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Digging Deeper with Standardised Assessment DataCognitive Ability Tests (CAT4)

Presentation to Teachers Y5 – Y9B CannonPrincipal

10 January 2018

What is the Cognitive Abilities Test Fourth Edition (CAT4)?

Assesses developed abilities:

• Verbal Reasoning Battery – thinking with words

• Quantitative (or Numerical) Reasoning Battery – thinking with numbers

• Non-verbal Reasoning Battery – thinking with shapes

• Spatial Ability Battery – thinking with shape and space

Why use CAT4?

• Overview of performance of group of students

• Comparison between groups of students

• Identifying students at risk of underachievement

• Monitoring ability profile of intakes

• Benchmark for value added

• Indicators for national tests and exams

Personalised Learning

“The Cognitive Abilities Test (CAT4) has been instrumental in identifying individual needs, tracking progress and enabling the

College to capitalise on the potential of every single pupil.”Brighton College Al Ain June 2017

“The introduction of the Cognitive Ability Test (CAT4)) in particular, has been an innovative addition that has allowed all schools to

identify students ‘potential to learn and attain.KHDA in their letter in Schools April 2017

Why use CAT 4?• Identify Potential

• Personalise Learning

• Part of the process for identifying Gifted and Talented and EAL students

• Curriculum neutral – not related to any particular subject but connections between Verbal / English & Quantitative / Maths link

• Initial Screener for Admissions

• Integral Part of the Process of Setting Targets

• Does not rely on a Pupils Understanding of English

• Instant Results Available

Understanding CAT4 Data

Pages 5 & 6 of Individual Report for Teachers

• Battery• Questions Attempted• Standard Age Score• Confidence band• National Percentile Rank• Stanine• Group Rank

• Review of Individual Student data & report

Understanding the Standard Age Score (SAS) – Normal DistributionSAS Score Description Percentage of pupils Stanine Corresponding

percentileComments

127-141 Very high 4% 9 97-100

119-126 High 7% 8 90-96 Gifted and Talented?

112-118 Above Average 12% 7 78-89

104-111 Average 17% 6 61-77

97-103 Average 20% 5 41-60 100 is the actual average score

89-96 Average 17% 4 24-40

82-88 Below Average 12% 3 12-39

74-81 Low 7% 2 5-11 Consider further assessment to identify

whether a specific learning difficulty exists

59-73 Very Low 4% 1 0-4 Students may benefit from withdrawal from mainstream teaching

CAT4 Group Report for Teachers – Year 7 Exemplar

Questions:

• Highest Scoring Pupil in Year 7 – Verbal? Quantitative? Overall?

• Lowest Scoring Pupil in Year 7 - Verbal? Quantitative? Overall?

• Overall Score for the Year Group? (49 students)

• Highest battery? Lowest battery?

• Males overall SAS v Females overall SAS?

CAT4 Summary presentation for senior leaders

The table below shows the distribution of scores for all students compared with

those of the national sample. The bar chart also presents this information on the

following slide.

Description

SAS bands

Verbal

Quantitative

Non-verbal

Spatial

National average

Very low

<74

Below average Average Above average Very high

>12674–81 82–88 89–96 97–103 104–111 119–126112–118

12% 20% 17%17%4% 7% 4%7% 12%

8% 20% 14% 31% 10% 6% 6% 4% 0%

12% 16% 2%16% 2%18%22%4% 6%

10%

8% 10%

20%

2%

10%

12% 6%

20%0% 4%

20%35%2%

0%

4%

14% 20%

The table below shows mean (average) scores for all students compared with

those for the national sample.

Group analysis (by battery) – Year 7 Page 8 of Group Report

100.0

90% confidence band 92.1–97.3

All students 90.7 96.5

93.6–99.5

100.0100.0 100.0

Spatial

mean SAS

92.7–98.792.0–98.6

100.0

87.4–94.0

Quantitative

mean SAS

National average

Overall

mean SAS

Verbal

mean SAS

94.7

Non-verbal

mean SAS

95.3 95.7

Copyright © 2017 GL Assessment Limited Slide 4 of 20


Group analysis (by battery) – Year 7 Page 8 Group Report


Student profiles – Year 7 Group Report p10

The analysis of CAT4 scores allows all students to be assigned a profile; that is,

they are assigned to one of seven broad descriptions of their preferences for

learning.

The Verbal Reasoning and Spatial Ability Batteries form the basis of this analysis

and the profiles are expressed as a mild, moderate or extreme bias for verbal or

spatial learning or where no bias is discernable (that is, when scores on both

batteries are similar), as an even profile.


