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Reading the CogAT Report: A Parent’s Guide

Reading the CogAT Report: A Parent’s Guide. Reading the CogAT Report. Reading the CogAT Report. Stanine Table.

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Reading the CogAT Report: A Parent’s Guide

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  1. Reading the CogAT Report: A Parent’s Guide

  2. Reading the CogAT Report

  3. Reading the CogAT Report

  4. Stanine Table Stanine scares 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: Differences in percentile scores can lead to over interpretation of small differences in scores between individual students or among scores for the same student. For example, there will be no observable differences in the classroom between a student who has a Percentile Rank of 45 and one with a Percentile Rank of 55. They would both exhibit average levels of development in a particular area. On the other hand, you would see observable differences in the classroom for students with more than one stanine difference in their scores. Three different students with Stanines of 9, 6, and 4 will show clear differences in the ways they approach learning and problem solving tasks, in the ways they interact with different instructional strategies and leasing environments, in the rate in which they learn, and in the amounts and kinds of help they need to learn successfully. Adapted from “interpreting Cognitive Abilities Test Scores” Riverside Publishing

  5. Reading the CogAT Report

  6. Reading the CogAT Report

  7. CogAT Score Profiles CogAT score profiles identify both the level of the student’s scores and the pattern of scores across the batteries. The Level of Scores is represented by the student’s middle age stanine across the three sections of the CogAT. For example, if a student scored in the 8th stanine for verbal, the 3rd stanine for quantitative, and the 5th stanine for nonverbal, the middle age stanine used in the score profile would be 5th. The Pattern of Score is indicated one of the following ways: A Profile: The student’s verbal, quantitative, and nonverbal scores are roughly at the sAme level. B Profile: One of the three scores is either aBove or Below the other two. The student’s profile will either show a relative strength OR a relative weakness. C Profile: There is one score above and one score below creating a Contrast. This student’s profile will show both relative strength and a relative weakness. E Profile: If a B or C profile represents a point difference in the SAS score of 12 points or more, it is considered Extreme. An E profile calls attention to the scores difference.

  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

  9. Reading the CogAT Report

  10. Footnotes Information from the University of Minnesota website: http://oms.umn.edu/oms/mstp/tests_and_services/ability_tests/cogat6/footnotes.php

  11. Reading the CogAT Score Report

  12. Reading the CogAT Score Report

  13. Reading the CogAT Score Report

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