Group report for teachers CBSE Edition - GL Education Report for... · From a selection of five...

Copyright © 2015 GL Education Limited.

Group report for teachers

In case of enquiries please contact GL Education by emailing [email protected].

CBSE Edition

14/01/2016Report generated on

CAT4 Group report for teachers

Level: G

School: CBSE School

No. of students: 30Date of test: 11/01/2016

Group: Unknown

Group report for teachers

Three words are presented which are similar in some way orways. From a selection of five possible answers, the studentmust identify a fourth word with similar properties.

The answer is snow because rain, fog and sunshine are alltypes of weather and snow is also a type of weather.

Verbal Classification

Verbal Reasoning Battery – thinking with words

Verbal Analogies

A pair of connected words is presented alongside a singleword. From a selection of five possible answers, the studentmust select a word to complete the second pair in the sameway.

The answer is window, because a carpet goes on a floor anda curtain hangs at a window.

Quantitative (or Numerical) Reasoning Battery – thinking with numbers

Two pairs of related numbers are presented. From a selectionof five possible answers, the student must select a number tocomplete a third pair.

The answer is 8. Here 1 add 1 makes 2, but that doesn’t workfor the second pair because 5 add 1 is 6, not 10. Instead, youhave to multiply by 2 to get the second part of each pair, so 4times 2 is 8.

Number Analogies

A sequence of numbers created by a transformation rule ispresented. From a selection of five possible answers, thestudent must identify the rule and continue the sequence.

The answer is 15. There are two number patterns in thisseries. The first, third and fifth numbers go down by 1 at a time– 18, 17 then 16. The numbers in between them go up by twoat a time – 5, 7 then 9. This means the next number must be16 minus 1, giving 15.

Number Series

Page 2 of 13Copyright © 2015 GL Education Limited

The Cognitive Abilities Test (CAT) is a suite of tests that assesses a student's reasoning (thinking) abilities inkey areas that support educational development and academic attainment. CAT4 is the fourth edition of the testand comprises the following sections or batteries which assess different aspects of ability:

What is CAT4?


Figure Classification

Three designs are presented which are similar in some way orways. From a selection of five possible answers, the studentmust identify a fourth design with similar properties.

The answer is E because it is the only answer choice that is astriped semi-circle, like the first three figures.

Non-verbal Reasoning Battery – thinking with shapes

Designs are presented in a grid with one empty square and,from a selection of five possible answers, the student mustidentify the missing design.

The answer is C because in the top pair ‘one arrow up’ goesto ‘two arrows up’, so in the second pair ‘one arrow down’must go to ‘two arrows down’.

Figure Matrices

Spatial Ability Battery – thinking with shape and space

A series of diagrams shows a square being folded repeatedly,and then punched through with holes. From a selection of fivepossible answers, the student must identify how the paper willappear when unfolded.

The answer is D. The hole is punched through both layers ofpaper, so as it is unfolded the holes will be a mirror image ofeach other, with the crease being the mirror line.

Figure Analysis

Figure Recognition

Several complex designs are presented along with a singletarget shape. From a selection of five possible answers, thestudent must identify the target shape within one of thecomplex designs.

The answer is E. It isn’t A because that shows the targetflipped over. It isn’t B or C because they have shapes that arethe wrong size.

Page 3 of 13Copyright © 2015 GL Education Limited Page 3 of 13Copyright © 2015 GL Education Limited

Why use CAT4?

CAT4 is a comprehensive and objective test of your students’ developed abilities – those that, in part,determine attainment and can be built upon and developed to improve outcomes. For example, verbalreasoning can be developed by supporting students’ reading, comprehension and vocabulary.

CAT4 has many uses, but the focus of this group report is to inform teachers about the abilities of a pre-determined group of students – whether a whole year cohort, teaching group or tutor group or a group ofstudents who share particular characteristics, for example students with English as an additional language.

