The OLSAT Test is a widely recognized tool used to assess students’ reasoning and thinking skills, helping identify those eligible for gifted and talented programs.
It evaluates various cognitive abilities, providing educators with key insights into a child’s potential.
If your child is preparing for this assessment, this guide offers clear information about the test format and actionable preparation tips to build their confidence.
With a structured approach, you can support your child in performing their best and achieving placement in advanced academic programs.
Keep reading to explore the test structure, try lifelike practice questions, and discover effective strategies to help your child succeed.
Help Your Child Prepare for the OLSAT with These Level-Specific Practice Tests:
Created by Roman K., Test Prep Expert Since 2016, who has helped thousands of students achieve higher scores. As a parent myself, I understand your concerns. Feel free to email me at roman@giftedready.com. I'm here to help your child succeed!
The OLSAT, or Otis-Lennon School Ability Test in its full name, measures reasoning ability. It does not test knowledge of school subjects. The test is divided into two main sections: Verbal and Nonverbal.
Each section includes specific types of questions that assess how a student processes information, solves problems, and understands patterns. The skills are grouped into subcategories based on the type of thinking required.
The test is also divided into seven levels (A-G), designed to assess students from pre-kindergarten through 12th grade.
Each level features multiple-choice questions where students select the best answer from the given options. There are no penalties for incorrect answers, encouraging students to attempt every question.
Here is an overview of the number of questions and time limits for each level:
| Level | Grade/Age | Number of Verbal Questions | Number of Nonverbal Questions | TOTAL Number of Questions | Time Limit |
| A | Pre-Kindergarten – Kindergarten | 16 | 24 | 40 | 77 minutes |
| B | 1st Grade | 30 | 30 | 60 | 77 minutes |
| C | 2nd Grade | 30 | 30 | 60 | 72 minutes |
| D | 3rd Grade | 32 | 32 | 64 | 50 minutes |
| E | 4th to 5th Grade | 36 | 36 | 72 | 60 minutes |
| F | 6th to 8th Grade | 36 | 36 | 72 | 60 minutes |
| G | 9th to 12th Grade | 36 | 36 | 72 | 60 minutes |
Understand and act on spoken instructions.
Applicable to levels A to C only.
Sample Question
Listen to the instructions in the recording and choose the correct answer.
Option B consists of two 3D figures, while the others have one, three, or zero 3D shapes.
So, the correct answer is option B.
To build your child’s listening and direction-following skills, turn it into a fun daily game.
Give simple instructions like, “Touch your nose, then jump twice,” and slowly add steps as they get better.
Use toys or shapes too: “Put the red block on the chair, then spin around.” Practice helps your child get used to hearing, remembering, and doing, just like they’ll need to do on the test.
If they rush and miss a step, remind them to listen all the way before they act.
Recognize opposite word meanings.
Sample Question
The correct answer is option C. Enthusiastic
The word indifferent refers to a lack of interest, concern, or sympathy towards something. Its best opposite is enthusiastic, which means showing intense interest, excitement, or passion.
For example, an enthusiastic person would express a lot of energy and care about an issue, unlike someone who is indifferent. Only enthusiastic people directly oppose the emotional detachment of the indifferent.
Therefore, the correct answer is option C.
To help your child master antonyms, go beyond memorizing definitions. While reading or talking, pause on strong words like “generous” or “tense” and ask, “What’s the opposite of that?”
Have them explain why their answer makes sense in context. Remind them: if two words feel similar or have a small difference in meaning, they are not true opposites.
This approach strengthens both vocabulary and the thinking skills that the test is checking for.
Choose the correct word to complete a sentence.
Sample Question
He was filled with ______ after learning that his colleagues had deliberately excluded him from the crucial meeting.
The correct answer is E. resentment.
The word resentment, meaning bitter indignation at being treated unfairly, is the most appropriate, as being deliberately excluded from an important event would naturally evoke feelings of hurt and anger.
‘Elation’ implies great happiness, which contradicts the emotional tone of exclusion.
‘Admiration’ implies respect, which doesn’t align with the feelings of betrayal.
‘Curiosity’ suggests interest or inquisitiveness, which is not strong or emotional enough in this context.
‘Gratitude’ is entirely illogical here, as one would not feel thankful for being excluded.
Therefore, resentment accurately captures the emotional weight of the situation.
When helping your child with sentence completion questions, teach them to pause and predict the missing word before looking at the choices.
Encourage them to say out loud what kind of word would make sense – is it something negative, positive, emotional, or factual?
