Cogat
What is the CogAT?
When I first signed up for the webinar presentation by Dr. David Lohman, I was not really sure what to expect. I had heard of the CogAT as a test that my third grade sons had taken the year before. Until I was taking a class on the identification of gifted, did I even know that CogAT stood for Cognitive Abilities Tests. Therefore, I have had a steep learning curve. The aim of this paper is to consider the benefits of this group ability test specifically and when used in combination with other norm-referenced tests such as the Iowa Assessments in the identification of gifted students.
The Cognitive Abilities Tests
The Cognitive Abilities Tests(CogAT) are a battery of norm based intelligence test that assesses a student’s ability in reasoning and problem solving using three main content areas of verbal, nonverbal, and quantitative. This battery of tests assesses the level and pattern of cognitive development of students age 5-18. The collective of experiences that a child is exposed to from birth develops their unique cognitive abilities. On the CogAT, each individual receives an ability profile score that translates into the level and pattern of a student’s ability. The test is a group-administered test, given in part or as a whole, with the whole test providing the most complete view of the students’ abilities. The scores are well-suited for use in helping educators determine placement of students in gifted and talented programs, while still offering ability profiles that can be used for all students.
The CogAT is divided into three main content areas. Each battery of tests consists of three subtests. The first area is the Verbal Battery, which is comprised of the following three subtests: Picture (Verbal) Analogies, Picture (Verbal) Classification, and Sentence Completion. (Lohman D. D., 2013) These tests will determine what level the student is at for verbal reasoning processes. The second content area is Nonverbal battery; it is
When I first signed up for the webinar presentation by Dr. David Lohman, I was not really sure what to expect. I had heard of the CogAT as a test that my third grade sons had taken the year before. Until I was taking a class on the identification of gifted, did I even know that CogAT stood for Cognitive Abilities Tests. Therefore, I have had a steep learning curve. The aim of this paper is to consider the benefits of this group ability test specifically and when used in combination with other norm-referenced tests such as the Iowa Assessments in the identification of gifted students.
The Cognitive Abilities Tests
The Cognitive Abilities Tests(CogAT) are a battery of norm based intelligence test that assesses a student’s ability in reasoning and problem solving using three main content areas of verbal, nonverbal, and quantitative. This battery of tests assesses the level and pattern of cognitive development of students age 5-18. The collective of experiences that a child is exposed to from birth develops their unique cognitive abilities. On the CogAT, each individual receives an ability profile score that translates into the level and pattern of a student’s ability. The test is a group-administered test, given in part or as a whole, with the whole test providing the most complete view of the students’ abilities. The scores are well-suited for use in helping educators determine placement of students in gifted and talented programs, while still offering ability profiles that can be used for all students.
The CogAT is divided into three main content areas. Each battery of tests consists of three subtests. The first area is the Verbal Battery, which is comprised of the following three subtests: Picture (Verbal) Analogies, Picture (Verbal) Classification, and Sentence Completion. (Lohman D. D., 2013) These tests will determine what level the student is at for verbal reasoning processes. The second content area is Nonverbal battery; it is
References: CogAT Form 7 Screening Information sheet. (2011, August). Retrieved from Riverside Publishing: http://www.riversidepublishing.com/products/cogAT7/pdf/CogATScreener_SellSheet.pdf Lohman, D. D. (2011, August). Cognitively Speaking Introducing CogAT Form 7. Retrieved from Riverside Publishing: http://www.riversidepublishing.com/products/cogAt/pdf/CogSpe_v59-28-11.pdf Lohman, D. D. (2013, March 4). CogAT. Retrieved from Riverside Publishing: http://www.riversidepublishing.com/products/cogAT7/learnmore.html Lohman, D. D., & Renzulli, J. (2007, April 18). A Simple Procedure for Combining Ability Test SCores, Achievement Scores, and Teacher Ratings to Identify Academically Talented Children. Retrieved from University of Iowa Education: http://faculty.education.uiowa.edu/dlohman/pdf/Lohman_Renzulli_ID_system.pdf Lohman, D. F., & Korb, K. A. (2006). Gifted today but not tomorrow? Longitudinal changes in ITBS and CogAT scores during elementary school. Jornal for the Education of the Gifted(29), 451-484.