With each of our assessments we provide a set of reports that are comprehensive yet easy to understand. Supported by clear narratives and dynamic graphs, they help you interpret and understand each pupil, providing essential information for personalised learning, as demonstrated by the examples shown below.
The CAT4 Student Profile report enables all students to be assigned one of seven profiles that reveal their preferences for learning.
In this example, the accompanying narrative explains that pupils in region A have a high verbal bias and can be expected to learn through written texts, writing and discussion but may struggle with STEM subjects (science, technology, engineering and maths).
In contrast, pupils in region B have an extreme spatial bias and will learn better through flow charts and diagrams but may struggle with verbally based subjects.
Pupils with a balanced profile, C and D, will respond to all types of teaching styles.
In this NGRT Digital Individual report, Patrick’s sentence completion (SC) score is average and may be inhibiting an even better performance on the passage comprehension (PC) section where his score is above average. When comprehension skills are better than reading (decoding) skills, this may be an indication of a reading difficulty. Patrick’s results show higher attainment in comprehension in context over decoding and simple comprehension at sentence level.
In this instance, our York Assessment of Reading for Comprehension provides an individual, diagnostic test and would be a natural ‘next step’ assessment for Patrick.
Schools that use both our ability and attainment assessments can have access to a free report that compares their attainment data to the ability data from the Cognitive Abilities Test (CAT4). Our ability test plays a vital role when trying to identify underachievers, or those not fulfilling their potential, and when combined with attainment data and professional teacher judgement, it provides a well-rounded picture of each individual student.
the CAT4 Combination report takes data on pupil ability from the Cognitive Abilities Test, 4th Edition (CAT4) and on attainment from the Progress Test in Maths (PTM) and Progress Test in English (PTE). It can also include data on reading from the New Group Reading Test (NGRT), as an alternative to Progress Test in English. A number of test combinations are possible (see below), but CAT4 is always present, acting as an ‘anchor’ for the report.
|Test Combination||CAT4 ability scores used for comparison||Attainment being compared|
|CAT4 + PTM||Quantitative Reasoning||Maths attainment|
|CAT4 + PTE||Verbal Reasoning||English attainment|
|CAT4 + NGRT||Verbal Reasoning||Reading attainment|
|CAT4 + PTM + PTE||Quantitative Reasoning
|CAT4 + PTM + NGRT||
View sample reports below to see how these reports can benefit you.
What do I get out of the CAT4 Combination report?
By comparing these results, attainment is seen in the context of each student’s ability and potential. With this you can identify:
What can I do with the data?
Are you a CAT4 user?
The CAT4 Combination report is FREE for CAT4 customers. For current CAT4 users who have already tested, you can combine historic CAT4 data with the most recent English, maths or reading assessments. For example, CAT4 Level B can be combined with PTE, PTM and NGRT administered in Y4-6 - this is because the ability score tends to be very stable. Data from CAT4 for the current and previous two academic years may also be used; data from the other tests from the current and previous academic year may be used. This ensures that analysis is based on recent attainment results.
Progress in Maths (PiM) and Progress in English (PiE) users will also be able to run a CAT4 Combination report although separate reports will need to be run if, for example, if you have administered PTM and PiE (reports must feature either new or old English and maths tests).
Multi-Academy Trusts use assessments including CAT4, Progress Test Series, NGRT, PASS and Kirkland Rowell Surveys to support their Trust wide assessment and school improvement plans in order to help create a consistent and common assessment framework across their academies. By using these nationally standardised assessments across their academies Trusts can ensure comparability and a common language to validate and benchmark themselves externally, against national standards.
The ‘Cross Academy Trust report’ helps Trusts to consistently track progress across the whole Trust and benchmark against the national standards while also detailing the journey of each academy on a school by school basis. These reports offer detailed diagnostic data which will provide clear analysis to support the Trust and academies on where to provide targeted intervention and develop additional opportunities for school to school support. The Trust can compare academies against one other and the national benchmark as a whole, by curriculum content or skill, by gender, ethnicity, EAL, SEN, Pupil Premium and other personalised measures.
To have a marker that everyone across the family of academies is doing enables us to have a real understanding, and allows us to spot any anomalies from previous data drops. It has added a layer of rigour to tracking student progress across the group, and gives us vital information on where there are gaps. In turn, this makes us sharper in terms of intervention strategies.
Lisa Crausby, Principal Improvement Director, Academy Transformation Trust