We have found CAT4 to be fantastic. It gives us a comprehensive overview of each student’s areas of strengths and weaknesses, as well as individual scores for different areas ofintellectual potential. We can immediately identify students who are having difficulties and where those difficulties lie, and this, in turn, informs our IEPS.Mary Everard, Assistant, Principal, Dunshaughlin Community College, Co. Meath
An assessment of reasoning ability can identify where a pupil’s real strengths lie, free from the constraint of the curriculum and unencumbered by learning barriers.
The Cognitive Abilities Test: Fourth Edition (CAT4) provides a robust, standardised measure of cognitive reasoning ability, without reference to curriculum-based material and regardless of previous achievements or first language.
With CAT4, you get invaluable insight into your pupils’ ability to reason across four distinct batteries: verbal, non-verbal, mathematical and spatial, as compared to the national average.
This allows you to address patterns and adapt your teaching methods to suit individual (or group, where a similar learning profile is shared) needs, ensuring feedback is appropriate and targets are achievable and can also help when making subject choices.
Following administration, a range of reports are automatically generated. No need to data-crunch.
Data is presented in visually accessible tables, bar charts and scatter graphs that allow for easy comparison, as well as clear narrative explanations that explain the pupil profile and its implications for teaching and learning. Levels E-G (for post-primary schools) also include Irish norms.
The best teachers adapt to the needs of their students. Consider the following scenario:
I have a pupil in my class, Jasveet, who often comes to my lessons unprepared. He never does his homework, pays little attention during explanations and demonstrates very low engagement when it comes to activities.
His attainment is average, but I believe he has more to give. I might conclude that Jasveet simply needs a bit of a push; a more structured and disciplined environment that forces him to put more effort in. Perhaps he wasn’t given this at home? But I’d be on the wrong track...
In reality, Jasveet has an extreme spatial bias. He is in the top 2% of the UK. The curriculum and my teaching approach are simply not utilising his skills, causing him to become frustrated and disengaged. To ensure he reaches his potential I would need to tailor my teaching approach to fit his needs. Without insight into his reasoning ability, I would not be able to do this.
This example demonstrates how essential assessments like CAT4 can be in providing the missing piece of the puzzle.
Reports include appropriate indicators including GCSE, A Level, KS2 and SATs level.
Combing results with other assessments, such as the Progress Test Series (PT Series) and Pupil Attitudes to Self and School (PASS):
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