CogAT Grade 3 20092010

1
CogAT Grade 32009-2010

• Carteret County Schools
• Test Coordinators Training
• October 1, 2009

2
Nature Purpose of CogAT

• Appraises the level and pattern of cognitive
  development
• Measures both general and specific cognitive
  abilities
• Measures developed abilities NOT innate abilities
• NOT an NCDPI required test. Used only by district
  for AIG assessment

3
CogAT Form and Format

• Form 6 Level A of the Multilevel A-H Battery
• Multiple choice format
• 190 test items
• Three batteries (45-50 min each)
• Verbal (65 items in 3 subtests 51 min.)
• Quantitative (60 items in 3 subtests 48 min.)
• Nonverbal (65 items 3 subtests 46 min.)
• Timed, but most students have sufficient time to
  complete

4
CogAT Eligibility

• All students in membership at grade 3, including
  students who have been retained at grade 3
• Exceptions are
• EC students with IEP for EXTEND1
• LEP students who scored below IH (IPT) or Level 4
  Expanding (W-APT or ACCESS) in reading are
  optional
• EXT2 students on a specific case-by-case,
  subtest-by-subtest basis

5
CogAT Materials

• Directions for Administration and Practice Test
  Directions for every test administrator at
  training
• CogAT Form A test booklet and answer sheet only
  for those Gr 3 students testing (pre-code before
  testing)
• Blank paper for Quantitative Battery only (Tests
  4,5,6)
• No.2 pencils
• Classroom headers (1 per class per school pref.)
• School headers (1 per school)
• DO NOT WRITE IN TEST BOOKLETS!!!

6
CogAT Test Window

• Administration on consecutive days between 10/19
  and 10/30
• Recommend that Day 1 is Practice Test
• Pre-code answer sheets before test on Day 2
• Three separate sessions, which can be morning and
  afternoon, or on separate days.
• (Separate, but consecutive, days recommended)

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Practice Test

• Schools are not required to use Practice Test
• Best advance preparation for CogAT
• Should convey to students before the test that
  there may be a few questions that students do not
  know how to answer.
• Students should think about the answer
  choices and decide which one would make the most
  sense. If none of the choices seems right, it is
  best not to answer a question.
• Practice test has its own instructions for test
  administrator

8
Accommodations

• Accommodations can be used if in IEP
• Most effective accommodation for CogAT is simply
  not to administer one or more of the batteries.
  For example students with severe reading
  disabilities need not be administered the Verbal
  Battery. Their reasoning ability can be assessed
  using the Quantitative and Nonverbal batteries.
• Read-aloud-to-self accommodations must be in
  one-on-one sessions.
• Test administrator read-aloud-upon-request
  accommodations should be one-on-one or in room
  large enough that other members of the group
  cannot hear when test administrator reads to a
  student.
• ESL may use English-to-Native Language
  dictionaries, if in IEP.

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Assorted Information

• DO NOT WRITE IN the test booklets
• DO NOT WRITE NAMES ON test booklets
• No 5-minute warning given during tests
• Time limits for subtests are specific.
• Test administrators FOLLOW DIRECTIONS for LEVELS
  A-D in subtests 4 and 6
• Read all directions verbatim. Test administrator
  SAYS are in red type.

10
Assorted Information continued

• PROCTORS ARE NOT REQUIRED.
• Handle all materials as NC secure tests like
  EOGs, etc.
• Return all materials not later than COB on Friday
  10/30/2009.
• All materials from all schools are shipped for
  scoring together. Late materials will not be
  scored or must be paid for by the school.

11
Test Security Testing Code of Ethics

• EVERYONE except students reads the Testing Code
  of Ethics
• School personnel are not to disclose the
  contents of secure tests by discussing specific
  questions or information contained within the
  tests with each other or with students.
• In addition, excerpts must not be used at any
  time during classroom instruction or in resource
  materials as study guides.
• Access to the tests shall be limited to school
  personnel who have a legitimate need.
• Not copied, filed, used in instructional
  activities, reproduced, or paraphrased
• Report any sample test questions in instructional
  material prior to use, whether generated locally,
  from another school, or from an unknown source

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Test Security Test Administrators and Proctors

• Test Administrators should NEVER leave the
  session except for an emergency and only after
  having contact with TC
• Proctors may not leave the room, except in an
  emergency
• Proctors dont read directions or assist students
  to select answers, or to modify, change, alter,
  or tamper with student responses to test
  questions
• Proctors and test administrators need to be
  attentive to what is occurring in the test
  session. They should not be doing other work or
  reading. Their sole focus for the duration of
  the test session is to administer the test.

13
Test Security Accounting for Materials

• Everything issued out gets returned to C.S.
  Testing
• Secure, locked, limited access storage area.
• Prohibit reproduction of all or any part for the
  tests
• Prohibit employees from disclosing the content
• Minimize access of school personnel before and
  after
• Report discrepancies immediately to C.S. Testing
• Review for scanability and required coding
  information in secure conditions of a group
  session

14
Test Coordinator Accessibility

• The school test coordinator must be
  accessible to test administrators and proctors
• Due to the accessibility requirement, the
  school test coordinator must not be given the
  responsibility of administering a test.
• No exceptions.

15
A Gentle Reminder

• The best time to prevent misadministrations is
  during training for the test administrators and
  proctors.
• Attentions
• Intentions
• Accommodations
• Preparations
• Facilitations
• Interpretations
• Imaginations
• Medications
• and just plain Oops