Reading the CogAT Report: A Parent s Guide

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Reading the CogAT Report. Reading the CogAT Report. Stanine Table. Stanine scores range from a low of I to a high of 9. Stanines are groupings of percentile ranks. A higher stanine equates with a higher level of cognitive abilities development. A comparison of Stanines and Percentile Ranks are summarized in the table below: .
Reading the CogAT Report: A Parent s Guide

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1. Reading the CogAT Report: A Parent?s Guide This PowerPoint presentation is designed to help you read and interpret your student?s CogAT results. Each slide contains an image and a ?sound? icon. When you click on the ?sound? icon, the slide will be narrated for you. Let?s learn to read the report! This PowerPoint presentation is designed to help you read and interpret your student?s CogAT results. Each slide contains an image and a ?sound? icon. When you click on the ?sound? icon, the slide will be narrated for you. Let?s learn to read the report!

2. Reading the CogAT Report Do you have your student?s CogAT score report in front of you? Good! Let?s begin? The CogAT Test measures the level and pattern of cognitive development of a student compared to age mates and grade mates. These general reasoning abilities, which start developing at birth and continue through early adulthood, are influenced by experiences gained both in and out of school. The CogAT measures three different cognitive abilities. The verbal section measures a child?s ability to remember and transform sequences of English words, to understand them and to make inferences and judgments about them. The quantitative section measures a child?s understanding of basic quantitative concepts and relationships. The non-verbal section measures reasoning using pictures and geometric shapes. This section reduces the impact of language on the student?s score. The composite score is a total score for all three batteries. Do you have your student?s CogAT score report in front of you? Good! Let?s begin? The CogAT Test measures the level and pattern of cognitive development of a student compared to age mates and grade mates. These general reasoning abilities, which start developing at birth and continue through early adulthood, are influenced by experiences gained both in and out of school. The CogAT measures three different cognitive abilities. The verbal section measures a child?s ability to remember and transform sequences of English words, to understand them and to make inferences and judgments about them. The quantitative section measures a child?s understanding of basic quantitative concepts and relationships. The non-verbal section measures reasoning using pictures and geometric shapes. This section reduces the impact of language on the student?s score. The composite score is a total score for all three batteries.

3. Reading the CogAT Report This section of the report is dedicated to students? age scores. Students are grouped by age in one-month intervals from 4 years 11 months through 18+ years of age. The first column in the National Age Scores section shows the stanine scores. The stanine scale is a normalized standard score scale consisting of nine broad levels designated by the numbers one through nine. Stanines are provided to discourage over interpretation of small differences among student scores and percentile rankings. Thus, all students in the same stanine are considered similar. See the following slide for the stanine table used for the CogAT. The second column in the National Age Scores section shows your student?s percentile rank for each section and the composite. A percentile rank indicates the percentage of students in the same age group whose scores fall below the score obtained by a particular student. For example, if your student obtains a percentile rank of 90 on the verbal battery, it means that 90 percent of students in the standardized sample scored below your student. A percentile rank of 50 is considered average. This section of the report is dedicated to students? age scores. Students are grouped by age in one-month intervals from 4 years 11 months through 18+ years of age. The first column in the National Age Scores section shows the stanine scores. The stanine scale is a normalized standard score scale consisting of nine broad levels designated by the numbers one through nine. Stanines are provided to discourage over interpretation of small differences among student scores and percentile rankings. Thus, all students in the same stanine are considered similar. See the following slide for the stanine table used for the CogAT. The second column in the National Age Scores section shows your student?s percentile rank for each section and the composite. A percentile rank indicates the percentage of students in the same age group whose scores fall below the score obtained by a particular student. For example, if your student obtains a percentile rank of 90 on the verbal battery, it means that 90 percent of students in the standardized sample scored below your student. A percentile rank of 50 is considered average.

4. Stanine Table Stanine scores range from a low of I to a high of 9. Stanines are groupings of percentile ranks. A higher stanine equates with a higher level of cognitive abilities development. A comparison of Stanines and Percentile Ranks are summarized in the table below: ? Refer to the previous slide for a discussion of stanine scores.Refer to the previous slide for a discussion of stanine scores.