Extreme verbal bias

Mild verbal bias

Mild spatial bias

National

%

Group

No. of students%

14%11% 7

2% 0% 0

36%

29

2

66%

4%11%

59%

48%

4Extreme spatial bias 8%

Moderate verbal bias 4%

2%

Moderate spatial bias 4%

No bias or even profile


Distribution of profiles within the group – p9


Extreme verbal bias

Moderate verbal bias

Mild verbal bias

No bias

Mild spatial bias

Moderate spatial bias

Extreme spatial bias

Males

Females

•


Group analysis (by gender) – Year 7


All students 95.7 94.796.549 95.390.7

Males 93.0 92.794.633 93.090.2

Females 101.3 98.7100.616 100.291.7

No. of

students

Spatial

mean SAS

Verbal

mean SAS

Quantitative

mean SAS

Non-verbal

mean SAS

Overall

mean SAS

100.0National average 100.0 100.0- 100.0 100.0




Group analysis (by ethnicity) – Year 7


All students 95.7 94.796.549 95.390.7

Emirati 90.3 88.291.421 88.382.5

Pakistani 91.8 94.894.04 98.894.5

British 100.3 102.3104.03 102.3103.7

Indian 99.0 98.090.52 93.0108.0

Singapore 120.5 112.5114.52 109.0105.5

Sudan 96.5 101.0103.52 98.0104.5

American 117.0 120.0117.01 124.0120.0

Argentina 101.0 111.0113.01 122.0108.0

Colombian 97.0 101.0104.01 107.095.0

Egyptian 99.0 83.087.01 78.068.0

Other 98.1 96.698.611 98.590.5

Overall

mean SAS

Verbal

mean SAS

Spatial

mean SAS

Quantitative

mean SAS

Non-verbal

mean SAS

No. of

students

100.0National average 100.0 100.0- 100.0 100.0





GCSE indicators- Year 7 p14 (grades) & p19 (points)There has always been a significant and positive correlation (that is, a link which is supported by statistical data) between students'

scores on reasoning tests such as CAT4 and performance in national tests and examinations. CAT4, which provides a range of indicators

of future attainment, demonstrates what can be achieved because the test has become established as a good predictor of subsequent

attainment.

Summary GCSE indicators

FemalesMalesAll students

41% 37% 49%Percentage of students expected to achieve 5+ A*–C GCSEs including English and

maths

3349

49.4

16

44.0Attainment 8 score 45.7

Number of students

Likely distribution of GCSE grades


Other reports available


• CAT4 Summary report for senior leaders

• CAT4 Group report for teachers

• CAT4 Individual student report for teachers

• CAT4 Individual report for parents

• CAT4 Individual report for students

• CAT4 Excel report

• CAT4 Cluster report



How to make best use of your CAT4 data

• Individual reports for students can be shared with key members of staff to

ensure that:

– teaching is appropriate to a student's learning preferences

– support or challenge is appropriate to need.

•

•

Individual student reports for teachers should be shared with each student and

form the basis, with other data, for:

– setting targets

– monitoring progress

– adapting learning to suit the student's preferences.

Group reports for teachers and Summary reports for senior leaders can:

– inform decision making about curriculum and resources

– provide a benchmark for monitoring and assessing value added.

Copyright © 2017 GL Assessment Limited Page 19 of 20


How to make best use of your CAT4 data

• Individual reports for parents provide the parent or carer with a copy of their

child's results to help them understand the process and how they can offer support

at home.

Data about students' abilities based on CAT4 can be used very effectively with

other information such as that provided by attainment tests and teacher

assessment to help set targets for learning and public examinations.

• Individual reports for students provide each student with a copy of his or her

results to take away.

•

Copyright © 2017 GL Assessment Limited Page 20 of 20

Individual Report for Students

Summary

Your profile of scores from CAT4 shows you have a strong preference for learning by reading, writing and discussion rather than by using pictures, diagrams and other visual ways of learning.

• You will learn best when reading about the topic, writing essays, discussing ideas with other students and giving presentations.

• You may find learning that involves making models, devising diagrams and charts and visualizing objects moving quite difficult.So you may find maths calculations much more straightforward than solving problems that involve geometric shapes, for example.

• However, you may find that you get ahead quickly in some subjects such as English and history and so need extra work that allowsyou to do more research or read around a subject or follow your own interests. If you have favourite subject, ask your teacher about this.

• You can improve your spatial skills with practice and by using your good verbal skills to explain processes that you may findchallenging.

• Make sure your read widely outside school. Read from a range of different types of books, as this will add to your knowledge andskills.

• Think about activities outside school that can help develop your spatial ability. Art club, craft or even science club might be fun and helpful.

Key Factors affecting AttainmentMeta Cognition

“Feedback should cause thinking. It should be focused; it should relate to… learning

goals that have been shared with the students, and it should be more work for the recipient than the donor. Indeed, the whole purpose of feedback should be to increase the extent to which students are owners of

their own learning.”

Dylan William Embedded Formative Assessment

http://www.youtube.com/watch?v=MzDuigaGoAy

Effective Feedback

Parental Involvement in Education

• “Student perception of how interested their parents are in them and in their school life is also related to their own attitudes towards education and their motivation to study.

• Those relationships are particularly strong among low performing students - and stronger than the impact of most school resources and other factors measured by PISA”.

PISA results 2015 - Students’ Well-being Volume (III) OECD

Verbal Deficit (VD)

With VD > 10 we should be doing two things:

• Prioritising the EAL support, differentiation and intervention to accelerate their English acquisition to a level more in line with their other batteries.

• Ensuring there is sufficient stretch and challenge within their learning experience to meet the demands of their conceptual (Q/NV/Sp) scores.

International vs UK Benchmarks

Documents

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