The CogAT (Cognitive Abilities Test) is a K-12 assessment that is designed to measure students’ learned reasoning abilities. Although its primary goal is to assess students’ reasoning abilities, CogAT can also provide predicted achievement scores when administered with The Iowa Tests. Generally, CogAT is utilized to help educators make important student placement decisions, such as selecting students for Gifted and Talented programs.
What does it test?
CogAT measures students’ learned reasoning abilities in the three areas most linked to academic success in school: Verbal, Quantitative and Nonverbal.
Verbal Battery
The Verbal Battery tests a student’s vocabulary, as well as his/her comprehension of ideas, efficiency and verbal memory, and ability to discover word relationships. It is made up of three subsections: Verbal Classification, Sentence Completion and Verbal Analogies.
- Verbal Classification The student is given a list of three words that are alike in some way. The student is asked to choose a word, from a selection of five words, which is also alike in the same way.
Example: green, orange, blue.
Choices: color; crayon, paint, yellow, rainbow.
- Sentence Completion The student is given a sentence with a word left out and is asked to choose a word that makes the best sense in the sentence.
Example: Pears on trees.
Choices: fall; grow; rise; bloom; scatter.
- Verbal Analogies The student is given three words in dark type. The first two words go together. The third word goes with one of the answer choices. The student is asked to choose the word that goes with the third word the same way that the second word goes with the first.
Example: top (is to) bottom : left (is to)
Choices: right; turn; hot; wet; dry.
Quantitative Battery
The Quantitative Battery tests the student’s quantitative reasoning and problem solving ability and provides an appraisal of the student’s general level of abstract reasoning. It is made up of three subsections: Quantitative Relations, Number Series and Equation Building.
- Quantitative Relations The student is given two problems numbered one and two with three answer choices. The student is to solve the two problems and determine if the answer is greater, less than, or equal to.
Example: 1. 0+5 2. 3+0
Choices: a) 1 is greater than 2; b) 1 is less than 2; c) 1 is equal to 2.
- Number Series The student is given a series of numbers and is asked to decide which number should come next in the series.
Example: 6; 12; 18; 24
Choices: 25; 30; 36; 38; 54.
- Equation Building The student is given numbers and signs. The student is asked to combine the numbers and signs to get a solution that is an answer choice.
Example: 1 2 3 – x
Choices: 1; 2; 3; 4; 6.
Non-Verbal Battery
The Nonverbal Battery presents the most novel problems to students. The items on these tests use only geometric shapes and figures that have had little direct relationship to formal school instruction. The tests require no reading. The nonverbal battery is especially utilized for obtaining an estimate of development for students who have difficulty with reading, who have limited competency in English, or who have limited opportunities. It is made up of three subsections: Figure Classification, Figure Analogies and Figure Analysis.
- Figure Classification The student is given three figures that are alike in some way. They are given three answer choices and five pictures to choose from. They are asked to decide which figure goes best with the three answer choices.
Example: The student is given three items that are odd shaped but each one has 4 sides and is white.
Choices: a white circle; a white triangle; a 4 sided black object; a white 4 sided object; six-sided black object.
- Figure Analogies The student is given three figures. The first two figures go together; the third figure goes with one of the answer choices.
Example: The first two figures are a large square that goes together with a small square. The second pair is to go together the same way that the first two figures go together. For the second pair you are given a small circle.
Choices: a small triangle; a large circle; a small square; a small circle; and a large rectangle.
- Figure Analysis The student is shown how a square piece of dark paper is folded and where holes are punched in it. The student is to figure out how the paper will look when it is unfolded.
Example: If a dark piece of paper is folded in the center from top to bottom and a hole is punched in the bottom right hand corner, what will the piece of paper look like when it is unfolded?
Choices: A) one hole in the bottom right hand corner; B) one hole in the bottom right hand corner and one in the top right hand corner; C) one hole in the top right hand corner; D) one hole in the bottom right hand corner and one in the bottom left hand corner; E) one hole in the bottom right hand corner and one in the top left hand corner.
How is it structured?
CogAT can be administered in whole or in part, however, the most complete view of a student will be provided through administration of all three batteries. For the Primary Edition (Levels K-2), two different subtests measure each reasoning ability. The Multilevel Edition (Levels A-H) uses three different subtests to measure each ability. A different item format on each subtest it utilized to ensure that scores for each battery are not unduly affected by performance on a particular item type.