Only after they’ve guessed should they check the answer options. Remind them that tricky answers might look fancy or familiar but won’t fit the tone of the sentence.
Practicing this way helps them build the habit of thinking in context, rather than just spotting known words.
Put words in the correct order to form a sentence.
Sample Question
If the words below were arranged to make the best sentence, with which letter would the last word of the sentence begin?
influenced deeply by ancient we civilizations been have
The correct answer is “C”.
The best arrangement of these words is:
“We have been deeply influenced by ancient civilizations.” The last word in this sentence is “civilizations,” which begins with the letter C.
This word makes sense as the object of the preposition “by,” and it logically and grammatically concludes the sentence. Other options like “we” or “been” do not fit as sentence-ending words in this context.
Tell your child to think of a sentence as a puzzle – the words need to fit in a way that sounds natural and makes sense.
When practicing, have them find the subject (who or what) and the verb (what’s happening) first, then build around that.
Reading sentences aloud is a great way to check if they flow. If the sentence feels awkward when spoken out loud, it’s probably in the wrong order.
Solve word problems heard aloud.
Applicable to levels A to C only.
Sample Question
The banana is between the apple and the watermelon.
The cherry is below the watermelon, and the apple is above the banana.
Therefore, the correct answer is option A.
For young kids, focus on short verbal stories or directions they have to listen to once and act on with no repetition.
Say something like, “First touch your nose, then jump, then sit down,” and let them try to do it all in order.
You can also describe a pattern using toys or fruit and ask them to point to the correct setup, just like in the test. Practicing this builds both attention and working memory.
Make sure your child knows they need to listen all the way through before doing anything.
Solve simple math word problems.
Sample Question
Correct Answer: 19
Let’s break it down step by step.
First, the problem says “five times three,” which means 5 multiplied by 3. That gives us 15.
Next, it says “four more than” that number. “More than” means we need to add.
So, we take 15 and add 4 more: 15 + 4 = 19. That means the answer is 19.
Word problems are just stories with hidden math in them. Read each part slowly and ask your child, “What is this part telling us to do – add, subtract, multiply?”
Have them underline or say the math words: more than, times, fewer, altogether. Encourage them to draw it out if they get stuck.
Most mistakes happen when kids rush and guess without thinking through the steps.
For upper grades, arithmetic reasoning often requires more than one step, and often includes tricky distractors.
Train your child to underline key phrases and turn the problem into a clear step-by-step plan. Have them ask: What operation do I do first? What is the question really asking me to find?
Encourage writing a mini “math sentence” (like an equation or number model) before solving.
Choose the word or item that best fits the situation.
Sample Question
Correct Answer: Three sides
All triangles must have three sides, that’s what makes them triangles.
The word “tri” means three, just like in “tricycle” (three wheels) or “tripod” (three legs).
No matter what the triangle looks like, tall, wide, or tilted, it always has three sides that connect to make a shape with three corners.
Help your child practice spotting the one thing that is always true, not just something that can be true.
Use examples in everyday life: “What must all birds have?” or “What do all cars need to work?”
Encourage your child to rule out answers that are sometimes true or only apply to a few cases.
If they’re stuck, remind them to ask, “Would this be true for every single example – no exceptions?” That habit is the core of logical selection, and it trains sharp, critical thinking.
Complete patterns using words or letters.
Sample Question
The words in the box go together in a certain way. Choose the word that goes where you see the question mark.
se | sn | seen |
lo | lp | ? |
Correct Answer: loop
Look at the first row. The word “se” changes its second letter to become “sn.” Then, the letters “ee” are added at the end to form the full word “seen.”
So, the pattern is to change one letter in the short word, and then add two of the same vowels to complete a new word.
Now try this with the second row. The word “lo” changes to “lp,” following the same step of switching the last letter. If we add “oo” to the end, just like “ee” was added before, we get the word “loop.”
Tip #8: Look Across and Down for Hidden Word Patterns
These matrix puzzles are like word logic games – they test your child’s ability to spot a pattern in how letters change across rows and columns.
Teach your child to look across the top row first and ask, “What’s changing from word to word?” Then do the same down the columns.
If they’re stuck, cover the answer choices and try to guess the missing word first. This prevents guessing and builds logic.
Identify relationships between pairs of words.
Sample Question
The correct answer is C.
A brush is the primary tool used by a painter, just as a chisel is the primary tool used by a sculptor.
Option A, pen is to page, relates a tool to a surface, not the person who uses it.
Option B, hammer is to nail, connects two objects, not a tool to its user.
