CAT4 Tests: A Teacher's Guide to Cognitive Abilities Testing

This guide provides a comprehensive overview of the Cognitive Abilities Test Fourth Edition (CAT4). We focus on how teachers can use this data to support classroom practise without adding to their workload.

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Key Takeaways

* CAT4 measures how students think and learn rather than what they have already memorised.

* The assessment identifies a student's potential across four distinct areas of reasoning.

* Teachers can use CAT4 profiles to identify students who may require visual scaffolds or literacy support.

* Data from these tests helps schools spot underachievers whose low attainment masks high cognitive potential.

* The results provide a reliable baseline that is independent of a student's prior schooling or English language proficiency.

* CAT4 is not a measure of fixed intelligence and teachers should use it as a starting point for further investigation.

* Reliable data allows for more precise adaptive teaching and targeted intervention.

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What Is the CAT4 Test?

The Cognitive Abilities Test Fourth Edition (CAT4) is a diagnostic tool used by thousands of UK schools. It provides a strong measure of a student's reasoning abilities across four distinct batteries. Unlike SATs or GCSEs, it does not assess knowledge of the curriculum. Instead, it looks at how a student processes information and solves problems.

Professor David Lohman, a key figure in the development of cognitive testing, argues that these assessments measure "developed abilities." These are the skills that students have acquired over time through their environment and education. They are the tools a student uses to learn new content. By measuring these tools, we can predict how easily a student might grasp complex concepts in the future.

Schools usually administer the CAT4 at transition points such as Year 3, Year 7, and Year 9. The test is digital and adaptive, meaning it adjusts to the student's performance. This ensures that the assessment remains challenging but not demotivating. For the busy teacher, the primary value lies in the reports generated after the test. These reports provide a snapshot of a student's cognitive profile that attainment data often misses.

Teachers often feel sceptical about "more data." However, CAT4 is different because it offers a "standardised" view. It compares a student to a national sample of the same age. This helps teachers understand if a student is struggling because of a lack of knowledge or a genuine cognitive barrier. Ian Deary, a leading researcher in differential psychology, has shown that cognitive ability is one of the strongest predictors of educational success. Understanding this baseline allows us to set realistic but challenging expectations.

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The Four CAT4 Batteries Explained

The CAT4 assessment splits into four batteries. Each battery focuses on a different way of thinking. Understanding these categories allows teachers to tailor their explanations and resources to the student's natural strengths.

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Verbal Reasoning

The Verbal Reasoning battery measures the ability to understand and manipulate words. Students must find patterns in verbal information and identify relationships between concepts. This battery is highly correlated with success in subjects like English, History, and Religious Education. A student with high verbal reasoning can usually follow complex verbal instructions and grasp abstract ideas quickly.

In the classroom, a student with a high score here will likely enjoy debates and written tasks. Conversely, a student with a low verbal score may find it difficult to process long teacher monologues. You might notice these students struggling to get their ideas onto paper even if they seem to understand the topic. For these learners, providing keywords and sentence starters is essential.

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Non-Verbal Reasoning

The Non-Verbal Reasoning battery assesses the ability to find patterns in shapes and figures. It does not rely on language. This makes it a vital tool for identifying the potential of students who are new to English or who have speech and language difficulties. It measures how well a student can solve problems using visual logic.

A student who performs well in this area but poorly in verbal reasoning is often "hidden" in the classroom. They may be highly capable but unable to demonstrate it through traditional writing. You might see this student excel in Art, Design Technology, or certain areas of Mathematics. They benefit from seeing diagrams and flowcharts rather than blocks of text.

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Quantitative Reasoning

This battery looks at a student's ability to work with numbers and numerical sequences. It is not a test of arithmetic. Instead, it measures how a student identifies patterns and relationships between quantities. It identifies the "mathematical mind" rather than the student who has just practiced their times tables.

