Cognitive Abilities Test ™

1. Cognitive Abilities Test™ CogAT is key to understanding how your students learn!

2. Introduction • What is the CogAT? • Why is it useful for teachers & administrators

3. Major features • Measures the “Big 3” reasoning abilities • Item construction guided by research in cognitive and differential psychology • Excellence in psychometrics (field of study concerned with the theory and technique of psychological measurement) • Extensive support materials for teachers • Interpretive guides for administrators, counselors, & teachers

5. Individual ability profiles keyed to instructional strategies Valid and reliable screener for gifted or at-risk students Reveals the potential of English language learners Distinctive Features

6. Age norms in 1-month intervals (from 4 years, 11 months to 18+) Grade norms for Fall, Midyear, and Spring Individual standard errors Distinctive Features (cont.)

7. Distinctive Features (cont.) • Quality scaling to measure growth in reasoning abilities • Common score scale for all 11 levels

8. Distinctive Features (cont.) • Separate tests for each ability (V,Q,NV) • Individual test scores reported • Composite score

9. Comprehending problem situations Detecting similarities and differences Making inferences Making deductions Classifying and categorizing objects, events, and other stimuli Creating and adapting problem-solving strategies Using familiar concepts and skills in new contexts Cognitive Abilities Test™ CogAT measures important reasoning skills:

10. Multilevel Battery (gr. 3-12)

11. Grade 3/Level A • Session I: Verbal Battery working time Test 1 Verbal Classification 10 Test 2 Sentence Completion 10 Test 3 Verbal Analogies 10

12. Verbal Battery Inductive and Deductive Verbal Reasoning Directions: Put your marker under the boat. Look at the pictures in this row. Nicole’s mother said that Nicole had to stay inside. Nicole looked out the window and said, “Oh well, at least this will make the grass green.” What did Nicole see? Fill in the circle under that picture. CogAT, Form 6, Level 1 Directions: For each question there are three words in dark type. The first two words go together. The third word goes together with one of the answer choices. Choose the word from the answer choices that goes with the third word. CogAT, Form 6, Level C

13. Grade 3/Level A • Session II: Quantitative Battery working time Test 4 Quantitative Relations 8 Test 5 Number Series 10 Test 6 Equation Building 12

14. Quantitative Battery Inductive and Deductive Quantitative Reasoning Directions: Put your marker under the key. Look at the first picture. Count the buttons in it. (Pause.) Now look at the other pictures in this row. Fill in the circle under the one that has 2 more buttons that the first picture. CogAT, Form 6, Level 1 Directions: For each question, you are given some numbers and signs. Combine all of the numbers and signs in different ways until you make an equation, or number sentence, that equals one of the answer choices. CogAT, Form 6, Level C

15. Grade 3/Level A • Session I: Nonverbal Battery working time Test 7 Figure Classification 10 Test 8 Figure Analogies 10 Test 9 Figure Analysis 10

16. Nonverbal Battery Inductive and Deductive Figural Reasoning Directions: Put your marker under the fork. Think about how the the first three figures are alike. Now, fill in the circle under the picture that goes with the first three. CogAT, Form 6, Level 1 Directions: Look at the first pair of figures. Think about how these two figures go together. Look at the third figure. It is the first part of the second pair. Now look at the answer choices. Find the figure that completes the pair. CogAT, Form 6, Level C

17. Scores • Raw Score • Universal Scale Score • Standard Age Score • Stanine (age and grade) • Percentile Rank (age and grade) • Profile

18. Profiles • Students differ in the level and pattern of cognitive abilities they have developed • Instruction can be adapted to capitalize on their strengths and/or compensate for their weaknesses

19. ‘ABC’ Profile system • “A” profiles: Confidence bands overlap for all three scores. Scores are at roughly the sAme level • “B” profiles: One score is aBove or Below the other two scores, which do not differ • “C” profiles: Two scores Contrast • “E” profiles: Extreme B or C profiles (>=24 standard age score points)

