SAGES-3: Screening Assessment for Gifted Elementary and Middle School Students–Third Edition, Complete Kit

Description

Ages: 5-0 through 14-11
Testing Time: 15–30 minutes per subtest
Administration: Individual or group

The Screening Assessment for Gifted Elementary and Middle School Student–Third Edition (SAGES-3) is a norm-referenced test used to identify students who are gifted and/or talented in general intellectual ability and academic aptitude.

New Features in the Third Edition

• All-new normative data were collected from 2015 to 2017.
• Characteristics of the normative sample (N = 1,834) relative to socioeconomic factors, gender, exceptionalities, and other critical demographic characteristics are the same as those projected by the 2017 U.S. Census and are representative of the current U.S. population.
• The normative information is stratified by age relative to geography, gender, race, ethnicity, household income, and educational attainment of parents.
• Items were added to each subtest to eliminate possible ceiling effects.
• An additional subtest, Verbal Reasoning, was added to sample more than one aspect of reasoning.
• The test now has two domain composite scores (Reasoning Ability and Academic Ability), as well as an overall composite score (General Ability).
• New and extensive studies of test bias (both differential item functioning and subgroup comparison studies) were conducted, indicating that the SAGES-3 possesses little or no bias in regard to gender, race, or ethnicity.
• New and extensive studies of the floors, ceilings, and item gradients for the SAGES-3’s subtests and composite were conducted. The results indicate that the SAGES-3 has substantial and consistently excellent ceilings, even for the oldest and brightest examinees whose aptitude may be assessed by the instrument.
• All-new reliability and validity studies were prepared, including diagnostic accuracy analyses, which are considered the most rigorous techniques for establishing validity today. These analyses involve the computation of sensitivity and specificity indexes and the receiver operating characteristic/area under the curve (ROC/AUC) statistic.
• Additional studies of construct-identification validity—including studies of age differences, subgroup performance, relationship to spoken language, and confirmatory factor analysis of the test’s structure—were provided. These studies indicate that the SAGES-3’s internal structure is sound and its results are valid.

Description of the Test

The SAGES-3 has two levels: SAGES-3: K–3 for students in kindergarten through third grade, and SAGES-3: 4–8 for students in fourth through eighth grade. Each level has four subtests. The first subtest, Nonverbal Reasoning, measures the student’s ability to solve problems by identifying relationships among figures and pictures. The second subtest, Language Arts/Social Studies, measures the student’s achievement in language arts (i.e., literature, writing) and social studies. The third subtest, Verbal Reasoning, measures the student’s ability to solve problems by identifying the relationships between pairs of words, and the fourth subtest, Mathematics/Science, measures the student’s abilities in mathematics and science. The SAGES-3 provides two domain composites (Reasoning Ability and Academic Ability) and one overall composite (General Ability). The indexes of the Nonverbal Reasoning and Verbal Reasoning subtests combine to form the Reasoning Ability composite, and the indexes of the Language Arts/Social Studies and Mathematics/Science subtests combine to form the Academic Ability composite. The four subtest indexes combine to form the General Ability composite. The Examiner’s Manual discusses the test’s theoretical and research-based foundation, item development, standardization, administration and scoring procedures, reliability and validity, and guidelines for using and interpreting the test’s results.

The average coefficient alpha ranges between .81 and .96 for the subtests and from .91 to .98 for the composites. New validity studies demonstrate the test’s ability to differentiate students with high IQs (130 or higher) from students with lower IQs (below 130). The results demonstrate that for the SAGES-3: K–3, a General Ability index cutoff score of 126 resulted in a sensitivity of .74, a specificity of .96, and a ROC/AUC of .94. For the SAGES-3: 4–8, a General Ability index cutoff score of 120 resulted in a sensitivity of .80, a specificity of .88, and a ROC/AUC of .93.

Now Available! Online Scoring and Report System

Access to the SAGES-3 Online Scoring and Report System is now included with the purchase of each SAGES-3 Complete Kit and with the purchase of every replacement pack of Examiner Record Forms. This scoring and report system was designed as a quick, efficient tool for (a) entering individual or group test session data; (b) scoring subtest item responses; (c) converting the total raw scores into standard scores and percentile ranks; (d) generating index scores and percentile ranks, and (e) obtaining a score summary and narrative report.