First, administer all four CAT batteries in the standard way. If a student has specific language difficulties, then this should be revealed in the profile of his or her scores across the four batteries. We might expect the Verbal score to be significantly lower than either the Quantitative, Non-verbal or Spatial score. (Significant in this context means a difference of 10 or more Standard Age Score points.) If this is the case, then you have independent evidence to confirm the student's difficulties in reasoning with words as compared to numbers, patterns or spatial concepts. 

Second, to isolate a specific problem with reading, you could read some of the verbal questions to the student. If their response to these questions is markedly better than on the first occasion this might isolate reading as the problem. This would suggest that the student's 'true' reasoning score is obscured by reading difficulties. In CAT4 it is recommended that students with a stanine score of 3 or below on the Verbal tests should be administered a reading test as a follow up.

• Non-verbal Reasoning
• Verbal Reasoning
• Quantitative Reasoning
• Spatial Ability

• Part 1 – Non-verbal Reasoning
• Part 2 – Verbal Reasoning and the first Quantitative test
• Part 3 – the second Quantitative test and Spatial Ability

Yes, the indicators for KS2, GCSE and AS/A Levels have all been updated for CAT4.

• Individual report for teachers this gives a more detailed analysis of an individual student with the full range of scores, indicators and a narrative description of their profile and its implications for teaching and learning.
• Individual report for students – a student-friendly version of the teacher report explaining performance and offering advice of how the student can learn most effectively.
• Individual report for parents – a parent-friendly version of the teacher report explaining their child’s performance and offering advice on how parents can support learning at home.
• Summary report for senior leaders – an overview of the group’s performance that is tailored for school’s management team and Board of Governors.
• Summary presentation for senior leaders (PowerPoint® format) – this extracts information from the Summary report for senior leaders and presents it in a short but detailed presentation that is suitable for use at management and Board meetings and for any whole school sessions relating to CAT4.
• Excel report – exported raw/core data to facilitate further in-school analysis and uploading to the school’s management system
• Cluster report – a version of the Summary report for senior leaders but covering several schools.

If you need to re-run the Group report for teachers in order to produce a series of reports for small groups of students such as tutor groups or you need to add in late arrivals, there is no charge.

• When setting up a sitting, only do so when you are relatively confident that all students will be able to take the test. Given the current circumstances, we recommend increasing the duration of the sitting timescale from the default 14 days to up to 30 days
• If an individual student is unable to take Part 1 of the test (for example, due to absence), please remove them from the sitting before starting the test
• If students cannot complete the sitting you have created, you have 30 days from the start date of the sitting for all students to complete the remaining parts. This is assuming that all students have completed Part 1
• Return any unused credits when a sitting expires

When a sitting expires, one of two things will happen for each student individually:

1. If they have not started the test at all, you will be reallocated that credit which you can then use on another sitting.
2. If they have partially completed the test, they will be given an extra 30 days to complete the sitting using the same access code even though the sitting is listed as ‘expired’.