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ONLINE COMPARAB I L I T Y S T U D Y
2012
LEVELS5/68
FORM 7
Copyright 2012 by The Riverside Publishing Company. All rights reserved. No part of this work may be reproduced or transmitted
in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or
retrieval system without the prior written permission of The Riverside Publishing Company unless such copying is expressly permitted
by federal copyright law. Address inquiries to Permissions, Riverside, 3800 Golf Rd., Suite 200, Rolling Meadows, IL 60008.
These tests contain questions that are to be used solely for testing purposes. No test items may be disclosed or used for any other
reason. By accepting delivery of or using these tests, the recipient acknowledges responsibility for maintaining test security that
is required by professional standards and applicable state and local policies and regulations governing proper use of tests and for
complying with federal copyright law which prohibits unauthorized reproduction and use of copyrighted test materials.
Contents
Part 1
Part 2
Contents
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Part 3
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Part 1
Part 1 provides information you will need in order to prepare for testing.
About CogAT
CogAT appraises the cognitive development of students from kindergarten through grade 12.
The test measures students learned reasoning abilities. Although grounded in biological
processes, these abilities are developed through in-school and out-of-school experiences.
The questions on CogAT require students to demonstrate their reasoning abilities in each of
the three symbol systems most closely related to success in school: verbal reasoning,
quantitative reasoning, and nonverbal reasoning.
The Verbal Battery assesses students abilities to use search, retrieval, and comparison
processes that are essential for verbal reasoning.
The Quantitative Battery assesses students abilities to reason about patterns and
relations using concepts that are essential in quantitative thinking.
The Nonverbal Battery assesses students abilities to reason with somewhat more novel
questions that use spatial and figural content.
For each of the nine tests, the class answers one or two practice questions together. The
practice questions demonstrate how to answer the items on that test. They are kept simple to
be certain all of the students understand what they are supposed to do. Questions in the tests
range from those that most students will be able to answer correctly to those that only the
most able students will answer correctly.
Test Level
5/6
The questions in the tests show how well students use their reasoning skills to solve problems
they have not been directly taught. For this reason, the test questions do not parallel what
the students are learning in school. You and your students need not be concerned if the
material is new.
Question and Answer Format
Questions are in multiple-choice format and are entirely pictorial. No reading is required of
students in any of the tests. Students review the pictorial questions and answer pictures and
either click an answer choice with the mouse or press the number or letter key corresponding
to the position of the answer choice. For example, students can type 1 or A for the first
answer choice listed, 2 or B for the second answer choice listed, and so on.
Practice Questi ons
Each test begins with one or more practice questions to give students practice with the
content and format of the test.
Allow 1015 minutes of additional time per testing session to log students on to the
system, read directions to the students, and answer any questions.
Allow an additional 5 minutes before the first testing session for students to take the
Navigation Tour.
Battery/Test
Description
Estimated Testing
Time (Minutes)
Level
5/6
Level
7
Level
8
Verbal Battery
Picture Analogies
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13
13
Sentence Completion
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13
14
Picture Classification
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12
13
Number Analogies
13
13
15
Number Puzzles
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11
15
14
13
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Quantitative Battery
Battery/Test
Description
Estimated Testing
Time (Minutes)
Level
5/6
Level
7
Level
8
Nonverbal Battery
Figure Matrices
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11
13
Paper Folding
10
10
11
Figure Classification
10
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Decide how the test will be administered and by whom. CogAT is designed to be
a group-administered test. The tests and directions are constructed for relatively easy
administration by classroom teachers. The tests should be administered by someone
who is familiar to the students and who has a good rapport with them. No special
training in educational or psychological testing is required.
Monitor students. Studies show that young students are quite capable of taking
CogAT. Nevertheless, it is important to monitor students to make sure each one
understands the test instructions and is using the computer to answer questions
properly. The test format is easy for even young students to follow. However, if a class
is large or if there are many students who are likely to need assistance, we strongly
recommend that you arrange for qualified proctors to assist you during testing.
Proctors can assist students as needed, allowing you to remain at your computer during
testing. If possible, have one proctor for every 15 students.
