The CogAT is an asssessment for students in grades K-12 that was co-developed with the Iowa Assessments. There are three batteries: verbal, quantitative, and non-verbal. The CogAT can be used to differentiate instruction and identify strengths and weaknesses. Each test takes 15 minutes or less to administer, and can be offered in English and Spanish.
Lakin, J. M., & Lai, E. R. (2012). Multigroup Generalizability Analysis of Verbal, Quantitative, and Nonverbal Ability Tests for Culturally and Linguistically Diverse Students. Educational and Psychological Measurement, 72(1), 139–158. https://doi.org/10.1177/0013164411408074
Lohman, D. F. (2003). The Woodcock-Johnson III and the Cognitive Abilities Test (Form 6): A Concurrent Validity Study (p. 17). University of Iowa. Retrieved from http://faculty.education.uiowa.edu/docs/dlohman/cogat_wjiii_final_2col-…
Giessman, J. A., Gambrell, J. L., & Stebbins, M. S. (2013). Minority Performance on the Naglieri Nonverbal Ability Test, Second Edition, versus the Cognitive Abilities Test, Form 6: One Gifted Program’s Experience. Gifted Child Quarterly, 57(2), 101–109. https://doi.org/10.1177/0016986213477190
Rindermann, H., & Ceci, S. J. (2018). Parents’ Education Is More Important than Their Wealth in Shaping Their Children’s Intelligence: Results of 19 Samples in Seven Countries at Different Developmental Levels. Journal for the Education of the Gifted, 41(4), 298–326. https://doi.org/10.1177/0162353218799481
Rindermann, H., Michou, C. D., & Thompson, J. (2011). Children’s Writing Ability: Effects of Parent’s Education, Mental Speed and Intelligence. Learning and Individual Differences, 21(5), 562–568. https://doi.org/10.1016/j.lindif.2011.07.010