The tables below list the recommended test levels for low-, average-, and high-ability classes. Some students, in any group, that are expected to score above the 90th percentile may be candidates for individualized testing with a level different from the level used for the majority of students. In such a case, contact your school administration for additional information on which level is appropriate for your student.
Recommended Test Levels for CogAT, Form 6, Low-, Average-, and High-Ability Classes:
| Grade | Low | Average | High | |
|---|---|---|---|---|
| K | K | K | 1 | |
| 1 | K/1 | 1 | 2 | |
| 2 | 1/2 | 2 | A | |
| 3 | 2/A | A/B | B | |
| 4 | A/B | B.C | C | |
| 5 | B/C | C/D | D | |
| 6 | C/D | D/E | E | |
| 7 | D/E | E/F | F | |
| 8 | E/F | F | F | |
| 9 | F | F | G | |
| 10 | F | G | G | |
| 11 | G | G | H | |
| 12 | G | H | H |
CogAT Form 6, Levels A- H Testing Schedule:
| Session | Test | Number of Items | Time (Est. Min)1 |
|---|---|---|---|
| 1 | Verbal Battery | 65 | 51 |
| Verbal Classification | 20 | 10 | |
| Sentence Completion | 20 | 10 | |
| Verbal Analogies | 25 | 10 | |
| 2 | Quantitative Battery | 60 | 48 |
| Quantitative Relations | 25 | 8 | |
| Number Series | 20 | 10 | |
| Equation Building | 15 | 12 | |
| 3 | Nonverbal Battery | 65 | 46 |
| Figure Classification | 25 | 10 | |
| Figure Analogies | 25 | 10 | |
| Figure Analysis | 15 | 10 |
1 – Total Time includes the time for the test as well as the time needed to distribute and collect the materials.
How is it scored?
CogAT reports separate scores for each of the three batteries as well as a Composite score. Scores are not reported for subtests within each battery. Among the scores available for each battery are the raw score, standard age score, national age and grade percentile ranks, and age and grade stanines; the raw score is the number of items marked correctly. The test may also be scored locally by computer or by hand. Scoring key booklets are available for hand scoring each level. Levels A-H may be hand scored with either a scoring key booklet or an individual-level scoring mask.
When is the CogAT offered?
Contact your school administrator or talk to your student’s teacher to find out when CogAT is being offered at your school.
Dolphin Academic Prep offers personalized CogAT tutoring!
We believe it’s unproductive for students to feel intense pressure, stress and anxiety surrounding a standardized test. Unfortunately, there will be plenty of time for that when applying to college and beyond. For that reason, our CogAT tutors take extra care to foster a level of comfort and understanding during the tutoring sessions. Our tutors have experience working with a variety of age groups, so they know firsthand how 8-year-olds learn and react differently than 15-year-olds.
From the wide set of standardized tests that are given, the CogAT is perhaps one of the trickier of the bunch. There is very little official CogAT material in circulation and the meaning of the scores can be difficult to interpret. Our experience with the test has enabled us to develop a highly effective approach for CogAT prep. In particular and in addition to developing the problem-solving techniques that are the crux of our test-prep tutoring, our Dolphin CogAT prep tutors also take care to emphasize the specific knowledge, concepts, strategies and skill sets required for success on the CogAT. We emphasize the kinds of problem-solving skills that will enable your student to effectively wrestle with unusual and/or unfamiliar question types. As part of the overall process, we also help our parents understand the CogAT’s various peculiarities.
Every student is different and therefore we believe it’s imperative that in order to maximize performance on the CogAT it is necessary to tailor the prep process to the individual student in an effort to develop the approach that best works for them.
Diagnostic, Evaluation and Practice
Before the first CogAT tutoring session, each student receives a diagnostic CogAT test. The diagnostic test gives the student an introduction to the test and CogAT test prep; it also allows for a baseline to be created. Moreover, based on the results, we formalize an evaluation that identifies the areas of strength, those areas that need the most help, specifies an optimal prep schedule, and sets specific goals. Throughout the CogAT test prep our Dolphin CogAT Tutors will continue to administer practice CogAT tests so that your child becomes familiar with the format, style and speed of the test, so on exam day it minimizes any surprises they may face.
More Information
We are here to answer your questions, so give us a call or send us an email to see how personalized CogAT tutoring with a private Dolphin Academic Prep tutor can help benefit your student.