Sample Reports
CAT4 Primary Sample Report
CAT4 Secondary Sample Report
CAT4 IB Diploma Sample Report
CAT4 Combination Report
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CheckoutThe Cognitive Abilities Test: Fourth Edition (CAT4) has been developed and normed in the UK. It consists of four different tests designed to measure different aspects of cognitive functioning that are all predictive of academic outcomes. By measuring a student’s ability to reason with different types of material, CAT4 allows you to assess the way a student thinks and how they will learn best, and in turn, enables you to adapt teaching accordingly.
The test is not based on any curriculum or dependent on prior learning, offering a fair assessment of ability regardless of a student’s prior schooling. Because three of the four batteries are not reliant on knowledge of the English language, the test is ideal for assessing EAL students.
CAT4 provides a unique profile of students’ strengths and weaknesses across four tests: Verbal, Non-Verbal, Quantitative and Spatial Reasoning. The data can be used to identify specific groups of students including special educational needs and gifted and talented. Students with a high spatial score are likely to be strong in STEM subjects.
CAT4 will support schools in understanding their students’ developed abilities, likely academic potential and learning preferences, informing teaching and learning and supporting student feedback, progress monitoring and target setting for future attainment.
The CAT4 reports provide indications of likely examination results in the IB examinations, as well as some UK and other overseas tests, allowing schools to set challenging but realistic targets. The data is displayed in tabular and graphical form to make it easy to understand and is backed up with a series of narratives that explain and interpret test outcomes for teachers, students, parents and other stakeholders.
CAT4 supports teachers in:
- Personalising teaching and learning
- Communicating with students, parents and stakeholders
- Identifying the most able students and their specific needs, as well as those students who may need additional learning support
- Establishing challenging yet achievable targets for every student
- Providing context for attainment