Students with high quantitative scores often see the "short cuts" in maths problems. They can manipulate numbers mentally and understand the logic behind formulas. In a Science lesson, these students will quickly spot trends in data tables. If a student has a low quantitative score but high verbal ability, they may need you to "talk through" the logic of a maths problem before they can solve it.

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Spatial Reasoning

Spatial reasoning measures the ability to visualise and manipulate 2D and 3D images in the mind. It is often the most overlooked battery, yet it is crucial for STEM subjects. Students must imagine how a shape would look if it were rotated or folded. This skill is vital for understanding geometry, molecular structures in Chemistry, or technical drawing in Engineering.

A student with high spatial reasoning is often a "big picture" thinker. They may struggle with linear, step-by-step instructions but can grasp a complex system if they see a model of it. Research shows that spatial skills are a strong predictor of future success in technical fields. If you have a student who can build incredible structures in Lego or Minecraft but cannot write a paragraph, check their spatial score. It is likely very high.

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Understanding CAT4 Scores and Percentiles

The reports generated by GL Assessment can feel overwhelming. However, three key numbers matter most for the classroom teacher.

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Standardised Age Score (SAS)

The SAS is the most important score. It places the student on a scale where 100 is the national average for their age. Most students fall between 85 and 115. A score above 126 puts a student in the top 5% of the country, while a score below 74 suggests significant learning needs. Using the SAS allows you to compare students across different year groups and subjects fairly.

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National Percentile Rank (NPR)

The NPR tells you where a student stands compared to 100 other students of the same age. An NPR of 75 means the student performed better than 75% of their peers. It is a useful way to explain results to parents. It provides a clear picture of a student's relative standing without the technical jargon of the SAS.

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Stanine (ST9)

The Stanine scale divides the national results into nine groups. Stanines 1 to 3 are below average, 4 to 6 are average, and 7 to 9 are above average. This is a "broad brush" measure. It is useful for quickly grouping students for interventions. For example, you might decide to provide extra challenge for all students in Stanine 8 and 9.

John Hattie's research on visible learning highlights the importance of knowing a student's starting point. CAT4 scores provide this objective starting point. They prevent us from being biased by a student's behaviour or their neat handwriting. A student might produce messy work but have an SAS of 130. This tells you that the issue is likely fine motor skills or motivation, not a lack of intelligence.

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CAT4 Profiles and What They Tell You

The most powerful part of the CAT4 is the "profile." This is the relationship between the four batteries. Most students have a "balanced profile," meaning their scores across all four areas are similar. However, many students have a "biased profile."

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Verbal Bias

A student with a verbal bias has a verbal reasoning score that is significantly higher than their other scores. These students are "word-rich." They love reading and talking. However, they may struggle with visual tasks or complex data. In a Geography lesson, they might write a brilliant essay on coastal erosion but fail to draw an accurate map. They need help with "visualising" concepts.

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Spatial Bias

A spatial bias is common in many students, especially those who find traditional school challenging. These students have spatial scores that are much higher than their verbal scores. They think in pictures. They often feel frustrated in a classroom that relies heavily on talking and writing.

If you have a student with a spatial bias, your teaching must change. Use physical models. Use mind maps. Allow them to use software like SketchUp or even draw their responses. These students are often the future architects and engineers of the world. They are not "bad at English," they are simply "spatial thinkers" operating in a "verbal system."

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Non-Verbal Bias

Students with a non-verbal bias are excellent at identifying patterns but may struggle to express them. You will often see this in EAL (English as an Additional Language) students. Their high non-verbal score shows they have the cognitive engine to succeed. They simply lack the "verbal fuel" at the moment. This data is vital for ensuring we do not place highly capable EAL students in low-ability sets just because their English is developing.

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Using CAT4 Data to Inform Teaching

Data is only useful if it changes what happens in the classroom. Once you have identified the profiles in your class, you can adapt your teaching. This is not about "learning styles," which research has largely debunked. Instead, it is about "cognitive scaffolding."

