Using CogATUsing CogAT®® results for results for

DifferentiationDifferentiation

May 6, 2014May 6, 2014

Dr. Lynn WarrenDr. Lynn Warren

Karen Foushee-Karen Foushee-CameronCameron

CognitiveCognitive AbilitiesAbilities

•Develop from birth Develop from birth through early adulthood. through early adulthood.

•Are closely related to an Are closely related to an individual’s success in individual’s success in school.school.

CogATCogAT®®

Cognitive Abilities TestCognitive Abilities Test

•Measures cognitive development Measures cognitive development of students in grades K-12.of students in grades K-12.

•Measures both general and Measures both general and specific reasoning abilities.specific reasoning abilities.

•Predicts future levels of Predicts future levels of achievement.achievement.

•Scores are valid for 24 months.Scores are valid for 24 months.

ReasoningReasoning AbilitiesAbilities

Reflect the overall efficiency Reflect the overall efficiency of cognitive processes and of cognitive processes and

strategies that enable strategies that enable students to learn new tasks students to learn new tasks

and solve problems, and solve problems, especially in the absence of especially in the absence of

direct instruction.direct instruction.

Primary Uses ofPrimary Uses of

CogAT CogAT® ® ScoresScores• To adapt instruction to the needs and To adapt instruction to the needs and

abilities of students. abilities of students. (Differentiation)(Differentiation)

• To provide an alternative measure of To provide an alternative measure of cognitive development.cognitive development.

• To identify students whose predicted To identify students whose predicted levels of achievement are vastly levels of achievement are vastly different from their observed different from their observed academic achievement.academic achievement.

CognitiveCognitive DomainsDomains

•VerbalVerbal •QuantitativeQuantitative•NonverbalNonverbal

VerbalVerbal ReasoningReasoning

•Verbal classification, Verbal classification, sentence completion, and sentence completion, and verbal analogies. verbal analogies.

•Critically important for Critically important for success in school.success in school.

•Learn by talking or writing Learn by talking or writing about new information.about new information.

VERBAL BATTERY

Verbal Battery measures: Verbal inductive and deductive reasoning Flexibility, fluency and adaptability in

working with verbal materials and problems Students must have a variety of verbal

strategies to be successful. Skills measured affect reading

comprehension, critical thinking , writing and all verbal learning tasks.

QuantitativeQuantitative ReasoningReasoning

•Number sense.Number sense.•Excel in rule-based math.Excel in rule-based math.•Tied to higher knowledge of Tied to higher knowledge of

grammar and spelling.grammar and spelling.•Acquire computer skills Acquire computer skills

quickly.quickly.

QUANTITATIVE BATTERY

Quantitative Battery measures: Deductive and inductive reasoning skills in

working with quantitative symbols and concepts

Flexibility and fluency in working with quantitative symbols and concepts

Order, structure and give meaning to a set of numerals

To be successful, students must have a variety of strategies for working with quantitative materials

NonverbalNonverbal ReasoningReasoning•Symbolic, visual and spatial Symbolic, visual and spatial

stimuli. stimuli. •Adept at solving novel problems.Adept at solving novel problems.•Prefer visual mental models, Prefer visual mental models,

charts, illustrations, etc.charts, illustrations, etc.•Essential for high-level learning Essential for high-level learning

and creative contributions. and creative contributions. •22ndnd language learners usually language learners usually

score score muchmuch higher in this domain. higher in this domain.

NONVERBAL BATTERY

Nonverbal Battery measures: Use only geometric shapes and figures that

have little direct relationship to formal schooling

No reading and no outside fund of knowledge required

Requires reasoning, but not spatial reasoning (gender biased)

To be successful students must have well-developed strategies and flexibility as they work with novel materials

TEST STRUCTURE Verbal Battery 65 itemsTest 1: Verbal Classification 20 itemsTest 2: Sentence Completion 20 itemsTest 3: Verbal Analogies 25 items Quantitative Battery 60 itemsTest 4: Quantitative Relations 25 itemsTest 5: Number Series 20 itemsTest 6: Equation Building 15 items Non-verbal Battery 65 itemsTest 7: Figure Classification 25 itemsTest 8: Figure Analogies 25 itemsTest 9: Figure Analysis 15 items

Total items 190

CogATCogAT®® LabelLabel

Student Name

Cognitive Abilities Test

ID Number Date of Birth Age Grade Level Form Profile 0000000 12/99 06-11 1 1 6 9E(V-)Test Date 03/07

TestNo. of No. RawItems Att. Score USS

Age Scores SAS PR S

Grade PR S Verbal

Quantitative

Nonverbal

Composite

44 44 32 155

44 44 42 197

44 44 43 210

187

102 55 5

128 96 9

131 97 9

123 92 8

64 6

98 9

99 9

97 9

•Norm based standardized test

•50% is average compared to other students of the same age.