CAT4 provides important information about your group of students because it is an objective measure of ability.Data from other sources such as teacher assessment and key indicators such as attendance may be usedalongside CAT4 data to ensure that information about students’ ability, attainment and any external factorsaffecting achievement that may impact on progress are part of the decision-making process at many levels.

Furthermore, results from CAT4:


• provide indicators of attainment for CBSE Class X (for CAT4 levels D-G) which are a starting point for targetsetting for the group

offer a comparison between performance of different groups of students in order to better identify needs andtarget resources

•

identify groups of students who may be underachieving monitor trends and changes in the ability profile ofthe school’s intake over time and, importantly, set a baseline against which to assess the value added bythe school.

•

CAT4 CBSE Edition

CAT4 is used by hundreds of international schools around the world to enable the benchmarking of students,classes and groups as well as supporting teaching and learning with the classroom through its diagnosticreporting. For case studies and information on how international schools and Ministries of Education use thedata generated from the assessment, please visit www.gl-education.com.

CAT4 CBSE Edition is now published following a standardisation and research exercise involving studentsfollowing the CBSE curriculum. The data in this report compares your students with other students and schoolsfollowing the CBSE curriculum.


Battery In CAT4 battery is the title given to each of the four pairs of tests which assessdifferent aspects of ability.

Questions attempted The number of questions attempted can be important: a student may have workedvery slowly but accurately and not finished the test and this will impact on his or herresults.

Raw Score (RS) The raw score (RS) is the total number of questions a student has answeredcorrectly.

The Standard Age Score (SAS) is the most important piece of information derivedfrom CAT4. The SAS is based on the student’s raw score which has been adjustedfor age and placed on a scale that makes a comparison with the standardisationsample of students of the same age following the CBSE curriculum. The averagescore is 100. The SAS is key to benchmarking and tracking progress and is the fairestway to compare the performance of different students within a year group or acrossyear groups.

Standard Age Score (SAS)

Percentile Rank (PR) The Percentile Rank (PR) relates to the SAS and indicates the percentage ofstudents obtaining any particular score. PR of 50 is average. PR of 5 means that thestudent’s score is within the lowest 5% of the standardisation sample; PR of 95 meansthat the student’s score is within the highest 5% of the standardisation sample.

The Stanine (ST) places the student’s score on a scale of 1 (low) to 9 (high) andoffers a broad overview of his or her performance.

Stanine (ST)

The Group Rank (GR) shows how each student has performed in comparison tothose in the defined group. The symbol = represents joint ranking with one or moreother students.

Group Rank (GR)


Understanding CAT4 scores

Relationship between CAT4 scores

Confidence band Performance on a test like CAT4 can be influenced by a number of factors and theconfidence band is an indication of the range within which a student's score lies. Thenarrower the band the more reliable the score. This means that 90% confidencebands are a very high level estimate.



Group: Unknown

No. of students: 30Date of test: 11/01/2016 Level: G

School: CBSE School

Scores for the group (by overall mean SAS)

QuantitativeVerbal

No.attempted

(/48)SAS GR

(/30)No.

attempted(/36)

SAS GR(/30)Tutor groupStudent name

Non-verbal

No.attempted

(/48)SAS GR

(/30)

Spatial

No.attempted

(/36)SAS GR

(/30)

Overall

MeanSAS

GR(/30)

4348 34 =2Class 6 32 127121 35 134 136 2 113041 247 31 =5Class 4 12436 124100 112 129 141 4

4848 36 8Class 6 36 125126 91 123 119 3 312348 448 36 =5Class 5 12236 13595 4=16 129 130 1

4648 35 1Class 6 36 114104 =7=10 141 123 10 512143 648 34 4Class 6 11836 116109 108 132 116 =8

4748 32 7Class 6 36 112120 =146 126 107 12 711648 =848 36 10Class 6 11336 116124 =204 115 97 =8

3748 20 =18Class 4 30 118125 =14=2 101 107 =6 =811342 =848 18 20Class 5 11335 11996 2=14 100 138 5