5. Reading the CogAT Report This section also relates to your student?s AGE scores. It is a graphic representation of your student?s scores for each of the batteries and the composite. Scores for each section of the assessment are indicated by a diamond shape within a score band. The score band represents the confidence interval. The confidence interval is dependent upon individual error scores. Error scores represent the error of measurement for each student. These things affect error scores: The student responds inconsistently to items in the same battery (i.e.. if the student misses easy items but correctly solves difficult items) If the student does well on one subtest in a section of the test but poorly on another subtest in the same battery Based on the score information in this section, a score profile is created for your student. Advance to the next slide for a discussion of the score profiles.This section also relates to your student?s AGE scores. It is a graphic representation of your student?s scores for each of the batteries and the composite. Scores for each section of the assessment are indicated by a diamond shape within a score band. The score band represents the confidence interval. The confidence interval is dependent upon individual error scores. Error scores represent the error of measurement for each student. These things affect error scores: The student responds inconsistently to items in the same battery (i.e.. if the student misses easy items but correctly solves difficult items) If the student does well on one subtest in a section of the test but poorly on another subtest in the same battery Based on the score information in this section, a score profile is created for your student. Advance to the next slide for a discussion of the score profiles.

6. Reading the CogAT Report This is where you will your student?s score profile. Advance to the next slide for information about the profiles that can be obtained on the CogAT. This is where you will your student?s score profile. Advance to the next slide for information about the profiles that can be obtained on the CogAT.

7. After reading this slide, follow the link on the next slide entitled ?Using CogAT to Inform Instruction? to view a short video demonstrating how to use these profiles to guide and inform instruction.After reading this slide, follow the link on the next slide entitled ?Using CogAT to Inform Instruction? to view a short video demonstrating how to use these profiles to guide and inform instruction.

8. Using CogAT to Inform Instruction Visit the link below to view a short video from the makers of CogAT about how the assessment can be used to inform instruction for all students. CogAT: Link Assessment to Instruction Visit the link on the slide to view a short video from the makers of CogAT about how the assessment can be used to inform instruction for all students. Visit the link on the slide to view a short video from the makers of CogAT about how the assessment can be used to inform instruction for all students.

9. Reading the CogAT Report The section is comprised of information regarding the number of items in each section of the test, the number of items attempted by the student, and the raw score (or number of correct responses). Footnote symbols may be found next to the raw score for a particular student on particular section of the CogAT. See the following slide for a guide to these footnotes and what they mean. The section is comprised of information regarding the number of items in each section of the test, the number of items attempted by the student, and the raw score (or number of correct responses). Footnote symbols may be found next to the raw score for a particular student on particular section of the CogAT. See the following slide for a guide to these footnotes and what they mean.

10. Footnotes

11. Reading the CogAT Score Report This section of the report is dedicated to students? grade scores. The first column shows the stanine. The stanine scale is a normalized standard score scale consisting of nine broad levels designated by the numbers one through nine. Stanines are provided to discourage over interpretation of small differences among student scores and percentile rankings. Thus, all students in the same stanine are considered similar. See the slide 4 for the stanine table used for the CogAT. The last column shows the percentile rank for each section and the composite. A percentile rank indicates the percentage of students in the same grade whose scores fall below the score obtained by a particular student. For example, if a student obtains a percentile rank of 90 on the verbal battery, it means that 90 percent of students in the standardized sample scored below that student. A percentile rank of 50 is considered average. This section of the report is dedicated to students? grade scores. The first column shows the stanine. The stanine scale is a normalized standard score scale consisting of nine broad levels designated by the numbers one through nine. Stanines are provided to discourage over interpretation of small differences among student scores and percentile rankings. Thus, all students in the same stanine are considered similar. See the slide 4 for the stanine table used for the CogAT. The last column shows the percentile rank for each section and the composite. A percentile rank indicates the percentage of students in the same grade whose scores fall below the score obtained by a particular student. For example, if a student obtains a percentile rank of 90 on the verbal battery, it means that 90 percent of students in the standardized sample scored below that student. A percentile rank of 50 is considered average.

12. Reading the CogAT Score Report This is a written description of how to interpret your student?s score report.This is a written description of how to interpret your student?s score report.

13. Reading the CogAT Score Report We hope you found this information about your student?s CogAT scores helpful. Please contact your student?s teacher for more information. Thanks for viewing this presentation!We hope you found this information about your student?s CogAT scores helpful. Please contact your student?s teacher for more information. Thanks for viewing this presentation!


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