•Scores are valid for 24 months.

HOW TO READ THE COGAT LABEL

+ extremely variable responses page 62 Responses to items or subtests were inconsistent, may have missed many easy items but correctly answered more difficult ones or scored lower on one of the subtests than on another.

# too few items attempted ------------------------------------------------------------- Age and Grade Score We are using age

score???? See page 70 of the manual Students who are younger or older than their

grade peers Look at date of birth

HOW TO READ THE COGAT LABEL

A – all scores are at roughly the sAme level B- one score is aBove or Below the other two

– a relative strength or a relative weakness C- Two scores Contrast – a relative strength

AND a relative weakness E – there are Extreme score differences- at

least two scores differ by 24 or more points on the Standard Age Score SAS scale

StanineStanine

Stanines 1-3 Below Average Stanines 1-3 Below Average below grade levelbelow grade level

Stanines 4-6 Average Stanines 4-6 Average on grade levelon grade level

Stanines 7-8 Above AverageStanines 7-8 Above Average high abilityhigh ability

Stanine 9 Very HighStanine 9 Very High gifted learnergifted learner

Student Name

Cognitive Abilities Test

ID Number Date of Birth Age Grade Level Form Profile 0000000 12/99 06-11 1 1 6 9E(V-)Test Date 03/07

TestNo. of No. RawItems Att. Score USS

Age Scores SAS PR S

Grade PR S Verbal

Quantitative

Nonverbal

Composite

44 44 32 155

44 44 42 197

44 44 43 210

187

102 55 5

128 96 9

131 97 9

123 92 8

64 6

98 9

99 9

97 9

StaninesStanines• Another way to describe student’s Another way to describe student’s

performance.performance.• Comparable to SAS and percentile ranks.Comparable to SAS and percentile ranks.• Offers a broader grouping for Offers a broader grouping for

comparison.comparison.

StanineStanine 5 5

PRPR 50 50

SASSAS 100100Average

HOW TO READ THE SAS

High CogAT ↔ Low High CogAT ↔ Low GradesGrades

Should be checked for:Should be checked for:• Learning disabilitiesLearning disabilities• Poor visionPoor vision• Hearing lossHearing loss• A different instructional A different instructional

program necessaryprogram necessary

Low CogAT ↔ High Low CogAT ↔ High GradesGrades

• Learns specific skills well.Learns specific skills well.• Has trouble solving unfamiliar Has trouble solving unfamiliar

problems.problems.

Will profit from:Will profit from:• Tasks that emphasize transfer of Tasks that emphasize transfer of

knowledge.knowledge.• Tasks that require innovative thinking.Tasks that require innovative thinking.

ProfileProfile ScoreScoreStudent Name

Cognitive Abilities Test

ID Number Date of Birth Age Grade Level Form Profile 0000000 12/99 06-11 1 1 6 9E(V-)Test Date 03/07

TestNo. of No. RawItems Att. Score USS

Age Scores SAS PR S

Grade PR S Verbal

Quantitative

Nonverbal

Composite

44 44 32 155

44 44 42 197

44 44 43 210

187

102 55 5

128 96 9

131 97 9

123 92 8

64 6

98 9

99 9

97 9

9E(V-)

How to read the CogAT How to read the CogAT labellabel

• A – all scores are at roughly the A – all scores are at roughly the sAmesAme levellevel

• B- one score is B- one score is aBoveaBove or or BelowBelow the the other two – a relative strength or a other two – a relative strength or a relative weaknessrelative weakness

• C- Two scores C- Two scores Contrast Contrast – a relative – a relative strength AND a relative weaknessstrength AND a relative weakness

• E – there are E – there are ExtremeExtreme score score differences- at least two scores differ differences- at least two scores differ by 24 or more points on the Standard by 24 or more points on the Standard Age Score SAS scaleAge Score SAS scale

ProfileProfile ScoreScore• Compiled from the scores on all 3 Compiled from the scores on all 3

domains.domains.• Identifies scores that are significantly Identifies scores that are significantly

higher or lower than the other scores. higher or lower than the other scores.

Known as the Known as the patternpattern of scores of scores• Indexes the overall level of the 3 scores.Indexes the overall level of the 3 scores.

ProfileProfile ScoreScoreStudent Name

Cognitive Abilities Test

ID Number Date of Birth Age Grade Level Form Profile 0000000 12/99 06-11 1 1 6 9E(V-)Test Date 03/07

TestNo. of No. RawItems Att. Score USS

Age Scores SAS PR S

Grade PR S Verbal

Quantitative

Nonverbal

Composite

44 44 32 155

44 44 42 197

44 44 43 210

187

102 55 5

128 96 9

131 97 9

123 92 8

64 6

98 9

99 9

97 9

Go to Riverside Publishing website for interpretation of

the Profile Score.