Review practice questions with students. Students cannot do their best if they do
not understand the directions and the practice questions. Always try to ensure that
students understand what they are supposed to do before starting the test. Follow the
script as it is written, but feel free to repeat, explain, or provide additional examples as
necessary before testing begins.
Pace the test to fit the students. Levels 5/68 of the Cognitive Abilities Test are
designed to measure how well, rather than how rapidly, students solve reasoning
problems. For this reason, the tests are not timed. As you guide students through the
practice questions and the test, adjust the pace of the testing to fit the skill level of the
students. Pacing the test helps to ensure that students who would otherwise rush
through the questions have time to examine each question and consider all of the
answer choices.
The rate at which students are paced through the questions should vary for different
groups of students. The pace should be made to fit the students; the students should
not be required to fit the pace.
For Level 5/6, it is recommended that only one test from each battery be given per
testing period. For example, the Picture Analogies, Picture Classification, and Sentence
Completion tests should each be given in a different testing period. However, more
than one testing period can be conducted in a day if students are allowed breaks
between tests during which they engage in other activities.
For Levels 7 and 8, it is recommended that no more than one battery of three tests be
administered per day. It is generally best to schedule both morning and afternoon
testing periods and include short breaks between tests given in the same period.
When determining the number of sessions to schedule per day, consider the learning
characteristics of your class. Students from kindergarten through second grade show
considerable differences in their attention spans, their ability to work independently,
and their persistence in staying on task. Some classes can comfortably take two tests
per day. Some classes will do better taking one test each day. For accurate test results,
monitor your students as they take the test and adjust the schedule as needed to
prevent fatigue.
Student Logon
Information
You will need the first name, last name, birth month, and birth day of
each student. The logon information was provided to you by the
Riverside research group.
Session Code
You will need the session code corresponding to the test session
you are administering. You can find the session code on the
DataManager Manage tab in the Created Sessions area.
Spare Computers
The welfare of the students should always be of primary concern. Whatever action
might need to be taken should put the health and safety of students first.
If the testing room must be evacuated, click Pause All to pause testing if possible.
Tests that are not paused may time out after a period of inactivity. Tests that have
timed out can be resumed at the point where students left off. If students resume
testing the same day, the same session code may be used to log students back on to the
test. If testing resumes on a different day, you must create a new session, which will
generate a new session code.
The security of the test must be maintained. If the testing room must be evacuated,
lock the door if possible.
Communicate the details of all testing irregularities to the Riverside research group at
18007678420, extension 6071. These details will help to determine what actions may
need to be taken so that useful scores can still be obtained. Notes on areas of
confusion or unusual behavior of particular students can greatly assist in understanding
unexpected test scores.
Troubleshooti ng
Certain types of interruptions are recoverable and will permit a continuation of the testing;
others may require you to terminate the testing session.
Problem
Resolution
Click Pause All to pause testing; remove the source of the problem
and then click Resume All to resume testing when the group has
calmed down.
Click Pause All to pause testing; click Resume All to resume testing
when the noise ceases or it is safe to begin testing again.
If Internet connectivity is lost for only a few students, click Pause All to
pause testing, and have the students log on to another computer. They
will re-enter the test at the question currently being administered by
the test administrator. Click Resume All to resume testing.
If Internet connectivity is lost for all students, click Pause All to pause
testing, and wait for connectivity to be restored. Click Resume All to
resume testing.
If testing resumes during the same day, you can use the same test
session and test session code to restore testing.
If testing resumes the next day, you will need to create a new test
session. After students log on to the new test session, you will
resume testing at the same place you left off in the previous
session.
Pre-Testing Checklist
The following checklist will help you get ready for testing.
Day Before Testing
Read Part 2 of this guide to familiarize yourself with the administration procedures.
Review the online help topics for the DataManager Proctor application and ensure you are
familiar with how to operate the application. You can access the DataManager online help by
clicking Help in the upper right corner of the DataManager window.
Check the availability of the materials listed in Obtain Materials and Equipment on page 7.
Verify that you have the user name and password for logging on to DataManager.
Verify that you have log-on information for each student. You will need the first name, last
name, birth month, and birth day of each student. This information was provided to you by the
Riverside research group.
