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An introduction to CAT4 in an
international settingWebinar – March 2013
Sue Thompson
Phil Wileman
Cognitive Abilities Test____________________________________________________________________________________________________________________________________________
• History of CAT for over 30 years in the UK
• Most widely used test of reasoning abilities
• Verbal
• Non-verbal
• Quantitative
• Spatial
• Used to assess student potential and learning preferences
• Enhances all aspects of teaching and learning
Cognitive Abilities Test – 4th Edition____________________________________________________________________________________________________________________________________________
• Published in September 2012
• Major re-structure to allow separate reporting of Spatial
scores
• Differentiates between Non-verbal Reasoning and Spatial
Ability
• New model for reporting on individual students
Importantly
• Based on established research demonstrating the value of
including discrete tests of Spatial Ability when assessing
students in other domains such as Verbal Ability and maths
CAT4 structure
2 Verbal
Verbal Classification Verbal Analogies
2 Quantitative
Number Analogies Number Series
2 Non-verbal
Figure Classification Figure Matrices
2 Spatial
Figure Analysis Figure Recognition
Verbal Classification____________________________________________________________________________________________________________________________________________
Verbal Analogies____________________________________________________________________________________________________________________________________________
Number Analogies____________________________________________________________________________________________________________________________________________
Number Series____________________________________________________________________________________________________________________________________________
Figure Classification____________________________________________________________________________________________________________________________________________
Figure Matrices____________________________________________________________________________________________________________________________________________
Figure Analysis____________________________________________________________________________________________________________________________________________
Figure Recognition____________________________________________________________________________________________________________________________________________
Cognitive Abilities Test in International
Schools____________________________________________________________________________________________________________________________________________
• Focus on the individual student and ensuring that learning is appropriate
• On entry assessment allows the school to asses the student and place them
appropriately in sets
• Identifies ‘gifted’ students – now able to identify those with high levels of
spatial as well as verbal and numerical ability
• Provides a British framework that correlates with national curriculum key stages
• offers supporting information for feeding back to parents
• 3 out of 4 parts of CAT4 are not dependent on language
• CAT is for students from age 7:06 to 17:11 – same test format all the way
through
• Supports all aspects of teaching and learning and used as reference point when
planning and setting targets
Cognitive Abilities Test & the importance
of assessing Spatial Ability ____________________________________________________________________________________________________________________________________________
• All learners must apply a range of skills, including spatial skills, in order to learn effectively
• High levels of spatial skill can sometimes be at the expense of verbal skills (CAT4 ‘extreme
spatial profile’)
• Spatial learners are able to take in visual information quickly and efficiently and use
imagination and recall to transform such information mentally
• Spatial learners are creative problem solvers – often seeing the answer quickly
• Spatial skills asset in STEM and visual arts – vital that these students are identified and
encouraged
• May be overlooked by the teacher – instruction may be verbally biased even in STEM
subjects
• Spatial learners respond to hands on learning
• Must be supported to develop auditory-sequential learning (if verbal skills are weak or
relatively weaker)
• Without assessing spatial ability many talented students will be missed
CAT4 Reports____________________________________________________________________________________________________________________________________________
New reports____________________________________________________________________________________________________________________________________________
Individual report for teachers – Secondary student
New reports____________________________________________________________________________________________________________________________________________
Individual report for parents – Secondary student
New reports____________________________________________________________________________________________________________________________________________
Individual report for teachers – Primary student
New reports____________________________________________________________________________________________________________________________________________
Individual report for parents – Primary student