4048 36 =2Class 4 36 9892 =12=18 134 112 25 1110948 1248 24 =18Class 4 10836 11885 526 101 129 =6

4547 18 27Class 5 23 104108 =79 92 123 =21 1310748 1448 19 =24Class 5 10636 11096 6=14 94 124 14

3748 36 11Class 6 36 11192 =16=18 114 103 13 =1510531 =1546 27 12Class 6 10515 94110 =167 113 103 26

3948 20 13Class 5 24 72125 =12=2 108 112 30 =1710448 =1748 31 9Class 5 10433 11392 23=18 118 91 11

4848 32 23Class 4 36 10982 11=27 95 115 =15 1910047 2048 36 =16Class 5 9936 10887 =2024 102 97 18

4848 29 15Class 4 36 10995 28=16 105 82 =15 219842 =2248 36 28Class 4 9636 10782 18=27 91 102 19

4348 36 14Class 6 36 109104 30=10 107 65 =15 =229648 2448 36 21Class 5 9436 10499 2913 98 76 =21

3144 30 =16

Student 28

Student 2

Student 26

Student 11

Student 27

Student 29

Student 30

Student 23

Student 4

Student 16

Student 6

Student 3

Student 12

Student 13

Student 25

Student 22

Student 15

Student 18

Student 1

Student 14

Student 7

Student 8

Student 24

Student 19

Student 17 Class 5 35 9989 27=22 102 83 24 =2593

The Group Rank (GR) shows how each student has performed in comparison to those in the defined group. The symbol = represents joint rankingwith one or more other students.

The number of questions attempted can be important: a student may have worked very slowly but accurately and not finished the test and thiswill impact on his or her results.

The Standard Age Score (SAS) is based on the student’s raw score which has been adjusted for age and placed on a scale thatmakes a comparison with the standardisation sample of students of the same age following the CBSE curriculum. The average scoreis 100.

Copyright © 2015 GL Education Limited Page 6 of 13


QuantitativeVerbal

No.attempted

(/48)SAS GR

(/30)No.

attempted(/36)

SAS GR(/30)Tutor groupStudent name

Non-verbal

No.attempted

(/48)SAS GR

(/30)

Spatial

No.attempted

(/36)SAS GR

(/30)

Overall

MeanSAS

GR(/30)

39 =2536 35 29Class 4 9336 10382 19=27 90 98 23

4847 36 22Class 5 36 10676 =2430 97 90 20 279248 =2848 36 =24Class 6 9136 8790 2221 94 94 29

4848 35 =24Class 5 36 9286 =2425 94 90 28 =289148 3046 35 30

Student 5

Student 10

Student 21

Student 20

Student 09 Class 4 8936 9389 26=22 89 85 27


Analysis of group scores (by battery)


Level: G

School: CBSE School

No. of students: 30Date of test: 11/01/2016

Group: Unknown

CBSE averageCBSE average

The table below shows the distribution of scores for your group compared with those for the CBSEstandardisation sample. In addition, the bar chart presents this information.

Group

Description

Verbalmean SAS

Quantitativemean SAS

Spatialmean SAS

Non-verbalmean SAS

99.4

100.0

108.9

100.0

106.3

100.0

108.4

100.0

SAS bands

Verbal

Quantitative

Non-verbal

Spatial

Very low

<74

Below average Average Above average Very high

>12674–81 82–88 89–96 97–103 104–111 119–126112–118

12% 20% 17%17%4% 7% 4%7% 12%

0% 3% 20% 33% 7% 17% 0% 20% 0%

0% 0% 20%10% 13%23%27%0% 7%

23%

3% 10%

10%

17%

33%

7% 13%

3%3% 10%

20%13%3%

7%

13%

0% 10%

Overallmean SAS

105.8

100.0

The table below shows mean (average) scores for your group compared with those for the CBSEstandardisation sample.

