds good study habits.
Break study sessions into specific areas, such as verbal, quantitative, or nonverbal reasoning. Focusing on one skill at a time ensures a deeper understanding.
Recreate real test conditions with timed practice sessions. This helps your child manage time effectively and reduces stress on test day.
After each practice session, review incorrect answers to understand mistakes and reinforce correct reasoning. This addresses gaps in knowledge and improves accuracy.
Begin with simpler questions and gradually move to harder ones. This approach builds confidence and enhances critical thinking skills.
For nonverbal reasoning, incorporate tools like diagrams, charts, or puzzles to strengthen spatial reasoning and problem-solving skills.
Include short, frequent breaks to avoid burnout. Rest periods help maintain focus and reduce stress during study sessions.
Monitor your child’s progress to identify areas of improvement and topics that need more attention. Use this insight to refine future study plans.
Focus on using targeted practice tests that mirror the format of gifted and talented exams. These help children become familiar with question types, timing, and instructions. Regular short practice sessions build accuracy, improve reasoning speed, and reduce test anxiety while strengthening core problem-solving skills..
Schools typically use a combination of cognitive tests, achievement tests, teacher recommendations, and classroom performance. Tests may be group-based like CogAT or individual IQ tests like WISC. Some schools also include screening assessments and portfolios of student work.
Most schools test between ages 5 and 10, often starting in early elementary grades. However, cognitive testing can be done earlier or later depending on school policy and concerns. Earlier testing helps with early program placement and support.
Preparation can start several months before testing, ideally through everyday activities. Reading, puzzles, and problem-solving games help build skills naturally. Intensive preparation is usually not needed. The focus should be on steady skill development rather than short-term drilling.
Light practice is usually enough to build familiarity. A few short sessions per week with sample questions or logic games can help. Over-practicing is not necessary and may increase stress. Understanding question formats is more important than memorizing answers.
