Confirm the forms (Form 7 and/or Form 8) and the grades to be tested at each school/building. Information about assessing students’ cognitive development at different grade levels is provided below.
Between kindergarten and grade 2, CogAT results help educators implement interventions that improve students’ cognitive skills. Instructional interventions are likely to be more successful at this age of rapid cognitive development than when students are older.
At grades 3–5, when students rely more on their own resources for learning, retesting and updating their Ability Profile lets teachers know how best to adapt instruction.
At grades 6–8, when knowledge and skills make increasing demands on specific abilities, retesting and updating students’ Ability Profiles helps teachers further focus and adapt instruction.
At grades 9–12, many students are making decisions about courses of study or are thinking about life after high school. Current information on cognitive abilities helps both students and the adults who assist them in making these decisions at grades 9–12.
The table below will help you identify the appropriate test level to administer based on grade level and time of year. Note that students who work at an instructional level well above or well below that of their grade peers may take a higher or lower level of the test. (Level 5/6 is the lowest available level.)
Identify the time of year in which the students will be tested.
|
If testing students... |
Then use... |
|
Between August 1st and November 30th |
Fall |
|
Between December 1st and February 29th |
Midyear |
|
Between March 1st and July 31st |
Spring |
Based on the time of year you identified, consult with the classroom teacher to identify the ability level of his or her students. Locate the column that best describes that level (low, average, or high) and read down to the grade of the class that will be tested. This cell shows the test level that is best for this class.
Recommended Test Levels by Grade, Time of Year, and Average Class Performance Level*
|
Grade |
Fall |
Midyear |
Spring |
||||||
|
Low |
Average |
High |
Low |
Average |
High |
Low |
Average |
High |
|
|
K |
5/6 |
5/6 |
7 |
5/6 |
5/6 |
7 |
5/6 |
7 |
7 |
|
1 |
5/6 |
7 |
8 |
7 |
7 |
8 |
7 |
7 or 8 |
8 |
|
2 |
8 |
8 |
8 |
8 |
8 |
8 |
8 |
8 |
8 or 9 |
|
3 |
9 |
9 |
9 or 10 |
9 |
9 |
9 or 10 |
9 |
9 or 10 |
10 |
|
4 |
10 |
10 |
10 |
10 |
10 |
10 |
10 |
10 |
10 or 11 |
|
5 |
11 |
11 |
11 |
11 |
11 |
11 |
11 |
11 |
11 |
|
6 |
12 |
12 |
12 |
12 |
12 |
12 |
12 |
12 |
12 |
|
7 |
13/14 |
13/14 |
13/14 |
13/14 |
13/14 |
13/14 |
13/14 |
13/14 |
13/14 |
|
8 |
13/14 |
13/14 |
13/14 |
13/14 |
13/14 |
13/14 |
13/14 |
13/14 |
13/14 |
|
9 |
15/16 |
15/16 |
15/16 |
15/16 |
15/16 |
15/16 |
15/16 |
15/16 |
15/16 |
|
10 |
15/16 |
15/16 |
15/16 |
15/16 |
15/16 |
15/16 |
15/16 |
15/16 |
15/16 |
|
11 |
17/18 |
17/18 |
17/18 |
17/18 |
17/18 |
17/18 |
17/18 |
17/18 |
17/18 |
|
12 |
17/18 |
17/18 |
17/18 |
17/18 |
17/18 |
17/18 |
17/18 |
17/18 |
17/18 |
*In low-performing classes, the typical student performs at the 34th national percentile rank (NPR). In average performing classes, the typical student performs at the 50th NPR. In high-performing classes, the typical student performs at the 67th NPR. When two levels are recommended, use the higher level if testing for gifted identification.
Confirm the batteries to be tested at each school/building. CogAT contains three independent batteries, Verbal, Quantitative, and Nonverbal. Students can take one, two, or all three batteries. If students do not take all three batteries, then Ability Profiles or composite scores that require the omitted batteries cannot be provided. For this reason, it is usually recommended that schools administer all three batteries.
As a testing modification for English language learners (ELLs) at Levels 5/6–8, you may omit (or not score) the Sentence Completion subtest in the Verbal Battery. Students who are given this modification receive an alternative Verbal Battery score.