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General Test Information
The CogAt level nine consists of 170 questions. It consists of three batteries: the Verbal Battery, the Quantitative Battery, and the Non-verbal Battery. Each of these batteries is then broken down into three sections. These sections will be discussed in detail below. Unlike achievement tests such as the SATs, the CogAT does not measure how much a student has learned, but focuses instead on a student’s ability to display cognitive abilities that research have associated with academic success. These abilities include reasoning and problem solving using verbal, quantitative and spatial (non-verbal) methods to find the answers.
CogAt Nonverbal Battery: Question Types
The CogAT Nonverbal Battery is used to assess a student’s reasoning abilities through the use of spatial and figural content. The test is useful for assessing the development of students who have trouble with reading, limited capability in English, or who have limited opportunities. The subtests use geometric shapes and figures which have unlikely been seen by the students in their formal schooling. There is no reading required among the questions in the CogAT Nonverbal test. These three subtests are: Figure Matrices, Paper Folding, and Figure Classification. These three subtests combined make up the CogAT Nonverbal score.
Figure Matrixes
Figure Matrixes
Each question in this subsection portrays a 2 x 2 matrix. As in the Picture/Verbal Analogies in the CogAT Verbal Battery and the Number Analogies in the CogAT Quantitative Battery, the students must determine the relationship between the pictures in the two boxes in the top row and apply the same relationship in the bottom row. However, the Figure Matrices utilizes spatial forms. In all level, students are presented with pictures in the matrices. This sub-tests presents a relationship that is not always clear. Therefore, developing the skill to decipher the relationship is crucial to solve these types of questions
Teaching Tips:
Make sure that your student knows key concepts that come up in these types of questions, including geometric concepts such as rotational symmetry, line symmetry, and parts of a whole.
If your student is finding these items difficult, encourage them to discover the pattern by isolating one element (outer shape, inner shape) and identify how it changes.
Ask: Is the color/shading of the element changing as it moves?
Ask: Is the element changing positions as it moves? Does it move up or down? Clockwise or counter-clockwise? Does it end up in the opposite (mirror) position?
Ask: Does the element disappear or increase in number as it moves along the row? Does it get bigger or smaller?
For Level 5/6 - Level 8, students must determine how a piece of paper will look once folded. In Levels 9 and up, the questions may include hole punching and require students to determine how the paper will appear when it is unfolded. This sub-test measures the spatial capabilities of a student. The ability to unfold the paper and foresee the resulting image can be indicative of a strong analytical mind.
Teaching Tips:
In addition to using the written practice questions, a good way to prepare for this unique and challenging question type is through hands-on practice with real paper. For example, you can show your student that if a paper is folded once and a hole is punched into it, they will see two holes on either side of the fold once the paper is unfolded.
Like the Picture/Verbal Classification in the CogAT Verbal Battery, students are presented with three figures and the student is to select the answer choice that is supposed to be the fourth figure of the set by determining how the figures and shapes are similar. The idea is to develop the skill of recognizing patterns and applying them to make a smart choice.
Teaching Tips:
Encourage your student to carefully consider all the answer options before selecting one. Ask her to eliminate obviously wrong answers to narrow down the answer choices.
Ask your student to explain why she chose a specific answer. This will help you identify where your student is stumbling or provide the opportunity to reinforce understanding of a category and the object/s that can “belong” to it.
Encourage your student to expand on his knowledge of a category in a question. Ask him to name or draw other objects that share the same characteristics and belong to a specific category.
Quantitative Battery: Question Types
The quantitative battery measures abstract reasoning, quantitative reasoning, and problem solving skills.
Number Series
Number Series
Students are given a series of number. Based on the terms in the series, students must determine what the next term in the series should look like.
Teaching Tips:
To correctly answer these questions, your child will need the ability to identify patterns in a sequence of numbers or letters and supply the missing item.
Because your child may not have much formal academic experience with this question type, it is important to practice working with these questions beforehand.
It may be helpful to model how to approach the questions for your child. Read the question aloud, and then do a “think-aloud,” talking through your thought process as you solve the problem.
As your child completes questions, have him explain how he arrived at the answer. If the answer is correct, this will reinforce his logical reasoning skills. If the answer is incorrect, this gives you the opportunity to correct misconceptions and suggest a better approach.
You can also find workbooks or games related to number patterns and sequences to help your child further practice test concepts in an engaging manner.
Tell your child not to panic if he struggles on the test. Instead, make an educated guess, take a deep breath, and move on to avoid wasting precious time.
Number Puzzles
Number Puzzles
Students are asked to solve simple equations by finding a missing vale.
