GL Assessment is part of the GL Education Group. In case of enquiries please contact GL Assessment...

GL Assessment is part of the GL Education Group.

In case of enquiries please contact GL Assessment by emailing [email protected].

Summary presentation for senior leaders

Copyright © 2012 GL Assessment Limited.

School: Check CAT Academy

Group: ST

No. of students: 100Level: FDate of test: 10/08/2012

22/08/2012Report generated on 22/08/2012Report generated on

CAT4 Summary presentation for senior leaders

What is the Cognitive Abilities Test Fourth Edition (CAT4)?

• Assesses developed abilities

• Verbal Reasoning Battery – thinking with words

• Quantitative (or Numerical) Reasoning Battery – thinking with numbers

• Non-verbal Reasoning Battery – thinking with shapes

• Spatial Ability Battery – thinking with shape and space

Copyright © 2012 GL Assessment Limited Slide 2 of 16


Why use CAT4?

• Overview of performance of group of students

• Comparison between groups of students

• Identifying students at risk of underachievement

• Monitoring ability profile of intakes

• Benchmark for value added

• Indicators for national tests and exams



The table below shows the distribution of scores for all students compared with those of the national sample. The bar chart also presents this information on the following slide.

Description

SAS bands

Verbal

Quantitative

Non-verbal

Spatial

National average

Very low

<74

Below average Average Above average Very high

>12674–81 82–88 89–96 97–103 104–111 119–126112–118

12% 20% 17%17%4% 7% 4%7% 12%

16% 9% 24% 6% 1% 5% 1% 5% 33%

2% 13% 12%15% 9%21%15%9% 4%

6%

7% 14%

10%

27%

4%

6% 3%

6%28% 5%

3%20%15%

17%

5%

2% 22%

The table below shows mean (average) scores for all students compared with those for the national sample.

Group analysis (by battery)

100.0

90% confidence band 96.7–103.3

All students 103.1 101.8

98.5–105.1

100.0100.0 100.0

Spatialmean SAS

90.8–97.397.2–103.8

100.0

99.8–106.4

Quantitativemean SAS

National average

Overallmean SAS

Verbalmean SAS

100.0

Non-verbalmean SAS

100.5 94.0



Group analysis (by battery)


Group analysis (by gender)


All students 94.0 100.0101.8100 100.5103.1

Males 93.4 99.0100.247 100.2101.8

Females 94.6 100.8103.253 100.8104.3


No. ofstudents

Spatialmean SAS

Verbalmean SAS


Non-verbalmean SAS

Overallmean SAS

100.0National average 100.0 100.0- 100.0 100.0


Group analysis (by ethnicity)


All students 94.0 100.0101.8100 100.5103.1

White - British 99.1 104.4106.230 103.0108.9

White - Irish 93.8 97.799.524 97.299.7

Black or Black British - African

90.7 100.2103.417 103.9102.6

Asian or Asian British - Indian

90.4 97.096.510 101.799.2

Mixed - White and Black Caribbean 91.6 96.498.810 95.399.9

Chinese 90.9 98.199.39 99.1102.1


Overallmean SAS

Verbalmean SAS

Spatialmean SAS


Non-verbalmean SAS

No. ofstudents



Group analysis (by free school meals)


All students 94.0 100.0101.8100 100.5103.1

n 94.5 101.0102.862 101.5104.7

y 93.2 98.3100.138 98.8100.5



Non-verbalmean SAS

No. ofstudents

Spatialmean SAS

Verbalmean SAS

Overallmean SAS



Student profiles

The analysis of CAT4 scores allows all students to be assigned a profile; that is, they are assigned to one of seven broad descriptions of their preferences for learning.

The Verbal Reasoning and Spatial Ability Batteries form the basis of this analysis and the profiles are expressed as a mild, moderate or extreme bias for verbal or spatial learning or where no bias is discernable (that is, when scores on both batteries are similar), as an even profile.


Extreme verbal bias

Mild verbal bias

Mild spatial bias

National

%

Group

No. of students%

8%11% 8

2% 8% 8

88%

59

14

66%

14%11%

59%

11%

2Extreme spatial bias 2%

Moderate verbal bias 4%

2%

Moderate spatial bias 4%

No bias or even profile


Distribution of profiles within the group


Extreme verbal bias

Moderate verbal bias

Mild verbal bias

No bias

Mild spatial bias

Moderate spatial bias

Extreme spatial bias

Males

Females

•



Standard and Intermediate Grade indicatorsThere has always been a significant and positive correlation (that is, a link which is supported by statistical data) between students' scores on reasoning tests such as CAT4 and performance in national tests and examinations. CAT4, which provides a range of indicators of future attainment, demonstrates what can be achieved because the test has become established as a good predictor of subsequent attainment.Summary Standard and Intermediate Grade

indicators

FemalesMalesAll students

41%

72%

89%

195.2

87%

40%

191.2

69%

91%

42%

198.8

74%

5+ passes at SCQF Level 5


Unified points score


Percentage of students expected to achieve:

5347Number of students 100

Note: SCQF Levels 5, 4 and 3 – for Standard Grade this is equivalent to grades 1–2, 1–4 and 1–6 respectively.


Other reports available


• CAT4 Summary report for senior leaders

• CAT4 Group report for teachers

• CAT4 Individual report for teachers

• CAT4 Individual report for parents

• CAT4 Individual report for students

• CAT4 Excel report

• CAT4 Cluster report



How to make best use of your CAT4 data

• Individual reports for students can be shared with key members of staff to ensure that:– teaching is appropriate to a student's learning preferences– support or challenge is appropriate to need.

•

•

Individual reports for teachers should be shared with each student and form the basis, with other data, for:– setting targets– monitoring progress– adapting learning to suit the student's preferences.

Group reports for teachers and Summary reports for senior leaders can:– inform decision making about curriculum and resources– provide a benchmark for monitoring and assessing value added.



How to make best use of your CAT4 data

• Individual reports for parents provide the parent or carer with a copy of their child's results to help them understand the process and how they can offer support at home.

Data about students' abilities based on CAT4 can be used very effectively with other information such as that provided by attainment tests and teacher assessment to help set targets for learning and public examinations.

• Individual reports for students provide each student with a copy of his or her results to take away.

•


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