CBSE average


Student profiles


Group: Unknown


School: CBSE School

The analysis of CAT4 scores allows allstudents to be assigned a profile; that is theyare assigned to one of seven broaddescriptions of their preferences for learning.The Verbal Reasoning and Spatial AbilityBatteries form the basis of this analysis andthe profiles are expressed as a mild,moderate or extreme bias for verbal orspatial learning or, where no bias isdiscernable (that is, when scores on bothbatteries are similar), as an even profile.

The diagram shows the distribution ofstudents across the seven profiles which areindicated by the coloured bands.

Extreme verbal bias

Moderate verbal bias

Mild verbal bias

No bias

Mild spatial bias

Moderate spatial bias

Extreme spatial bias

Males

Females

•



General characteristics of each student profileIt may be helpful to consider which students fall into which broad profile, but this information must be treatedwith caution as the descriptors are general and not individualised: students’ preferences for learning will beinfluenced by other factors. The CAT4 Individual student report for teachers offers more fine detail.

No bias or even profile

No. of students

Extreme verbal bias

Mild verbal bias

Mild spatial bias

%

Group

%

13%11% 4

2% 3% 1

00%

15

1

66%

3%11%

50%

517%

4Extreme spatial bias 13%

Moderate verbal bias 4%

2%

Moderate spatial bias 4%

CBSE Sample

•

•

They may prefer to learn step-by-step, building on prior knowledge, as their spatial skills are relatively weaker,being in the low average or below average range.

These students should excel in written work and should enjoy discussion and debate.They should prefer to learn through reading, writing and may be very competent independent learners.

•

•They are likely to be high achievers in subjects that require good verbal skills such as English, modern foreignlanguages and humanities.

Extreme verbal bias

Students:

Student 15

•

•

Students in this group will have average to high scores for Verbal Reasoning and relatively weaker Spatial Abilitywith scores in the average range.These students are likely to prefer to learn through reading, writing and discussion.•

Step-by-step learning, which builds on prior knowledge incrementally, is likely to suit these students.

Moderate verbal bias

Students : None

Some students with this profile will have low average or below average scores for Verbal Reasoning and relativelyweaker Spatial Ability, but the gap between scores will be narrow.A slight bias for learning through reading, writing and discussion may be discerned in the students in this group.

•

•

Mild verbal bias

Students :

Student 22

•

Students with low even scores, conversely, may require significant levels of support to access the curriculum butwill be open to a range of teaching and learning methods.

Scores for students with this profile will be very similar for both Verbal Reasoning and Spatial Ability but will beacross the range from low to high.

•

•

Students with high even scores will excel across the curriculum and will learn through the range of media andmethods.





Students :

Student 4

Student 12

Student 20

Student 24

Student 28

Student 6

Student 17

Student 21

Student 26

Student 29

Student 9

Student 19

Student 23

Student 27

Student 30

• Some students with this profile will have low average or below average scores for Spatial Ability and relativelyweaker Verbal Reasoning skills, but the gap between scores will be narrow.A slight bias for learning through visual media may be discerned in the students in this group.•

Mild spatial bias

Student 7 Student 13

Students :

Student 5

Student 25

• Students in this group will have average to high scores for Spatial Ability and relatively weaker Verbal Reasoningwith scores in the average range.

• These students are likely to prefer to learn through visual and kinaesthetic media and will need to use diagrams,pictures, videos and objects to learn best.Students with above average or high Spatial Ability are often characterised as ‘intuitive’ or ‘big picture’ learners:attention to detail may be a weakness.

•

• Owing to a relative weakness in verbal skills, attainment may be uneven and they are likely to need support insubjects where the emphasis is on the written word.

Moderate spatial bias

Student 8

Students :

Student 1

Student 14

Student 2

Student 18

• These students should excel in problem solving and will grasp concepts quickly and intuitively.

