According to The Wall Street Journal, city officials announced that this assessment--which is part of a city-wide overhaul of gifted and talented admissions practices--will account for two thirds of student scores; the Otis-Lennon School Ability Test
(OSLAT) makes up the final third of the score.
Measures included oddity, insertion, and conservation tests consisting of new objects, the classification scale from the Otis-Lennon School Ability Test
(OLSAT) Primary I, and the Woodcock-Johnson III (W-J III) Problem Solving (quantitative) scale.
City schools now screen students for the program by using a weighted combination of the Otis-Lennon School Ability Test
(OLSAT) and an assessment of classroom performance called the Gifted Rating Scales.
Three major ability measures, the Test of Cognitive Skills (34.9%; CTB McGraw-Hill, 1992), the Otis-Lennon School Ability Test
, 7th Edition (28.7%; Otis & Lennon, 1989), and the Cognitive Ability Tests (20.7%; Lohman & Hagen, 2001) were most frequently used by local school districts to assess ability during 2000-2005; other ability measures that have been used less frequently include the Raven's Progressive Matrices (11.9%; Raven et al., 1983), the Naglieri Nonverbal Ability Test (2.3%; Naglieri, 2002), and the Wechsler Scales (WISC-III, WAIS, WISC-R; 0.4%; Wechsler, 1967, 1974, 1991).
The GATE program for the entire school district relied on standardized testing using the Otis-Lennon School Ability Test
(OLSAT; Otis & Lennon, 2003) as the primary indicator of intellectual promise.
These tools included the Otis-Lennon School Ability Test [OLSAT], Level 1, as well as a checklist completed by teachers.
The Otis-Lennon School Ability Test as a predictor of grade repetition and academic performance.
Otis-Lennon School Ability Test
. Seventh Edition, San Antonio, TX: A.S.
In middle school, he recorded the highest score in his school system on the Otis-Lennon School Ability Test
Tests that are scaled using Item Response Theory such as the Otis-Lennon School Ability Test
(Otis & Lennon, 2003) and the CogAT (Lohman & Hagen, 2001) typically report conditional errors of measurement for scale scores.