Option D, color is to the artist, refers to a medium, not a tool.
Option E, easel is to canvas, relates two items used in painting, but not the artist’s tool.
Only the chisel is to the sculptor mirrors the tool-to-artist relationship like the brush is to the painter.
When helping your child with analogies, train them to ask: “What’s the connection between the first two words?” Is it tool-to-user, cause-and-effect, part-to-whole, or something else?
Once they know the relationship, they should look for the same kind of connection in the answer options. Encourage them to say the full sentence out loud: “A brush is used by a painter, just like a chisel is used by a sculptor.”
If it sounds weird or doesn’t match the logic, it’s probably not right.
Group similar words together and find the odd one out.
Sample Question
The correct answer is D. Variable .
All the words except Variable describe something that remains unchanged or steady. Immutable, Fixed, Stable, and Constant all imply a lack of fluctuation or change.
Variable, however, means something that can change or vary, which is the opposite of the other words.
When your child faces a verbal classification question, have them first ask: “What do most of these words have in common?” Grouping the similar ones helps the outlier stand out more clearly.
If your child doesn’t know a word, they should try using what they do know to eliminate the obvious matches.
Encourage them to explain their thinking out loud. It often reveals hidden logic or confusion.
Draw conclusions based on the given information.
Sample Question
Correct Answer: Some buildings have classrooms
The information tells us two things: (1) Some buildings are schools, and (2) All schools have classrooms.
From this, we can logically conclude that at least some buildings, specifically, the ones that are schools, must have classrooms.
So, the correct conclusion is that some buildings have classrooms.
The other options go beyond what is stated. For example, “All buildings have classrooms” is too broad, since we don’t know about all buildings, only some.
“All places with classrooms are schools” reverses the logic and assumes only schools have classrooms, which is not supported.
Similarly, “Some schools do not have classrooms” directly contradicts the statement that all schools have classrooms.
Inference questions challenge kids to draw conclusions from what’s exactly written, not what feels true in real life.
Encourage your child to treat these like math problems – if it’s not stated, it can’t be assumed.
Remind them that strong-sounding choices (“all,” “every,” “none”) are often traps unless directly supported.
Practicing with silly or made-up examples can help kids separate logic from background knowledge.
The table below summarizes which verbal subtests appear at each level.
Group similar pictures and find the odd one out.
Applicable to levels A to C only.
Sample Question
Which picture does not belong?
The correct answer is C.
The question shows four animals that live in the wild – crocodile, elephant, giraffe, and lion, and one domestic animal – a dog.
Therefore, a dog is the one that does not belong with the rest of the animals.
When your child is solving picture classification questions, don’t stop at the right answer – ask them to explain why it’s the odd one out.
Look for differences in animal type, body features, where they live, or how they move. Talking it out builds vocabulary and logical thinking at the same time.
You can practice this casually at home, too. Show them four toys or food items and ask, “Which one doesn’t belong and why?” The key is getting them used to spotting patterns and giving reasons.
Identify relationships between pairs of pictures.
Applicable to levels A to C only.
Sample Question
The two pictures on top go together in a certain way. Choose the picture that goes with the bottom picture in the same way that the pictures on top go together.
The correct answer is B.
The first row shows that the number of arms of the ant (6) equals the number of sides of the geometric shape.
The second-row animal (starfish) has five arms; Therefore, the answer is option B (Pentagon with five sides).
Picture analogies are all about understanding how two things go together. Ask your child: “How are the top two pictures connected?” and then “What goes with the bottom picture in the same way?”
Use familiar examples from everyday life, like a sock and a shoe, or a toothbrush and toothpaste, to practice analogy thinking outside the test.
Find the next shape in a pattern.
Sample Question
The correct answer is A.
The circle is divided into eight equal parts. One portion is shaded in each figure.
Let’s look at how the black slice moves in each step of the sequence:
The pattern is that the black slice always moves one position clockwise in each new picture.
Following this rule, from the 4th picture, the black slice should move one more step clockwise.
Therefore, the picture that comes next in the sequence is A.
When working with young children, guide them to spot what’s changing – shape, rotation, shading, or size.
Point to each image and ask, “What’s different here?” Help them use their finger to trace movement or count shaded parts.
Keep language simple: “Is it turning? Is it filling up?” You can even recreate patterns with coins or drawing to make it hands-on. Once they know what’s changing, figuring out what comes next becomes much easier.
Older students should treat figure series like a puzzle and solve it step by step.
Encourage them to ask: “What changes from one shape to the next? Is it rotating, flipping, or changing colors?” Get them to test their theory on all images, not just the first few.