Day of Testing
If possible, arrange the room so the test administrator can see the students screens; for
example, locate the test administrators computer in the back of the room to enable the test
administrator to see the students screens.
Arrange the room so students will be separated from one another as much as the room allows.
If needed, place dividers between computers to ensure students are separated.
Open the browser on each student computer and display the DataManager Log In page.
Take steps to avoid interruptions of the testing sessions by fire drills or announcements over
the public address system. Prepare a TestingPlease do not disturb sign to place on the
door during testing.
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Part 2
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And you
Proctor only
Proctor only
4. In the Session Code box, enter your session code and then click Log On. The Proctor
Session and Proctor Led tabs appear.
5. Continue with Introduce the Test and Instruct Students to Log On on page 15.
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6. Select your test event. To narrow your search by year, scope, or both:
a. In the Year list, click None. The available test years appear. Select a school year.
b. In the Scope list, click None. The available test types appear. Select CogAT.
c. Click Search. The test events that meet the year and scope criteria appear.
7. In the Title column, select the test assessment to view details about a specific event.
The Edit Test Event page appears and displays the test event details.
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8. Click Proctor an online testing session in the Complete Tasks for this Test Event
area.
The Manage tab in the Proctor application appears and displays all of your existing
and expired test sessions.
9. Continue with Open the Test Session below.
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4. Tell students to type their name, exactly as shown on their log-on information cards,
into the First Name and Last Name boxes on the student log-in page. Tell students to
click the down arrow in the Birth Month box and select their birth month from the
list. Then tell students to click the down arrow in the Birth Day box and select their
birth day from the list.
5. Tell students to type the session code shown on the board into the Session Code box.
6. Tell students to click the Login button. Students should see the Draw Here page.
The student is not assigned to take the test at the level being tested.
If the student should take the test, approve the student by clicking the approve
button ( ) in the Actions column on the row where the students name appears.
The student moves to the Approved Students area.
If the student should not take the test, deny the student by clicking the deny
button ( ) in the Actions column on the row where the students name appears.
The student is removed from the Exceptions area.
4. Review the list of students in the Waiting for Approval area to verify that all students
listed should take the test.
Ensure that the student roster includes all students who should take
the test. You will not be able to add students after testing begins. If
you need assistance, contact the Riverside research group at
18007678420, extension 6071.
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Begin Testing
Follow On-Screen Directions
Follow the on-screen directions exactly.
Read aloud word for word the text preceded by the word SAY in red type. The text
that is not preceded by SAY is important information, but it should not be read to
students.
Use a natural speech pattern when administering the test. Read all directions and
practice questions clearly. Pause frequently to give students time to think about test
procedures.
During-Testing Checklist
During the assessment, check student activities regularly.
Make sure students understand the test directions and the practice questions
before you begin each test.
Answer any questions about the practice questions and help any
students having difficulty.
Do not begin the test until students understand what they are supposed
to do.
Once testing begins, you may not answer questions about specific items.
For example, do not identify pictures for students. However, questions
about procedures and the mechanics of test taking may be answered
anytime.
When the word Pause is used in the directions, allow a reasonable time for all
the students to consider the question. Pause after reading each question to
allow students time to select their answers. Always allow enough time for
students who are able to answer a question to do so before advancing
students to the next question.
Before you begin reading each question, ask students to check the question
number in the upper right corner of their screens and verify that they are on
the correct question.
Note and report to your test coordinator any incident that could have an
adverse effect on the test results.
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Approve all students to begin testing by clicking Approve All on the Waiting for
Approval bar. All of the students in the Waiting for Approval area move to the
Approved Students area. Approved students see a Draw Here page until you
begin the test.
Deny all students by clicking Deny All in the Waiting for Approval bar. All
students are removed from the Waiting for Approval area.
Deny individual students by clicking the deny button ( ) in the Actions column on
the row where each student's name appears. The student is removed from the
Waiting for Approval area.
2. After all students have been approved, click the Proctor Led tab. The Welcome page
appears.
3. Click Go in the lower right corner to advance to the first practice question. Follow the
directions in the Directions for Administration area. You may need to scroll down in
the Directions for Administration area to see all of the directions. See About the
Directions for Administration Area on page 21 for more information on this area.
