Based on observation alone, we know surprisingly little about a child’s capability.
We can make assumptions from attainment, monitor their behaviour, or refer to previous results – but without targeted data, we only have a snapshot in time. We don’t have the full picture.
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.
First, administer all four CAT batteries in the standard way. If a student has specific language difficulties, then this should be revealed in the profile of his or her scores across the four batteries. We might expect the Verbal score to be significantly lower than either the Quantitative, Non-verbal or Spatial score. (Significant in this context means a difference of 10 or more Standard Age Score points.) If this is the case, then you have independent evidence to confirm the student's difficulties in reasoning with words as compared to numbers, patterns or spatial concepts.
Second, to isolate a specific problem with reading, you could read some of the verbal questions to the student. If their response to these questions is markedly better than on the first occasion this might isolate reading as the problem. This would suggest that the student's 'true' reasoning score is obscured by reading difficulties. In CAT4 it is recommended that students with a stanine score of 3 or below on the Verbal tests should be administered a reading test as a follow up.
Yes, the indicators for KS2, GCSE and AS/A Levels have all been updated for CAT4.
If you need to re-run the Group report for teachers in order to produce a series of reports for small groups of students such as tutor groups or you need to add in late arrivals, there is no charge.
Identify fragile learners and discover hidden barriers to learning