Many wrong answers happen when kids spot a partial pattern too early and jump to conclusions. Slowing down and checking all transitions is the key to consistent accuracy.
Identify relationships between pairs of shapes.
Sample Question
The correct answer is B.
In the first row, two geometric shapes are combined to create the single image shown in the figure. Similarly, in the second row, the figure represents the merged result corresponding to option B.
Train your child to identify the exact visual rule in the top pair first – did a line rotate, mirror, duplicate, or shift?
Once they know the rule, they need to apply it consistently to the bottom pair. Encourage them to eliminate options that look similar but don’t follow the same transformation.
Remind them not to guess based on visual similarity alone as it’s the logic behind the change that matters. Practicing slowly with explanation builds accuracy fast.
Complete a grid using shape-based logic.
Sample Question
The pictures in the box go together in a certain way. Choose the picture that goes in the empty space.
The correct answer is B.
In the first row, the given shapes have been split into two separate shapes, without changing their filling and orientation.
Similarly, we need to identify the resulting shape from the given two right-sided shapes in the second row.
Help young learners approach matrix puzzles like a game of “what’s missing?” Start by looking at the first row: ask, “What’s happening from box 1 to box 2 to box 3?”
Then move to the second row and spot what’s the same or different. Use simple terms like color, shape, and position.
Older kids can think of each row or column like a mini math equation: Shape A + Change = Shape B. Is something rotating, flipping, switching colors, or being removed?
Have them test their theory across both rows and both columns. Remind them to look at direction, color, shape, and symmetry. The answer is usually in how two things combine to form the third.
Identify the next number in a pattern.
Sample Question
6, 1, 6, 2, 6, 3, 6, 4, 6, ?
The correct answer is 5.
The pattern in this sequence alternates between the number 6 and an increasing sequence of natural numbers:
The number appears at odd positions: 1st, 3rd, 5th, 7th, 9th.
An increasing sequence of natural numbers appears at even positions: 1, 2, 3, 4
The next number in the sequence is at an even position (the 10th number), so we continue the increasing sequence of natural numbers: the next number after 4 is 5.
Number series questions are all about finding the rule behind the numbers. Teach your child to read the numbers out loud slowly. This often helps them hear the pattern more easily.
Have them look for repeats, alternating patterns (like every second number), or math operations (like +1, ×2, −3). Remind them that the rule should work all the way through, not just for two or three numbers.
If they’re guessing, they’re going too fast. Slow and clear thinking always beats lucky guesses.
Each group of numbers in the boxes follows the same pattern. Figure out the rule used to relate the numbers in each box, then determine which number should replace the question mark in the last box:
Sample Question
The correct answer is 10.
The pattern is:
(First number / 2) = Second number
Third number = Second number + 7
Considering 1st box, we have:
(4/2) = 2
9 = 2 + 7
Considering the 2nd box, we have:
(6/2) = 3
10 = 3 + 7
Therefore, for the 3rd box:
(?/2) = 5
? = 5 x 2 = 10
So, the correct choice is 10.
These problems are about finding the hidden rule that links the numbers. It could be addition, multiplication, or a mix of steps.
Guide your child to test simple patterns first: “Does the first plus the second equal the third?” or “Is it a product, a difference, or something doubled?”
Have them write down what they try instead of solving it all in their head. If they find a rule that works in more than one box, they’re probably on the right track.
The numbers in the box are arranged according to a rule. Choose the correct number to fill in the missing spot by identifying the rule.
Sample Question
The correct answer is 20.
Row Pattern:
In each row, the numbers decrease, but the amount of decrease varies:
Row 1: 34 – 3 = 31, 31 -1 = 30
Row 3: 14 -3 = 11, 11 – 1 = 10
Following this pattern in Row 2:
Row 2: 24 – 3 = 21, 21 – 1 =20
Column Pattern:
Let’s examine the columns:
Column 1: 34, 24, 14. Each number decreases by 10:
34 – 10 = 24, 24 – 10 = 14
Column 2: 31, 21, 11. Each number decreases by 10:
31 – 10 = 21, 21 – 10 = 11
Column 3: 30, ?, 10.
Following the same pattern,
30 – 10 = 20, 20 – 10 = 10
Both the row and column patterns consistently lead to the answer 20.
So, the correct choice is 20.
Number matrix puzzles look tricky, but they’re really just pattern problems in disguise. Show your child how to scan each row or column and ask, “What’s the rule here? Are we adding, subtracting, skipping by 3s?”
