McKinney ISD Scott Dittner Scottdittnerhmhcocom What is CogAT Test of Cognitive Ability Normbased test of aptitude in problem solving specific to three areas Verbal Quantitative Nonverbal ID: 461797
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Cognitive Abilities TestMcKinney ISD
Scott Dittner
Scott.dittner@hmhco.comSlide2
What is CogAT?
Test of Cognitive Ability
Norm-based test of aptitude in problem solving specific to three areas:
Verbal QuantitativeNonverbalSlide3
What is CogAT?
CogAT
IQ
Scores fall in a bell curve
Scores fall in a bell curve
The mean score within each age
group
is 100
The mean score within each age
group
is 100
Measures developed
reasoning abilities
Measures the intelligence
quotient
Measures
learned abilities that develop over a lifetime
Measures innate
abilities that tend to stay the same over a lifetimeSlide4
Reasoning
Success in school depends on:
Academic knowledge and skills in the domains of study
The ability to reason well in the symbol systems used to communicate new knowledgeReasoning abilities are important because:They are at the core of human cognitive abilitiesThey are the best predictors of success in school
They routinely interact with instructional methods
CogAT Interpretive Guide for Teachers and CounselorsSlide5
What is CogAT?
Measures learned reasoning abilities in areas most linked to academic success in school program
What CogAT is Not!
CogAT is not an IQ testCogAT is not an achievement test Slide6
Reasoning is the most central cognitive ability.
You can develop reasoning abilities through challenging instruction.
CogAT Interpretive Guide for Teachers and CounselorsSlide7
Four friends decided to meet each other at the park. Kate walked ¼ mile. Terry walked 1 ¾ miles. Denny walked ¼ mile. Sondra walked 1 ¾ miles.
What is the best estimate of the total miles they walked?
A
2
B
4
C
8
D
10Slide8Slide9
How to Read a CogAT Profile
Stanine Numbers
1: Low
2-3: Below
Average
4-6:
Average
7-8:
Above
Average
9: High
Patterns
A:
All scores are roughly at the s
A
me level
B:
One score is a
Bove or B
elow the others
C:
Two scores show a relative strength
and
weakness or ContrastE: One score is Extremely different from the others (24 or more)
V (- or +) Strength or Weakness in Verbal Score
N (- or +) Strength or Weakness in NonVerbal Score
Q (- or +) Strength or Weakness in Quantitative ScoreSlide10
Very Low
Below Average
Average
Above
Average
Very High
Relationship of Stanines, Percentile Ranks, and Standard Age Scores on the CogAT Bell CurveSlide11
11Slide12
CogAT in the Classroom
CogAT measures learned, not innate abilities
CogAT data is meant to be used to give teachers information on how to teach a student
Compare CogAT to Norm-References and STAAR to identify discrepancies between ability and achievementLook at historical data available for a student to guide decision makingLook for consistent performance over time and across assessmentsSlide13
Goal for Prior Year Level III Students
ALL Prior Year Level III students to Meet or Exceed Progress in the Current Year
Identify all Prior Year Level III students who did not meet or exceed progress in the Current Year
Evaluate the programs and instructional strategies used for these students
Analyze whether the performance of students not meeting progress is consistent with classroom performance and other assessments (CogAT, Norm Referenced)
Determine the successful strategies used with these
students who met or exceeded progressSlide14
STAAR Math Charts – Grade 5
Advanced
Satisfactory
Unsatisfactory
James
GrantSlide15
Blueprint for Building a Strong GT Student
STAAR
Reading
STAAR
Math
Profile
Verbal
Non
Verbal
Quant.
Comp.
NormRef
Read
NormRef
Math
II-1541
II-1583
8A
124
122
116
122
219
229
II-1541
III-1795
7C (V-N+)
107
126
114
117
218
237
III-1656
II-1616
8A
123
114
123
122
218
230
III-1686
III-2012
8E (V+Q-)
135
120
104
122
235
243III-1686III-16778B (N-)122106126120232241III-1855III-17959A144133133141241241III-1995III-17959B (Q+)128132151144226251III-1995III-17959B (Q+)128132151144226251
What
How
WhatSlide16
Three Primary Uses of
CogAT Scores
Help teachers adapt instructional goals, methods and materials to the individual needs of students
Measure of each student’s level of cognitive development
Identify student whose level of
academic achievement differs
from what would be expected
on their CogAT scores