he three primary uses of CogAT are (1) to guide efforts to adapt instruction to the needs and abilities of students, (2) to provide a measure of cognitive development, and (3) to identify students whose predicted levels of achievement are markedly discrepant from their observed levels of achievement.

The first and most important use of CogAT scores is to help teachers adapt instructional goals, methods, and materials to the individual needs of students.

The second use of CogAT is to provide a measure of each student’s level of cognitive measures of school achievement.  For example, CogAT scores help identify academically gifted students.  Less than half of the students who score in the top 3 percent on the Iowa Assessments® also score in the top 3 percent on CogAT.  This means that CogAT will identify many students as academically gifted who would not be identified on the basis of academic achievement alone.  Conversely, the profile of CogAT scores show that most low-achieving students are able to reason at higher levels than their academic performance suggests.  In fact, the lower the students’ scores on an achievement test, the greater the probability that their CogAT scores will be at significantly higher levels.

The third use of CogAT scores is to identify students whose levels of academic achievement are substantially lower or higher than expected given their CogAT scores.  Students whose achievement is markedly below expectations should be checked for other problems such as learning disabilities, poor vision or hearing, the need for more assistance in completing school lessons, or the need for a different instructional program.  On the other hand, students whose academic performance is better than would be expected from their CogAT scores should also be looked at more carefully.  These students have learned well the specific skills taught in school but are less successful in solving unfamiliar problems.  Such students might profit from tasks that emphasize transfer and innovation.

NOTE:  For more information on using the CogAT test results, see the CogAT Short Guide for Teachers in the DataManager Digital Resources.

Dr. Carol Campbell

DIRECTOR ELEMENTARY / CURRICULUM

Carol has been involved in a variety of professional experiences throughout her career as an educator. She has taught students in K-20 settings as well as worked as an Associate Director of Education for the Southwestern Union. Her heart is in the classroom, thus she has a special interest in curriculum, instruction, and assessment issues that will impact our Journey to Excellence. Specific areas of interest include: literacy development across the grade levels, concept-based learning, faith and learning integration, inquiry-based learning, differentiated instruction, and thinking/comprehension strategies. She also enjoys traveling and exploring new places, gardening, and reading.

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