Encourage them to look horizontally and vertically to see which direction gives a clearer pattern. Writing out the differences between numbers can help reveal what’s happening.
Remind them that if they can find the rule in one row or column, they can usually apply it to solve the whole puzzle.
The table below summarizes which nonverbal subtests appear at each level.
Each subtest targets a specific way of thinking. Together, they give a broad picture of a student’s reasoning skills. This helps schools understand how a student learns and whether they may qualify for advanced programs.
The OLSAT uses three key components to evaluate a student’s reasoning abilities: Raw Score, School Ability Index (SAI), and Percentile Rank. Together, these scores provide a comprehensive assessment.
The Raw Score is the total number of correct answers. While it reflects how many questions the student answered correctly, it does not indicate how they performed compared to others.
The SAI adjusts the raw score to compare the student’s performance to a norm group of peers in the same age range. The average SAI is 100, with most students scoring between 85 and 115. This standardized score allows for fair comparisons across different ages and test levels.
| SAI Score | Interpretation |
|---|---|
| 130+ | Top 2–3% (Gifted Program Eligibility) |
| 115–129 | Above Average |
| 85–114 | Average |
| 70–84 | Below Average |
| Below 70 | Well Below Average |
The Percentile Rank shows how a student’s performance compares to others in their age group. For example, a student in the 90th percentile scored higher than 90% of their peers.
Gifted programs usually accept students who score in the top 2–3% on the OLSAT. This typically means a School Ability Index (SAI) of 130 or higher, or a percentile rank of 97 or above. Some programs may accept scores slightly lower, such as 125, depending on local criteria.
A score between 115 and 129 is considered above average.
This range reflects strong reasoning skills but may not qualify for gifted placement. Students in this range often do well in school and may benefit from additional academic support.
To read more about the OLSAT test scores, visit our in-depth guide >>
The OLSAT is neither an IQ test nor an achievement test. It focuses on how students understand relationships, solve problems, and process information.
IQ tests assess a broader range of intellectual abilities. The OLSAT only covers certain areas, such as verbal, figural, and quantitative reasoning. The OLSAT scores may correlate with IQ. However, the test is not a full measure of intelligence.
The OLSAT is also not an achievement test. Achievement tests evaluate what a student has learned in school. The OLSAT does not test knowledge of specific subjects like math or reading. It measures how well students can reason using the information given.
Schools use the OLSAT to identify students who may benefit from gifted programs. It helps evaluate cognitive potential rather than academic performance.
Preparing for the OLSAT is about building confidence and becoming familiar with the test format. A structured approach can help your child perform their best.
Regularly practicing sample questions is a key part of preparation. Exposure to both verbal and nonverbal question types helps your child understand the test structure and logic, making them more comfortable on test day.
Focus on practicing all areas for a well-rounded preparation: Verbal Reasoning and Verbal Comprehension, Figural Reasoning, and Quantitative Reasoning.
Taking full-length, timed practice tests is essential for building test endurance and reducing anxiety.
These tests replicate the real test day experience, helping your child manage time, stay focused, and handle pressure effectively.
Full-length tests also reveal areas needing improvement and help your child get used to the pacing required to complete the exam within the time limit.
Ensure that practice tests are taken under real test conditions (timed and uninterrupted) to boost confidence.
A balanced study schedule over three weeks can help your child prepare without feeling overwhelmed:
This plan gradually builds confidence and familiarity, giving your child the tools they need to succeed.
Help Your Child Prepare for the OLSAT with These Level-Specific Practice Tests:
The Otis-Lennon Exam measures reasoning skills, which can sometimes lead to simple but costly mistakes. Here’s a guide to common errors students make and strategies to help them avoid these pitfalls:
One common mistake is misunderstanding questions due to rushing. The test often includes questions that require careful attention to detail, and hurrying can result in misinterpreting key information.
How to Avoid:
Some questions include distractor answers that seem correct but are slightly off. These can easily mislead students who don’t pay close attention.
How to Avoid:
When students encounter challenging questions, they may spend too much time trying to solve them, risking running out of time for easier questions.
How to Avoid:
The OLSAT can be challenging, especially for younger children who are new to timed tests. The questions are reasoning-based and may not look like regular schoolwork. Practice and familiarity can help reduce test anxiety and improve performance.
Test dates vary by school district. Many schools give the OLSAT once a year, often in the fall or spring. Check with your child’s school for the exact schedule.
Yes. Some schools choose to give only the verbal or only the nonverbal section, depending on their program requirements or screening process.