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CAT4 stands for Cognitive Abilities Test 4th edition. It is a type of standardised assessment used to measure a student’s cognitive abilities and academic potential. The test measures four different areas of cognitive abilities: verbal reasoning, non-verbal reasoning, quantitative reasoning, and spatial ability.
The CAT4 assessment is used by many schools and educational institutions around the world to identify a student’s strengths and weaknesses and to help inform educational decisions. At Léman, every student is assessed using CAT4 upon entry to our school. The results of the assessment are used to help our teachers tailor teaching methods to the student’s individual needs and it also helps us to identify if the student will need specialised support from our dedicated inclusion team.
The CAT4 assessment is a useful tool for us as educators to gain insight into a student’s cognitive abilities and potential. However, it is important to note that the assessment does not measure any academic ability or progress over time, and it is just one factor in a student’s academic success and should be used in conjunction with other forms of assessment and evaluation.
This is why we also use the Cambridge Primary Insight assessments, (previously known as INCAS) to assess student progress and attainment.
What do the Cambridge assessments actually assess?
Students are assessed in these six key developmental areas which research shows are linked to later academic outcomes:
These Cambridge assessments that we use at the end of each academic year, in Years 1-6 are a type of computer-based assessment that are designed to measure a student’s cognitive abilities, including memory, processing speed, attention, and executive functioning in addition to the above mentioned academic areas of attainment and progress.
We use these assessments to identify a student’s learning needs and to help inform our teaching. The results of the assessment are used to help tailor teaching methods to the student’s individual needs and to provide additional support where necessary.
One of the advantages of the Cambridge assessment is that it is computer-based, which means that it can be administered quickly and efficiently. Additionally, the assessment is adaptive, which means that it adjusts to the student’s performance in real-time, providing a more accurate measurement of their academic and cognitive abilities.
These assessments are carried out in the summer term of every year, in years 1-6. The outcomes and data from the assessments are then tracked year after year to monitor attainment and progress over time. This will be our third consecutive year of using these annual assessments and now we have theee years of solid data and experience, we are ready to share individual results with parents and also school results. It is important that for any new system to be secure and embedded, and now after three years, we are confident in this system.
The Cambridge assessments provide an age score for each of the areas it assesses and allows us to compare the students actual chronological age with their attainment age.
Students attaining beyond their chronological age on the Cambridge End of Year Standardised assessments:
June 2022
Maths
75%
Reading
55%
In the UK, Primary age students do not have standardised assessments at every year level, only in Years 2 and 6. At LIS we choose to carry our standardised assessment at every year level as these inform our curriculum and teaching for the following year.
We show here a comparison to the UK Year 2 and Year 6 assessment outcomes from last year, showing the percentage of students attaining beyond their academic age:
June 2022 Year 6
UK
LIS
Maths
23%
73%
Reading
28%
33%
June 2022 Year 2
UK
LIS
Maths
68%
80%
Reading
67%
70%
We will be sharing your child’s standardised assessment data with you in a formal report this year, this will accompany your child’s end of year written report.
I would also encourage all parents to attend our Assessment Conference which will be held on Wednesday 10thMay at 1.30pm in our Multi-function Room with Mrs. Connor, who will talk in depth about assessment in the primary school. This will be followed by student-led conferences, where you will be able to see first hand, the progress your child has made this year.
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CAT4测试全程是认知能力测试第四版。这是一种用于衡量学生认知能力和学术潜力的标准化评估。该测试测试了四个不同领域的认知能力: 语言推理、逻辑推理、数字推理和空间推理。
世界各地的许多学校和教育机构都使用CAT4测试来确定学生的优势和劣势，并帮助为教育决策提供信息。在乐盟，每个学生在进入我们学校前都使用CAT4进行入学评估。评估结果用于辅助我们的教师根据学生的个人需求量身定制教学方法，也有助于我们确定学生是否需要我们专门的全纳教师团队的专业支持。
作为教育工作者，CAT4测试是我们了解学生认知能力和潜力的有用工具。然而，重要的是要注意，该评估并不衡量任何学术能力或随着时间推移的进步，它只是学生学业成功的一个方面，应该与其他形式的评估和评价一起使用。
这就是为什么我们也使用剑桥初级洞察力评估(以前称为INCAS)来评估学生的进步和成就。
剑桥考试实际上评估的是什么?
研究表明，学生在以下六个关键发展领域接受评估，这些领域与以后的学业成绩有关:
我们在1-6年级的每个学年结束时使用的剑桥评估是一种基于计算机的评估，旨在衡量学生的认知能力，包括记忆、处理速度、注意力和执行功能，以及上述学术领域的成就和进步。
我们使用这些评估来确定学生的学习需求，并帮助我们的教学。评估结果用于帮助根据学生的个人需求量身定制教学方法，并在必要时提供额外的支持。
剑桥评估的优点之一是它是基于计算机的，这意味着它可以快速有效地管理。此外，评估是自适应的，这意味着它可以实时调整学生的表现，为他们的学术和认知能力提供更准确的衡量。
这些评估在1-6年级每年的夏季学期进行。评估的结果和数据随后逐年进行跟踪，以监测成绩和进展情况。这将是我们连续第三年使用这些年度评估，现在我们有了三年的可靠数据和经验，我们很快将准备和家长分享学生个人的结果以及整个学校的评估结果。对于任何新系统来说，安全性和嵌入式都是很重要的，现在经过三年的时间，我们对这个系统充满信心。
剑桥评估为每个评估领域提供了一个年龄指数，让我们可以对学生的实际年龄与他们的学术成绩年龄指数表现进行比较。
剑桥年终标准化评估结果显示，乐盟学生学术年龄表现超过实际年龄比例如下:
2022年6月
数学
75%
阅读
55%
在英国，学校不在小学阶段的每个年级进行标准化评估，只评估二年级和六年级。在乐盟，我们选择在每个年级进行标准化评估，因为这些评估为我们下一年的课程和教学提供了有用的数据。
我们在这里比较了去年乐盟学生与英国二年级和六年级学生的评估结果，数据显示了学术表现超过实际年龄的学生的比例:
2022年6月 六年级
英国
乐盟
数学
23%
73%
阅读
28%
33%
2022年6月 二年级
英国
乐盟
数学
68%
80%
阅读
67%
70%
我们将在今年的正式报告中与您分享您孩子的标准化评估数据，该报告将与您孩子的年终成绩报告一起发布。
我还鼓励所有家长参加我们的评估会议，该会议将于5月10日星期三下午1:30在我们的多功能教室举行，Conner校长将与您分享小学的评估体系。紧接着是学生主导的会议，您可以直观了解您的孩子今年取得的进步。
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