Teaching Tips:
This question type requires your student to solve basic math equations, so practice with numbers and problem solving is essential.
Make sure your student understands the meaning of "equal," since the object is to supply the missing piece of information with that will make two provided equations equal to one another.
You can also teach your student to approach the question by "plugging in" the answer choices and solving to see if the result is equal to the other equation in the question. Caution should be used with this technique however due to time limitations.
Number Analogies
Number Analogies
Students are provided with two sets of analogous numbers, and a third set with a missing number. To determine the missing number, students must find the relationship between the numbers in each of the first two sets, and apply it to the final set.
Teaching Tips:
Successful completion of this question type requires the ability to identify and complete patterns and sequences among numbers.
Your child is probably not accustomed to completing number matrices, so it is important to frequently expose them to this question type in order to build confidence and familiarity. Consider modeling how to approach solving a number matrix by “thinking aloud” as you work through a question with your child.
As your child begins to complete questions on there own, ask him to explain his reasoning. If they is correct, you can reinforce their strong, logical approach to the question. If they is incorrect, you can correct misconceptions and offer suggestions on how to better approach the question.
You can also invest in engaging workbooks or computer games that teach patterns, sequences, and number concepts. Remind your child not to spend too much time fretting over one question, but to simply make an educated guess and then move on if they get stuck.
Verbal Battery: Question Types
Sentence Completion
Sentence Completion
Students select the word that best completes the sentence.
Teaching Tips:
Encourage your students to carefully rad the sentences in order to understand its meaning ans structure before moving on to the answer choices.
Ask your student to try to predict what word could be used in the sentences.
Encourage your student to identify 'clue' words/phrases. These words can help point a student towards the correct answer. For example, "however" or "but" indicates the second part of the sentence will be a limitation, while words like "furthermore" mean further support or elaboration on a point.
Verbal Classification
Verbal Classification
Students are given a series of three words that are in some way similar. The student then selects a word from the answer choices that is connected to the other three.
Teaching Tips:
For verbal classifications, ask your student, “What do most of these words have in common? Which word doesn’t fit?” Like analogies, answering these questions requires an understanding of the relationship between words. Practice finding similarities and describing the relationship between words and concepts with your student in real-life situations..
Remind your student that if he’s stuck on a question during the test, he should move on to easier questions without wasting too much time. Advise him to make an educated guess, remind himself, “I can do this,” and head to the next question.
Encourage your student to carefully consider all the answer options before selecting one. Ask her to eliminate obviously wrong answers to narrow down the answer choices.
Ask your student to explain why she chose a specific answer. This will help you identify where your student is stumbling or provide the opportunity to reinforce understanding of a category and the object/s that can “belong” to it.
Verbal Analogies
Verbal Analogies
Students are provided with two words that form a pair, as well as a third word. From the answer choices, the student must select the word that goes with the third word provided.
Teaching Tips:
As often as possible, incorporate discussions about similarities, differences, and relationships between words into your everyday conversation with your student. Help her begin thinking about how different words and concepts are connected to one another.
When answering practice questions, teach your student to determine the relationship between the first pair of words before reading the answer choices. Relationships can include synonyms and antonyms, part and whole, or other more specific connections. Once your student determines the relationship between the first pair, she will then read the answer choices to find the pair with the exact same relationship.
To master analogies, a student needs to have general background knowledge, a good visual vocabulary, and an understanding/recognition of the following relationships:
Part/whole (or reverse: whole/part)
Object/function (or reverse: function/object)
Agent (person or animal)/location, (or reverse: location/agent (person or animal)
Agent (person or animal)/object, (or reverse: object/agent (person or animal)
Agent (person or animal)/action, (or reverse: action/ agent (person or animal)
Change in quantity, size
Familial -- having to do with family.
Instruct your student to narrow down the answer choices by crossing out answers that are clearly wrong. Tell your student not to panic if she absolutely can’t find the correct answer. Instead, narrow the choices down as much as possible, make an educated guess, take a deep breath, and move on.
Encourage your student to carefully consider all the answer options before selecting one. Ask her to eliminate obviously wrong answers to narrow down the answer choices.
Ask your student to explain why she chose a specific answer. This will help you identify where your student is stumbling or provide the opportunity to reinforce understanding of a category and the object/s that can “belong” to it.
Sources:
These are some of the sources that I used for information. Including these links is in no way me recommending the products that they provide.
https://www.testprep-online.com/cogat-nonverbal#2
https://www.testingmom.com/tests/cogat-test/nonverbal-battery/
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