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Psychological-Educational Studies
2025. Vol. 17, no. 3, 23–41
doi:10.17759/psyedu.2025170302
ISSN: 2587-6139 (online)

Assessment of children's intellectual abilities: standardization of the "Test of intellectual abilities for first graders" methodology

 
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Abstract

Context and relevance. Intellectual abilities are a significant indicator of children's readiness for learning and a predictor of academic success, which underscores the importance of their assessment before and at the beginning of school education. The concepts of general intelligence and various aspects of intellectual abilities that determine it—important for successful learning at school—formed the basis of the proposed methodology for assessing intellectual abilities. Objective. To standardize the methodology for assessing the intellectual abilities of children aged 5–6 to 8–9 years, using the "Test of intellectual abilities of first graders" (TISP). Hypothesis. The TISP methodology can be used as a valid tool for express assessment of the intellectual abilities of children entering the first grade of school and first graders. Methods and materials. The study involved 1491 senior preschool and primary school children (first graders) from kindergartens and schools living in different regions of the Russian Federation and Moscow (M = 7,3, SD = 0,9, 51,8% girls). General intellectual abilities were assessed using the "Test of intellectual abilities of first graders" (TISP). Raven's Colored Progressive Matrices were used to determine the criterion and differential validity of TISP. Results. The results confirmed the five-factor structure and internal consistency of the test, as well as its criterion and differential validity in two groups of children – senior preschool and primary school age (first graders). Conclusions. The study has shown that the TISP method can be recommended for express diagnostics of general mental development and development of intellectual abilities according to several indicators measured using a test in children of preparatory groups of kindergartens and first graders in order to determine the intellectual readiness for school education and design the optimal educational trajectory of students.

General Information

Keywords: intellectual abilities, methodology for measuring intellectual abilities validity, reliability, preschoolers, primary schoolchildren

Journal rubric: Developmental Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2025170302

Funding. The study was carried out within the framework of the state assignment of the Ministry of Education of the Russian Federation dated 09.02.2024 No. 073-00037-24-01 "Development of a package of standardized psychodiagnostics tools in digital format for assessing the individual psychological characteristics of students at different levels of education".

Acknowledgements. The authors thank the management and staff of kindergartens and schools in the Samara and Volgograd regions, the Republic of Sakha (Yakutia) and the city of Moscow, Russian Federation, for their assistance in collecting data for the study.

Supplemental data. Datasets are available from https://doi.org/10.48612/MSUPE/9ekr-gahb-8a8h.

Received 12.04.2025

Revised 26.05.2025

Accepted

Published

For citation: Shumakova, N.B., Shcheblanova, E.I., Kosheleva, Y.P., Sorokova, M.G. (2025). Assessment of children's intellectual abilities: standardization of the "Test of intellectual abilities for first graders" methodology. Psychological-Educational Studies, 17(3), 23–41. (In Russ.). https://doi.org/10.17759/psyedu.2025170302

© Shumakova N.B., Shcheblanova E.I., Kosheleva Y.P., Sorokova M.G., 2025

License: CC BY-NC 4.0

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Information About the Authors

Natalia B. Shumakova, Doctor of Psychology, Professor, Senior Researcher, Psychology of Giftedness Department, Federal Scientific Center of Psychological and Multidisciplinary Research, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-2843-6055, e-mail: n_shumakova@mail.ru

Elena I. Shcheblanova, Doctor of Psychology, Head of the Laboratory of Giftedness Psychology, Federal Scientific Center for Psychological and Interdisciplinary Research, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-5070-2877, e-mail: elenacheblanova@mail.ru

Yuliya P. Kosheleva, Candidate of Science (Psychology), Associate Professor, Associate Professor, Senior Researcher, Scientific and Practical Center for Integrated Support of Psychological Research PsyDATA, Moscow State University of Psychology and Education, Associate Professor of Psychology and Pedagogical Anthropology Department in Moscow State Linguistic University, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-5653-2143, e-mail: yu.p.kosheleva@mail.ru

Marina G. Sorokova, Doctor of Education, Candidate of Science (Physics and Matematics), Associate Professor, Head of the Department of Digital Education, Head of Scientific and Practical Center for Comprehensive Support of Psychological Research "PsyDATA", Moscow State University of Psychology and Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-1000-6487, e-mail: sorokovamg@mgppu.ru

Contribution of the authors

Natalia B. Shumakova — ideas; annotation, writing and design of the manuscript; planning of the research; data collection and analysis; control over the research.

Elena I. Shcheblanova — ideas; planning of the research; data analysis; control over the research.

Yuliya P. Kosheleva — annotation; application of statistical methods for data analysis; visualization of research results.

Marina G. Sorokova — application of statistical methods for data analysis.

All authors participated in the discussion of the results and approved the final text of the manuscript.

Conflict of interest

The authors declare no conflict of interest.

Ethics statement

Parental consent has been obtained for children to participate in the study.

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