Education Quarterly Reviews
Published: 30 April 2021
Reliability and Validity of the Turkish Version of Aurora-a Intelligence Test Battery
Ayşe Esra Aslan, Sümeyra Soysal
Istanbul University-Cerrahpaşa (Turkey), Necmettin Erbakan University (Turkey)
Download Full-Text Pdf
Keywords: Triarchic Intelligence Theory, Measurement of Intelligence, Adaptation of Intelligence Test, Factor Analysis
The Aurora-a test battery was applied to 520 students who were between the ages of 9 and 12 attending public and private schools in Istanbul to create the Turkish version of the Aurora-a Intelligence Test Battery (Aurora-a_TR), which was developed for children aged 9-12 years based on the Triarchic Intelligence Theory. The three sub-test scores that measured verbal intelligence in the original form were excluded from the analyses since they were not suitable for statistical analysis. The validity evidence of Aurora-a_TR test was obtained by Confirmatory Factor Analysis and Reliability Analyses. The analyses supported the three-factor Triarchic Intelligence Model with strong evidence, which also included the fourteen subtests. It was recommended in this study to re-apply Aurora-a_TR on a different sampling with the tests that were re-adapted into Turkish for 3 verbal content tests, which could not be tested in the present study.
Aljughaiman, A. M., & Ayoub, A. E. A. (2012). The effect of an enrichment program on developing analytical, creative, and practical abilities of elementary gifted students. Journal for the Education of the Gifted, 35(2), 153-174.
Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88, 588–606. doi:10.1037/0033-2909.88.3.588
Benedek, M., & Neubauer, A. C. (2013). Revisiting Mednick's model on creativity‐related differences in associative hierarchies. Evidence for a common path to uncommon thought. The Journal of creative behavior, 47(4), 273-289.
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models(pp. 136–162). Newbury Park, CA: Sage.
Chart, H., Grigorenko, E. L., & Sternberg, R. J. (2008). Identification: The aurora battery. In J. E. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (pp. 281-301). Waco, TX: Prufrock.
Cronbach, L. J., Schonemann, P., & McKie, D. (1965). Alpha coefficients for stratified-paralel tests. Educational and Psychological Measurement, 25, 291-312.
Fornell, C., & Larcker, D. F. (1981).Evaluating structural equation models with unobservable variables and measurement error. Journal of marketing research, 39-50. doi:10.2307/3151312
Gardner, H. (1983). Frames of mind. the theory of multiple intelligence. New York: Basic Books.
Gaski J. F. & Nevin, J. R. (1985). The differential effects of exercised and unexercised power sources in a marketing channel. Journal of marketing research,130-142. doi:10.2307/3151359
Gottfredson, L., & Saklofske, D. H. (2009). Intelligence: Foundations and issues in assessment. Canadian Psychology, 50(3), 183-195. doi: 10.1037/a0016641
Grigorenko, E. L. (2009). Considering language, culture, and cognitive abilities: The international translation and adaptation of the Aurora Assessment Battery. In E. L. Grigorenko (Ed.), Assessment of abilities and competencies in the era of globalization (p. 443–468). New York, NY: Springer.
Gubbels, J., Segers, E., Keuning, J. & Verhoeven, L. (2016). The Aurora-a Battery as an Assessment of Triarchic Intellectual Abilities in Upper Primary Grades. Gifted Child Quarterly, 60(3), 26–238. doi: 10.1177/0016986216645406
Güçyeter, S. (2106). Gifted identification researches in Turkey and the measurement equipments that used in identification. Turkish Journal of Education, 5(4), 235-254.
Hein, S., Tan, M., Aljughaiman, A., & Grigorenko, E. L. (2015). Gender differences and school influences with respect to three indicators of general intelligence: Evidence from Saudi Arabia. Journal of Educational Psychology, 107(2), 486.doi: /10.1037/a0037519.supp
Heller, K. A., Pertelh, C., & Lim, T. K. (2005). The Munich model of giftedness designed to identify and promote gifted students. In R. J. Sternberg, & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 147–170). Cambridge: Cambridge University Press.
Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Chicago, IL: Scientific Software International.
Kaygın, B., & Çetinkaya, Ç. (2015). Yaratıcılığın değerlendirmesinde yeni yaklaşımlar. Journal of Gifted Education and Creativity, 2(1), 1-11. doi: 10.18200/JGEDC.2015210883
Malda, M., van de Vijver, F. J., Srinivasan, K., Transler, C., & Sukumar, P. (2010). Traveling with cognitive tests: testing the validity of a KABC-II adaptation in India. Assessment, 17(1), 107-115.
Muthén, L. K., & Muthén, B. O. (2010). Mplus: Statistical analysis with latent variables user’s guide 6.0. Los Angeles, CA: Muthén & Muthén.
Pal, H. R., Pal, A., & Tourani, P. (2004). Theories of intelligence. Everyman’s Science, 39(3), 181-192.
Pierson, E. E., Kilmer, L. M., Rothlisberg, B. A., & McIntosh, D. E. (2012). Use of brief intelligence tests in the identification of giftedness. Journal of Psychoeducational Assessment, 30(1), 10-24.
Prieto, D., Ferrándiz, C., Ferrando, M., & Bermejo, M. R. (2015). Aurora Battery: A new assessment of successful intelligence. [La Batería Aurora: una nueva evaluación de la inteligencia exitosa] Revista de Educación, 368, 183-210. doi: 10.4438/1988-592X-RE-2015-368-294.
Robitzsch, A. (2020). sirt: Supplementary Item Response Theory Models. R package version 3.9-4. http://r.meteo.uni.wroc.pl/web/packages/sirt/sirt.pdf
Sak, U. BalSezerel, B. Ayaş, M. B. Tokmak, F. (2016). Anadolu Sak Zekâ Ölçeği (ASIS) uygulayıcı kitabı. Eskişehir: Centre for Gifted Education of Anadolu University.
Santrock, J. W. (2011). Life-Span Development [Yaşam Boyu Gelişim]. (G.Yüksel, Trans.) Ankara: Nobel.
Snyderman, M., & Rothman, S. (1988). The IQ controversy, the media and public policy. New Brunswick, NJ: Transaction Books.
Sternberg R. J. (1995). Styles of thinking and learning. Language Testing, 12(3), 265-291. doi:10.1177/026553229501200302
Sternberg R. J. (1999). The Theory of successful ıntelligence. Review of General Psychology. 13(4), 292-316. doi:10.1037/1089-2618.104.22.1682
Sternberg, R. J. (1981). The evolution of theories of intelligence. Intelligence, 5(3), 209-230.
Sternberg, R.J.& Grigorenko, E.L. (2004) Successful intelligence in the classroom. Theory into Practice, 43(4), 274-279. Retrieved from http://www.jstor.org/stable/3701535.
Tan, M. T., Aljughaiman, A. M., Elliott, J. G., Kornilov, S. A., Ferrando-Prieto, M., Bolden, D. S., Adams-Shearer, K., Chart, H. E., Newman, T., Jarvin, L., Sternberg, R. J., & Grigorenko, E. L. (2009). Considering language, culture, and cognitive abilities: The international translation and adaptation of the Aurora Assessment Battery. In E. L. Grigorenko (Ed.), Multicultural psychoeducational assessment (p. 443–468). New York, NY: Springer.
Torrance, E. P. (1974). Torrance Test of Creative Thinking, Verbal Tests Forms A and B (Figural A and B), IL: Scholastic Service Inc. Bensenville.
Uluç, S., Öktem, F., Erden, G., Gençöz, T., & Sezgin, N. (2011). Wechsler intelligence scale for children-iv: a new era for turkey in evaluation of intelligence in the clinical context. Turkish Psychological Articles, 14(28), 49.
Vijver, F. V. D. (1997). Meta-analysis of cross-cultural comparisons of cognitive test performance. Journal of Cross-Cultural Psychology, 28(6), 678-709.