20. “A” Profile SAS PR 1 25 50 75 99 V 120 89 Q 116 84 N 125 94

21. SAS PR 1 25 50 75 99 V 120 89 Q 116 84 N 100 50 SAS PR 1 25 50 75 99 V 95 38 Q 92 31 N 110 73 “B” Profiles N- N+

22. SAS PR 1 25 50 75 99 V 120 89 Q 110 73 N 100 50 “C” Profile V+ N-

23. SAS PR 1 25 50 75 99 V 120 89 Q 107 67 N 92 31 Extreme “C” Profile SAS Max – SAS Min = 28 E (V+ N-)

24. CogAT Home   |  Support   |  Scoring This site was built to enable teachers, counselors, and parents to interpret the Cognitive Abilities TestTM(CogAT) Ability Score Profiles for their students. Click here to see A Note to Parents Directions: Enter a student's ability profile in the appropriate drop down boxes (see sample score for clarification). Once complete, click search, and an interpretation of the score will be provided. Sample Score Profile: Input Your Score Profile: Stanine: 7   Profile: C   Relative Strength: V   Relative Weakness: Q  

25. Profiles 7C (V+ Q-) 8C (V+ Q-) and 9C (V+ Q-) • Profile Explanation • Students who obtain these profiles have generally above-average scores with a relatively higher score in verbal reasoning and a relatively lower score in quantitative reasoning. They have a median age stanine for the three CogAT batteries in the high (stanines 7 to 8) or very high (stanine 9) range. The majority of these students have a Composite score in the top 25 percent of their age group. Although the overall level of reasoning abilities estimated by the median stanine provides useful information (see "General Instructional Suggestions for All Students with a Median Stanine of 7, 8, or 9," below), generalizations must be qualified by the student's relatively higher score on the Verbal Battery and relatively lower score on the Quantitative Battery. • Characteristics of students with these profiles • Instructional Suggestions for these profiles • Instructional suggestions for ALL profiles with a median stanine of 7, 8 or 9 • For additional information

26. Instructional Suggestions for Profiles 7C (V+ Q-) 8C (V+ Q-) and 9C (V+ Q-) In the primary grades, the relatively less developed quantitative reasoning abilities of these students seem to have a broader meaning and impact on achievement. Primary-grade students with V+ Q- profiles may have difficulties thinking about mathematical problems outside of their surrounding context. Help them attend to the specifically quantitative aspects of math story problems rather than to the story presented and the associations it may elicit. Selectively encoding stimuli in this way will help these students learn how to separate concepts from contexts. This process and academic learning in general are much easier for these students than for most because of their particularly strong verbal reasoning abilities. Capitalize on these abilities by encouraging these students to talk about, write about, and read about the concepts they are expected to learn. For example, when teaching them skills and strategies, encourage them to keep track of the steps in the procedure by making a list of the required steps and committing it to memory. Then, as they execute the procedure or call up the strategy, have them say aloud each verbal prompt as they perform the associated action. There is a good possibility that at least some of these students have simply not practiced their basic computation skills until they become automatic. This may be because the skills were not emphasized in the curriculum or because the students attempted to learn them silently using work sheets or computer-based math drills. Students with these profiles are more likely to succeed in learning math facts if the teaching methods capitalize on their strong verbal abilities. In particular, these students often learn better if they practice aloud and even in unison with other students, rather than silently in response to a visual stimulus. If such practice is not helpful, computation skills may be offloaded and calculators used when these students solve math problems.

27. Resources • Interpretive Guide for Administrators (one copy provided to each site) • Score profiles (p. 71) • Identification of Gifted Students (p. 121) • Interactive Profile Interpretation System (free.. online at www.cogat.com) • Short Guide for Teachers (free..online at www.riverpub.com/products/group/cogat6/short.pdf)

28. PSD Procedures Nuts and bolts of submitting answer documents for scoring.

29. Identification Sheets • Building Identification Sheet Information Box: date,district,city/state Building Name Building Code (unnecessary)

30. Identification Sheets (cont.) • Grade/ Class Identification Sheet (Note: Only Grade information is required—not class information) • Information Box: date, building, system, city and state • Skip: “class name” and “class code” • Grade (3) • Form and Level: (Form 6, Level A) • Answer document count (very important to be accurate.)

31. Student Answer Document • Date of Birth:(accuracy is extremely important) • Gender • CogAT Level (A) • Student I.D. Number • Information Box (school, city, state and grade)

32. Due Date Return answer documents with building and grade identification sheets to Kathryn Friesen at JSSC by December 9, 2005 at 4:00 p.m. You are welcome to use school mail.