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Scaffolding for Low Verbal Scores

For students with low verbal reasoning scores, the barrier is language. You should reduce the "verbal load" of your lessons. This does not mean dumbing down the content. It means using dual coding. Pair every verbal explanation with a visual image. Provide "knowledge organisers" that use icons and diagrams.

In a Science lesson, instead of just describing the process of osmosis, show a clear animation. Give the student a diagram with missing labels. Let them process the concept through the image before they have to write about it. This uses their (often stronger) non-verbal or spatial skills to support their weaker verbal skills.

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Stretching High Spatial Thinkers

Students with high spatial scores often finish tasks quickly but might miss the details. Give them tasks that require mental rotation or 3D thinking. In Maths, let them explore the properties of shapes through physical manipulation. In History, ask them to "map out" the causes of a war using a physical or digital timeline that shows the scale of events.

These students often excel when given "open-ended" problems. If you are teaching about the Industrial Revolution, ask them to design a more efficient factory layout. This allows them to use their spatial reasoning to solve a historical problem. It moves them from simple recall to higher-level synthesis.

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Subject-Specific Applications

* English: Use the verbal SAS to set reading targets. If a student has a high verbal score but low attainment, look for barriers like dyslexia or low confidence.

* Maths: Look for the gap between the quantitative and spatial scores. A student high in quantitative but low in spatial may struggle with geometry despite being great at algebra.

* PE and Drama: High spatial reasoning is often linked to "situational awareness." These students may naturally "see" the space on a pitch or a stage.

* Art and Design: High spatial and non-verbal scores are your indicators for talent here. These students might be your most creative thinkers.

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CAT4 and Neurodivergent Learners

CAT4 is an exceptional tool for identifying neurodivergent learners who might otherwise slip through the cracks. It often reveals a "spiky profile." This is where there is a massive difference between the highest and lowest scores.

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Dyslexia and Literacy Barriers

A student with high non-verbal and quantitative scores but a very low verbal score should be screened for dyslexia. The CAT4 shows that the "intellectual engine" is working perfectly, but the "output mechanism" (language) is blocked. Identifying this early prevents the student from feeling "stupid" and allows for targeted literacy intervention.

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Autism and ADHD

Many students on the autism spectrum show a significant spatial or non-verbal bias. They may find the social and verbal nature of the classroom overwhelming. Seeing a high spatial score can help a teacher understand that the student is highly capable, even if they struggle with verbal communication. For students with ADHD, the CAT4 can show their true potential which might be masked by their difficulty in focusing on long attainment-based tests.

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Gifted and Talented (More Able)

We often identify "more able" students based on who gets the best marks. However, CAT4 helps us find the "quietly gifted." These are students with high SAS scores (above 126) who are not currently excelling. They might be bored, or they might be masking their ability to fit in. Using CAT4 data ensures that we provide the right level of challenge for every student, regardless of their current output.

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CAT4 vs Other Cognitive Assessments

Teachers often hear about different tests and wonder how they compare. Below is a comparison of the most common assessments used in schools.

| Feature | CAT4 (GL Assessment) | WISC-V (Wechsler) | NNAT3 (Naglieri) | MidYIS (CEM) |

| :--- | :--- | :--- | :--- | :--- |

| Primary Use | Classroom baseline & profiling | Clinical diagnosis (e.g. SEN) | Non-verbal potential | Secondary school baseline |

| Delivery | Group (Digital) | One-to-one (Professional) | Group (Digital/Paper) | Group (Digital) |

| Time Taken | Approx. 2 hours | 60-90 minutes | 30 minutes | 45-60 minutes |

| Components | 4 Batteries (V, NV, Q, S) | 5 Indexes (Full IQ) | 1 Battery (Non-Verbal) | 4 Sections (V, NV, Q, Sk) |

| Language | Low reliance (except Verbal) | High reliance | No language reliance | Moderate reliance |

| Cost | Moderate (per student) | High (requires specialist) | Low | Moderate |

The CAT4 is the "middle ground." It is more detailed than a simple non-verbal test like the NNAT3, but it is much more practical for schools than the WISC-V, which requires an Educational Psychologist. MidYIS is similar but focuses more on predicting GCSE grades, whereas CAT4 focuses more on the "how" of learning.