• They will not enjoy rote learning and may arrive at a correct solution to a task without demonstrating the stepsalong the way.They are likely to be high achievers in subjects that require good visual-spatial skills such as maths, physics andtechnology.

•

• Owing to a relative weakness in verbal skills, attainment may be uneven and they may need support in subjectswhere the emphasis is on the written word.

Extreme spatial bias

Student 10 Student 11

Students :

Student 3

Student 16



Group: Unknown


School: CBSE School

CBSE Class X indicators

There has always been a significant and positive correlation (that is, a link which is supported by statistical data) between a student’s scores on reasoning tests such as CAT4 andhis or her performance in national tests and examinations. CAT4 provides a range of indicators of future attainment which can form the basis of discussion with an individual abouttargets for learning or help set realistic but challenging targets for national tests and examinations.

External factors will affect a student’s eventual attainment – not least effort and motivation – but CAT4 results demonstrate what can be achieved because the test is establishedas a good predictor of subsequent attainment.

CAT4 scores and subsequent CBSE results are collected from a sample of schools and students following the international curriculum. The CBSE examination indicators arederived from the statistical relationship between CAT4 scores and CBSE results.

The indicated subject grades are given either as whole grades or where CAT4 scores indicate performance may be at the boundary between grades, as split grades (B2/B1, etc).Indicators are calculated from the mean CAT4 Standard Age Score (SAS).



Student name Tutor group

MeanSAS

Engl

ish

Com

mun

icat

ive

Hin

di

Mat

hem

atic

s

Scie

nce

Soci

alSc

ienc

e

Indicated CBSE Class X grade (mostly likely grade followed by 'if challenged' grade in bold)

CG

PA

Class 6 130 A1 A1 A1 A1 A1 A1 A1 A1 A1 A1 10.0





Class 6 118 A1 A1 A2/A1 A1 A1 A1 A1 A1 A1 A1 9.9

Class 6 116 A1 A1 A2/A1 A1 A1 A1 A2/A1 A1 A1 A1 9.8

Class 6 113 A1 A1 A2/A1 A1 A2/A1 A1 A2/A1 A1 A2/A1 A1 9.6



Class 4 109 A2/A1 A1 A2 A1 A2/A1 A1 A2/A1 A1 A2/A1 A1 9.4



Class 5 106 A2/A1 A1 A2 A1 A2 A1 A2/A1 A1 A2/A1 A1 9.3

Class 6 105 A2/A1 A1 B1/A2 A2 A2 A1 A2 A1 A2 A1 9.0




Class 4 100 A2 A1 B1/A2 A2 B1/A2 A2 A2 A1 A2 A1 8.8

Class 5 99 A2 A1 B1/A2 A2 B1/A2 A2 A2 A1 A2 A1 8.8

Class 4 98 A2 A1 B1 A2 B1/A2 A2 B1/A2 A2 B1/A2 A2 8.5




Class 5 93 A2 A1 B2/B1 B1 B1 A2 B1/A2 A2 B1/A2 A2 8.3

Class 4 93 A2 A1 B2/B1 B1 B1 A2 B1/A2 A2 B1/A2 A2 8.3

Class 5 92 B1/A2 A2 B2/B1 B1 B1 A2 B1/A2 A2 B1/A2 A2 8.2

Class 5 91 B1/A2 A2 B2/B1 B1 B1 A2 B1 A2 B1 A2 8.0

Class 6 91 B1/A2 A2 B2/B1 B1 B1 A2 B1 A2 B1 A2 8.0

Student 28

Student 2

Student 26

Student 11

Student 27

Student 29

Student 30

Student 23

Student 16

Student 4

Student 06

Student 3

Student 12

Student 13

Student 25

Student 22

Student 15

Student 18

Student 1

Student 14

Student 7

Student 24

Student 8

Student 19

Student 17

Student 5

Student 10

Student 20

Student 21

Student 9 Class 4 89 B1/A2 A2 B2/B1 B1 B1 A2 B1 A2 B1 A2 8.0


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