Bernie is in Year 7 and represents most of the student population most of the time, which is to say her verbal and spatial reasoning scores are fairly similar. This is highlighted by her appearance on the white band on the verbal-spatial graph below.
What’s more, any learning biases tend to moderate over time – so more students will register a ‘no-bias’ profile as time goes on. This is true of all cognitive tests and is a good reason for teachers to contrast results across all four batteries because differences should be the exception rather than the rule.
However, that doesn’t mean Bernie is ‘average’. In fact, Bernie is above average in verbal reasoning while her quantitative, non-verbal and spatial reasoning skills straddle the national average for her age. Other children with ‘no bias’ learning profiles will also tend to register a mix of average, below average or above average scores across all four batteries. Looking at how all batteries relate to each other will help to identify what kind of intervention and support may be needed.
Too many children are routinely identified as ‘average’ and their abilities and problems are overlooked as a consequence.
Bernadetta Brzyska, Head of Research at GL Assessment
“It would be a mistake to think that just because a child has an even verbal-spatial profile they don’t need targeted interventions,” Ian Mooney, Strategic Lead on Partnerships and Assessment at the Northern Schools Trust, says.
“Most ‘average’ students will demonstrate a mix of above or below average scores across all four batteries and will need to be supported or stretched at some point in their school career. Moreover, preferences and strengths may develop over time so exposure to the broadest possible curriculum will only help teachers and students decide which is the best for them. At the end of the day, all learning should be individualised learning.”
“Too many children are routinely identified as ‘average’ and their abilities and problems are overlooked as a consequence,” adds Bernadetta Brzyska, Head of Research at GL Assessment. “Only one in five children should be considered ‘average’ across the verbal, quantitative, non-verbal and spatial ability range – that is, in Stanines 4-6 across all four CAT4 batteries.
“The vast majority of children exhibit some type of definite verbal, quantitative or spatial reasoning bias.”
Bernie’s score and profile summary
Bernie’s mean CAT4 score sits at 109, slightly above the national average of 100, but closer analysis tells us that her slightly higher verbal score of 114 is not matched in other areas assessed by this test; the biggest difference is with her non-verbal reasoning score at 104. The black diamond shows where Bernie’s learning profile sits.
Students like Bernie, with high levels of general ability, as identified through reasoning assessments like CAT4, tend to be self-motivated and independent learners. They learn quickly and are most engaged when they are encouraged to follow their interests and allowed to develop independent study skills.
Bernie’s profile indicates she should perform well in most areas of learning, including writing and discussion particularly. Such students tend to do well within our UK school system, but it might be easy for Bernie's teachers to overlook potential support she needs when activities do not lean so heavily on her particularly impressive verbal reasoning skills.
Most ‘average’ students will demonstrate a mix of above or below average scores across all four batteries and will need to be supported or stretched at some point in their school career.
Ian Mooney, Strategic Lead on Partnerships and Assessment at the Northern Schools Trust
Bernie’s teaching and learning needs
Because Bernie’s CAT4 scores suggest she has a fairly even profile, she should be exposed to a mix of learning materials. However, she will need to be challenged, stretched and inspired if she is not to coast or become ‘quietly disaffected’. Her teachers should therefore:
- Avoid praising achievement that meets the class average but falls short of her potential
- Set Bernie extension work that develops deeper thinking and provides opportunities for greater challenge
- Incorporate activities that develop independent learning
- Encourage Bernie to read extensively and choose from a wide range of material
- Encourage her to try her hand at creative writing, advanced discussion and debate either in class or in extra-curricular activities
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