Using CAT4 for the benefit of students
CAT4 has become established over many years as a reliable and informative assessment of students’ developed abilities. Results from CAT4 can help in intervention, monitoring progress and setting targets for future attainment.
Many teachers tell us that CAT4 is unique in the way it can ‘unlock potential’ – that is, identify a student with high level ability who may have been overlooked or who is in danger of underachieving. CAT4 has become recognised in the assessment of gifted students and is used by numerous schools to identify such students, many of whom may not be among the top sets, who need extra challenge in their schoolwork. These are just two of the varied uses of CAT4.
CAT4 ‘unlocks potential’.
Most students who take CAT4 do so once or twice in their school careers, and the information the test yields can become a reference point against which progress and performance can be measured. It is desirable to test students more than once as their abilities develop and their profile may well change over time.
The more we know about an individual, the better position we should be in to offer a learning environment and ways of teaching and learning that allow individuals to maximise their potential. Information about a student’s reasoning ability will be key to many decisions and should be considered alongside attainment data and other factors known to impact on learning, such as attendance and attitude. The results from CAT4 provide evidence of a student’s present level of development in reasoning. So the pattern of scores will reveal particular strengths or weaknesses, plus a comparison with previous scores from a lower level of CAT4 will give an insight into the student’s development.1
1 Increased scores at the second point of testing will indicate how much the student’s ability has developed, and an increase in the Standard Age Score (SAS) of 10 points or more can be considered significant. Static scores, for example getting the same score on a particular battery in CAT4 Level B and again in Level D two years later, tell us that the student’s ability has developed at an average rate.