Use of the Ross Test as an Assessment Measure in Programs for the Gifted and a Comparison Study of the Ross Test to Individually Administered Intelligence Test

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Abstract
The present study examined the ROSS Test of Higher Cognitive Processes as an appropriate assessment instrument in programs for the gifted where critical thinking skills are taught. Evidence suggests that the measure is a useful evaluation instrument in programs where critical thinking is addressed. There is some evidence to support the idea that more concentrated methods of teaching critical thinking skills are as effective as more extensive teaching approaches. Further analysis indicates that while earlier studies have found little relationship between group intelligence tests and cognitive abilities, there does appear to be a significant relationship between individual intelligence tests and critical thinking abilities. These indications may be influenced by a specific factor which relates to higher level thinking abilities. Further analysis indicates another specific intelligence factor which best predicts the gain score in critical thinking. These indications may have implications for future studies in identification of critical thinkers, thus broadening the concept of giftedness.

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