Use of the audio-led test administration provides a standardized testing experience for young students for the delivery of any audio instructions and item prompts (for the Sentence Completion subtest) while enabling students to move through the assessment at their pace. Students no longer have to wait for proctors to advance their screens to the next item – and those students who need more time are not pressured to answer to advance the class. The availability of audio-led testing is especially important when students are tested using instructions in a language other than English. Use of the online audio ensures that the student hears the complete instructions and that instructions are delivered by a native speaker using language and pacing that is appropriate for the test level.

CogAT has been offered with audio-led administration for about 10 years, and thousands – if not millions – of students have been tested using audio-led administration. Prior to releasing audio-led testing, Riverside Insights and the CogAT author team conducted comparability research to examine student test results from audio administration versus proctor-led. As a result of this research, an equating model enables us to accurately score audio-led testing and provide reliable and valid student scores that are directly comparable to scores from other modes of testing. When our customers test students on CogAT using audio, they can be confident that students’ test results are comparable across different modes and administrations.

No systematic differences in performance were found when comparing paper and computer-based testing for Levels 5/6-8 (grades K-2).

Some slight differences were noted in the research to compare audio-led and proctor-led for test Levels 5/6-8 (grades K-2). Adjustments were made to the scoring tables to equate performance by mode. This means that customers can use either administration mode with confidence that student scores are fair and comparable across modes of testing. In other words, students are not at an advantage or disadvantage due to audio-led versus proctor-led testing.

No systematic differences in performance were found for computer/paper or audio/not audio at test Levels 9-17/18 (grades 3+).

Our online audio testing interface was designed using the principles of Universal Design to ensure the best possible testing experience. For instance, the on-screen item responses for young students are not just limited to the small response circle under each picture. Students can click on the picture itself or in the general vicinity of the small circle to choose their response. Once selected, the response circle under the picture they have chosen is highlighted, so they can tell they have answered the question, and which answer they have chosen. They can change answers as often as needed before submitting and can go back to change answers as often as needed.

Our recommendations for online testing in general:

Students need to have experience and practice with the mode(s) and item-types prior to testing. If you are using Chromebook, laptop/desktop, or iPad/tablet for testing, the day of testing should not be the first time the students have used the device / mode of testing.

We recommend using the devices to which students are most accustomed. And using similar devices (and/or similar levels of exposure to the devices) for students whose scores will be compared. For instance, if one building has one-to-one Chromebooks, and students use them every day, they may have a level of comfort with Chromebooks that other buildings do not. So, if another building has a computer lab with desktops that the students use each week, and is not one-to-one, it may be advisable to test the first building with the Chromebooks and use the lab for the other building – rather than trying to test both on Chromebooks, which could disadvantage the building where they are not typically used.

Additionally, students can use a mouse, keyboard, touch pad, or touchscreen to select their answers. For instance, they are not limited to using the mouse if touchpad is available, and they prefer it.

Have students check that their headphones / audio devices are turned on and worked correctly prior to beginning testing. The Tutorial in Elevate can be administered as many times as needed to ensure that students are able to hear the audio and understand how to proceed through the test.

We offer free practice materials for CogAT to familiarize students with the item types and testing strategies. These are currently housed in the Resources section of DataManager or can be provided upon request. These are paper materials that are ideal as an in-class activity prior to testing to ensure that students understand how to answer items when they get into the test.

It should be a district decision about whether to use these practice materials or not, so that all students are on an even footing with regard to prior practice on the items. Either all the students should have the chance to go through practice prior to testing or none should to ensure the greatest fairness and comparability of scores.

The best way to ensure validity for inferences around CogAT scores is to make sure that students are comfortable with the testing situation (and devices) and that they know what they are expected to do. As long as that rule is observed, scores are comparable.