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Common Misconceptions About CAT4

Scepticism often comes from a misunderstanding of what the test is for. Let's address the most common myths.

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"It's an IQ test and IQ is fixed"

CAT4 measures cognitive ability, which is related to IQ but is not a "score for life." Cognitive abilities can develop. If a student is exposed to a rich, stimulating environment, their ability to reason will improve. We should see CAT4 as a "current state" of their learning tools, not a permanent label.

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"It predicts exactly what grades they will get"

While there is a strong correlation between CAT4 and GCSE grades, it is not a guarantee. A student with a high SAS might still fail if they do not work hard or if they have poor mental health. Conversely, a student with a lower SAS can "over-perform" through sheer grit and excellent teaching. We call this "value-added."

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"We shouldn't tell the students their scores"

There is a debate about this. However, many schools find that sharing the "profile" (not necessarily the number) helps students understand themselves. Telling a student "You are a visual thinker, so you should use diagrams to revise" is enabling. It moves the conversation away from "how clever am I" to "how do I learn best."

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Practical Tips for Using CAT4 Data

You do not need to spend hours staring at spreadsheets. Here is how to use the data efficiently.

The 5-Minute Class Check: When you get a new class, look for the "outliers." Find the three students with the lowest verbal scores and the three with the highest spatial scores. Keep these in mind when planning your explanations.

The Seating Plan: Use the data to pair students. A student with high verbal reasoning can often help a student with a spatial bias by "translating" the task into words. Or, pair two spatial thinkers together on a creative project and watch them fly.

Targeting Homework: If a student with a low verbal score is struggling with written homework, offer an alternative. Let them submit a video, a diagram, or a model. This ensures they are still learning the content without the language barrier stopping them.

Informing Parents: Use the NPR and the profile descriptors in parents' evenings. It helps parents see their child's potential. It is especially useful for parents of students who are "under-performing" as it shifts the focus to how they can support learning at home.

Quality First Teaching: Don't create different worksheets for every student. Use the data to ensure your "standard" teaching is accessible to all. Use clear icons, give verbal and written instructions, and use physical props. This supports the low verbal students while benefiting everyone.

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Frequently Asked Questions

Does CAT4 require any preparation?

No. Students should not "tutor" for CAT4. Doing so invalidates the results. The goal is to see their natural reasoning, not how well they can practise a specific test format. A short practise session to familiarise them with the digital interface is all that is needed.

How does CAT4 help with EAL students?

EAL students often have a "false low" in verbal reasoning. Their non-verbal and spatial scores show you their true potential. If a student has an SAS of 120 in Non-Verbal but 70 in Verbal, you know they are highly intelligent and simply need intensive language support.

Can CAT4 scores go down?

Yes. A score might drop if a student was unwell during the test or did not take it seriously. It can also happen if a student's cognitive development slows down compared to their peers. Always treat a single score with caution and look for trends over time.

Is CAT4 useful for A-Level choices?

Absolutely. The spatial reasoning score is a great indicator for success in Physics, Maths, and Architecture. The verbal score is a good predictor for Law, English, and Philosophy. It helps students make choices based on their natural cognitive strengths.

What is the "mean" score?

The "mean" score is the average of the four batteries. While useful as a quick summary, it can hide a lot of information. A student could have a "mean" of 100 but have a 130 in Spatial and a 70 in Verbal. Always look at the individual battery scores to get the full picture.

How often should we test?

Most schools test at the start of Key Stage 2, Key Stage 3, and sometimes at the start of GCSEs. Testing every year is unnecessary and can lead to "test fatigue." Testing at transition points provides the best balance of data and teacher workload.

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Action Step

Log into your school's data portal today and identify the three students in your class with the largest gap between their Verbal and Spatial scores. Provide a visual scaffold for their next written task and observe the impact on their engagement.

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Further Reading

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