An investigation into the use of cognitive ability tests in the identification of gifted students in design and technology

Oct 15, 2026

This study examines whether MidYIS and YELLIS cognitive ability tests (CATs) are suitable for identifying giftedness in Design and Technology (D&T). It evaluates whether CATs can detect the aptitudes important for D&T giftedness and how they relate to target setting. Literature review indicates CATs have support in STEM contexts, while general giftedness research suggests using D&T-specific assessments and considering creativity and nonverbal components as alternative identification methods.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

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An investigation into the use of cognitive ability tests in the identification of gifted students in design and technology Adrian Twissell, Aylesbury Grammar School, Buckinghamshire RESEARCH 20 This study formed part fulfilment of the requirements for the award of Master of Arts in Education at Oxford Brookes University. Abstract This study examines whether MidYIS and YELLIS cognitive ability tests (CATs) are appropriate methods for the identification of giftedness in Design and Technology. A key rationale for the study was whether CATs are able to identify those students with the aptitudes considered of importance to identifying giftedness in Design and Technology and their use in connection with target setting. A review of the literature on CATs in relation to giftedness reveals support for their use in the Science, Technology, Engineering and Maths (STEM) fields. A review of the general literature on giftedness suggests methods other than CATs should be used for identification purposes in D&T. The study recommends greater use of Design and Technology specific assessments for the identification of giftedness and target setting. Consideration is given to the use of creativity and the nonverbal element of CATs as alternative methods of identification. Key words giftedness, general intelligence, ability, creativity, cognition, design and technology Introduction Ask any Design and Technology (hereafter D&T) teacher what giftedness might look like in their classrooms and you may get responses relating to one of the Qualification and Curriculum Development Agency (QCDA) (2009) guidance criterion which include to ‘demonstrate high levels of technological understanding and application’, or‘display high-quality making and precise practical skills’. These were the two most commonly cited attributes for use as gifted and talented identifiers by teachers during a recent study (discussed below) surrounding gifted and talented identification in D&T. The terms ‘gifted’ and‘talented’ are apparently often used synonymously (Heller, 2004) however the term gifted will be used in this paper to describe high ability in a domain, rather than imply any connection with subjects perceived as traditionally‘academic’. The DfES (2006: 01) defines giftedness as ‘Children and young people with one or more abilities developed to a level significantly ahead of their year group (or with the potential to develop those abilities)’. The DfES state that around 10% of a school population will normally be identified and should be placed on a gifted and talented register with identification based upon ability, rather than achievement (DfES, 2006) . The definition based around ability reflects a need to take account of indicators about future potential, as achievement measures may miss underachievers and only indicate those students who have the opportunity for practice and performance. One method used by schools to predict future achievement is the Cognitive Ability Test (CAT), usually involving questions based around mathematical, verbal and spatial reasoning ability. In many schools in the United Kingdom, this takes the form ofCEM Centre’s (Centre for Evaluation and Monitoring) MidYIS (Middle Years Information System) and YELLIS (Year 11 Information System) tests. Of interest to this study is the extent to which achievement on these tests can be used to indicate giftedness in D&T. Recent support for this method of identification can be found in the work of Lubinski, Benbow, Webb and Bleske-Rechek (2006) and their Study of Mathematically Precocious Youth (SMPY) in the USA. These researchers maintain the Scholastic Assessment Tests (SAT), a test similar to the CEM Centre tests, used routinely in the USA to identify gifted students as part of talent search programmes, are good indicators of future academic success in STEM (Science, Technology, Engineering and Maths) fields. If this is true, we as D&T teachers may be able to use the results

FAQs

What is the main purpose of this study?

To determine whether MidYIS and YELLIS cognitive ability tests are appropriate for identifying giftedness in Design and Technology and for informing target setting.

How does the study connect CATs to giftedness in D&T?

It assesses whether CAT results can indicate the aptitudes considered important for D&T giftedness, while also discussing debates about whether CATs can serve as sole identification tools in applied skills areas.

What alternative identification approaches does the study recommend?

It recommends greater use of Design and Technology-specific assessments and considers creativity and the nonverbal element of CATs as alternative identification methods.

Oct 15, 2026

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