Measures learned reasoning and problem-solving skills in three different areas: verbal, quantitative, and nonverbal. Reasoning skills develop gradually throughout a person’s lifetime and at different rates for different individuals. Reasoning abilities are good predictors of success in school and are important outcomes of good schooling. CogAT does not measure such factors as effort, attention, motivation, and work habits, which also contribute importantly to school achievement.
Students will be evaluated on two types of CogAT tests:
CogAT Screener – is a screening test that is a shorter version of the full CogAT test and is used with other achievement measures to inform decisions about placement in advanced coursework. The CogAT Screening Form provides a composite score based on one subtest from each of the three cognitive domains, Verbal, Quantitative and Non-verbal reasoning. Scores for the individual domain areas are not calculated for the CogAT Screening Form.
CogAT Full Battery– includes the same three domains as the Screening Form, Verbal, Quantitative and Non-verbal reasoning. However, on the Full Battery, students take three subtests in each domain instead of just one per domain on the Screening Form. Results from the CogAT Full Battery test are used with other achievement measures to inform decisions about placement in advanced coursework. The CogAT Full Battery test provides an overall composite score of general reasoning abilities and a score for each of the three domain areas.
- World-class Instructional Design and Assessment (WIDA-Access)
- Indiana Statewide Testing for Educational Progress ISTEP
- Kingore Observation Inventory (KOI) – increases teachers’ effectiveness in identifying and differentiating instruction for the students with gifted potentials by:
Clarifying students’ response patterns to look for over time;
Providing an ongoing series of enriched learning opportunities to all students that elicit advanced potentials;
Implementing standards for observations and student products that document teachers’ insights about their students to other educators. This process helps to immediately initiate appropriate differentiation in the classroom for students whose learning responses exceed the expectations of the core curriculum.