4. After you have completed the practice questions and are confident that students know
what to do, click Go in the lower right corner to start the test.
5. Follow the directions in the Directions for Administration area.
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Read the test question. Pause to give students time to answer each question.
Remember that you control their screens.
Allow enough time for all students who are capable of answering each question to
do so.
To advance to the next question, click Go. All students screens will advance to the
next question. Screens may advance at different rates, so ask students to check the
question number in the upper right corner of their screens to verify they are on the
correct question before you begin reading. Check the Student area of the Proctor
Led tab to help confirm that students are on the correct question.
A pacing clock above the Student area starts when the test begins. Use the pacing
clock to help you gauge the amount of time to give students to answer the
question before advancing to the next question.
The question the students are working on appears in the Question column of the
students row.
When the student answers the current question, a green check mark appears in the
Answered column on the students row. Note that the check mark does not
indicate whether the student answered correctly.
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Part 3
Follow the instructions not preceded by SAY, but do not read them out loud to
students. You may need to scroll down to see all of the directions.
Note: If you are using Microsoft Internet Explorer, press F11 to change the browser to full
screen and expand the viewable space for the Directions for Administration area.
The lower section displays the question that students see. You may need to scroll down to see
the entire question.
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a confirmation that the question the student is working on is answered in the form of a
green check mark ( ) in the Answered column
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Note: The Refresh button may look different and be positioned in a different location based
on the browser application you are using.
If you open the Proctor application without a session code, the Manage tab
appears automatically.
If you open the Proctor application with a session code, click the Manage tab, and
the Manage tab appears.
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9. Click Create Session. Your session appears in the Created Sessions area below and is
ready for you to proctor.
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Note: The File Download dialog box may be different based on the browser
application you are using.
2. Do one of the following from the File Download dialog box:
Click Open to open a PDF file of the session list in Adobe Acrobat. A list of all the
sessions appears in a PDF file in the same order in which they appear on the tab.
Click Save to save the list as a PDF file. On the Save As dialog box, select the folder
and enter a file name, and then click Save. The file is saved to the folder you
selected.
Click Cancel to return to the Manage tab without creating a PDF file.
Note: If your search criteria do not return an expected result, contact your test administrator
to see whether the student was incorrectly assigned to a test or the student was not rostered.
To find student status information:
1. Click the Student Lookup button located in the upper right of the Proctor Session
page. The Student Status tab appears.
2. Enter and/or select search criteria in one or more of the following search criteria fields
to narrow your results:
a. In the First Name box, type the student's first name.
b. In the Last Name box, type the student's last name.
c. In the Date of Birth drop-down list boxes, select the month, day, and year.
d. In the Test Event drop-down list box, select a test event.
e. In the Location box, select a level. If you search by location, the location must be
made at the building level or below.
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3. Click Search. The Student Status table appears and lists the results that meet the
selected search criteria.
Note: If the search returns more than 100 items, a dialog box appears and asks you to
refine your search criteria.
4. Click Reset to clear the Search area and enter new search criteria.
On the Proctor Session tab, click the pause button ( ) in the Approved Students
area in the row where the students name appears. The student's test session is paused
and the pause button becomes a play button ( ).
On the Proctor Session tab, click the play button ( ) in the Approved Students
area in the row where the students name appears. The student's test session resumes
and the play button becomes a pause button ( ).
On the Proctor Session tab, click Pause All on the Approved Students bar. The
students test sessions are paused, and the Pause All button becomes the Resume All
button.
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On the Proctor Session tab, click Resume All on the Approved Students bar. The
students test sessions resume.
On the Proctor Session tab, click the Terminate button ( ) in the Approved
Students area on the row where the students name appears. The student is removed
from the Approved Students area, and that students test session ends.
Note: Terminating a student erases all completed test answers and returns the student
to the testing pool. Use this action with discretion.
On the Proctor Session tab, click Terminate All on the Approved Students bar. All
of the students are removed from the Approved Students area, and their test
sessions are ended.
Note: Terminating a student erases all completed test answers and returns the student
to the testing pool. Use this action with discretion.
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