You will also get instructional suggestions for that student

www.riverpub.com/products/group/cogat6/input.jsp

INTERACTIVE PROFILE INTERPRETATION SYSTEM

www.cogat.com Gives suggestions for instructing each

student based on their CogAT score profile “A Short Guide for Teachers” is also available

free and gives information on instructional practice. A copy has been provided for each teacher in your testing materials.

• Understanding the CogAT ProfileUnderstanding the CogAT Profile• Go to Go to www.cogat.com• Locate ---Providing a More Complete Locate ---Providing a More Complete

Picture of Student AbilitiesPicture of Student Abilities• Select Learn MoreSelect Learn More• Look at the menu at the top of the Look at the menu at the top of the

page and select Ability Profile page and select Ability Profile System.System.

• Look at the right side of the page Look at the right side of the page and find Input Your Score Profile.and find Input Your Score Profile.

• Enter the Profile score found on the CogAT label Enter the Profile score found on the CogAT label on the yellow sheet in the Cum. folder. Ex: on the yellow sheet in the Cum. folder. Ex: 7C(V+Q-) Click on Select.7C(V+Q-) Click on Select.

• Read and/or print the profile for the student.Read and/or print the profile for the student.• Information includes:Information includes:• Profile ExplanationProfile Explanation• Characteristics of Student with These ProfilesCharacteristics of Student with These Profiles• Instructional SuggestionsInstructional Suggestions• Build on StrengthsBuild on Strengths• Focus on Working MemoryFocus on Working Memory• Scaffold WiselyScaffold Wisely• Encourage Strategies ThinkingEncourage Strategies Thinking• When grouping, aim for diversityWhen grouping, aim for diversity• For additional informationFor additional information

IRM Interactive Results IRM Interactive Results ManagerManager

• Each teacher receives a user name and Each teacher receives a user name and password password

• http://irm30.rpclearing.com• Many different ways are available to Many different ways are available to

review class and individual results.review class and individual results.• Principal has access to the school results.Principal has access to the school results.• Along with the student profile score, Along with the student profile score,

results provide excellent suggestions for results provide excellent suggestions for instruction.instruction.

CogAT Cognitive Abilities Test

CogAT

• Verbal 70 %

• Quantitative 55%

• Nonverbal 70%

• What does this data tell us about this student’s aptitude?

Raw Data

CogAT Cognitive Abilities Test

CogAT

• Verbal 70 %

• Quantitative 55%

• Nonverbal 70%

• Now what do we know?

Grades

• Language Arts 97 for the first 3 quarters

• Math 99 for the first three quarters.

What other data is needed?

Renzulli Checklist

• Now what do we know?

• Should the classroom teacher complete a Renzulli Checklist?

EOG

• ELA – 99 %

• Math – 91 %

CogAT Cognitive Abilities CogAT Cognitive Abilities TestTest

CogATCogAT• Verbal 70 %Verbal 70 %

• Quantitative 55%Quantitative 55%

• Nonverbal 70%Nonverbal 70%

• What information do What information do these results show?these results show?

GradesGrades• Language Arts 97 for Language Arts 97 for

the first 3 quartersthe first 3 quarters

• Math 99 for the first Math 99 for the first three quarters.three quarters.

CogAT Cognitive Abilities Test

CogAT

• Verbal 70 %

• Quantitative 55%

• Nonverbal 70%

• Now what do we know?

Raw Data

• 65 question• Answered 61• Number correct 54

• 60 questions• Answered 41• Number correct 41

• 65 questions• Answered 54• Number correct 53

MAIN USES OF COGAT

Guide efforts to adapt instruction to student needs

Provide alternative measures to cognitive development

Identify students whose predicted levels of achievement are very different from observed levels of achievement

RECOMMENDATIONS FOR FREQUENCY OF TESTING

CogAT scores should be viewed as a description of the student’s cognitive ability at the time the test was taken.

Little change in cognitive ability occurs in one year, but real changes can be observed over a 2 to 3 year period.

Description of student’s cognitive ability should be updated every 2 to 3 years.

This explains why we test in grades 3 and 5.

PREPARING STUDENTS IN GRADES K-3

The Primary Education Thinking Skills program introduces students to different ways of thinking.

Each character models one of the following: Divergent thinking Convergent thinking Visual/Spatial thinking Evaluative thinking

Activities provide students with opportunities to learn how to think in different ways and then the teachers uses the thinking skills with content lessons.

COGAT PROFILE

Information includes: Profile Explanation Characteristics of Student with These Profiles Instructional Suggestions Build on Strengths Focus on Working Memory Scaffold Wisely Encourage Strategies Thinking When grouping, aim for diversity For additional information