Group report for teachers

(1)

GL Assessment is part of the GL Education Group.

(2)

Level:

D

School:

Check CAT Academy

No. of students:

100

Date of test:

10/08/2012

Group:

ST

CAT4

Group report for teachers

Three words are presented which are similar in some way or

ways. From a selection of five possible answers, the student

must identify a fourth word with similar properties.

The answer is snow because rain, fog and sunshine are all

types 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 single

word. From a selection of five possible answers, the student

must select a word to complete the second pair in the same

way.

The answer is window, because a carpet goes on a floor and

a curtain hangs at a window.

Quantitative (or Numerical) Reasoning Battery – thinking with numbers

Two pairs of related numbers are presented. From a selection

of five possible answers, the student must select a number to

complete a third pair.

The answer is 8. Here 1 add 1 makes 2, but that doesn’t work

for the second pair because 5 add 1 is 6, not 10. Instead, you

have to multiply by 2 to get the second part of each pair, so 4

times 2 is 8.

Number Analogies

A sequence of numbers created by a transformation rule is

presented. From a selection of five possible answers, the

student must identify the rule and continue the sequence.

The answer is 15. There are two number patterns in this

series. 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 two

at a time – 5, 7 then 9. This means the next number must be

16 minus 1, giving 15.

Number Series

The

Cognitive Abilities Test (CAT)

is a suite of tests that assesses a student's reasoning (thinking) abilities in

key areas that support educational development and academic attainment.

CAT4

is the fourth edition of the test

and comprises the following sections or batteries which assess different aspects of ability:

(3)

Figure Classification

Three designs are presented which are similar in some way or

ways. From a selection of five possible answers, the student

must identify a fourth design with similar properties.

The answer is E because it is the only answer choice that is a

striped 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 must

identify the missing design.

The answer is C because in the top pair ‘one arrow up’ goes

to ‘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 five

possible answers, the student must identify how the paper will

appear when unfolded.

The answer is D. The hole is punched through both layers of

paper, so as it is unfolded the holes will be a mirror image of

each other, with the crease being the mirror line.

Figure Analysis

Figure Recognition

Several complex designs are presented along with a single

target shape. From a selection of five possible answers, the

student must identify the target shape within one of the

complex designs.

The answer is E. It isn’t A because that shows the target

flipped over. It isn’t B or C because they have shapes that are

the wrong size.

(4)

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, verbal

reasoning 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 of

students 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 the Fischer Family Trust, teacher assessment and key indicators such as

attendance may be used alongside

CAT4

data to ensure that information about students’ ability, attainment and

any external factors affecting 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 KS2, KS3, GCSE and AS/A level which are a starting point for target

setting for the group

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

target resources

•

identify groups of students who may be underachieving

•

monitor trends and changes in the ability profile of the school’s intake over time

•

and, importantly, set a baseline against which to assess the value added by the school.

(5)

Battery

In

CAT4

battery is the title given to each of the four pairs of tests which assess

different aspects of ability.

Questions attempted

The number of questions attempted can be important: a student may have worked

very slowly but accurately and not finished the test and this will impact on his or her

results.

Raw Score (RS)

The raw score (RS) is the total number of questions a student has answered

correctly.

The Standard Age Score (SAS) is the most important piece of information derived

from

CAT4

. The SAS is based on the student’s raw score which has been adjusted

for age and placed on a scale that makes a comparison with a nationally

representative sample of students of the same age across the UK. The average score

is 100. The SAS is key to benchmarking and tracking progress and is the fairest way

to compare the performance of different students within a year group or across year

groups.

Standard Age Score (SAS)

National Percentile Rank (NPR)

The National Percentile Rank (NPR) relates to the SAS and indicates the percentage

of students obtaining any particular score. NPR of 50 is average. NPR of 5 means

that the student’s score is within the lowest 5% of the national sample; NPR of 95

means that the student’s score is within the highest 5% of the national sample.

The Stanine (ST) places the student’s score on a scale of 1 (low) to 9 (high) and

offers a broad overview of his or her performance.

Stanine (ST)

The Group Rank (GR) shows how each student has performed in comparison to

those in the defined group. The symbol = represents joint ranking with one or more

other 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 the

confidence band is an indication of the range within which a student's score lies. The

narrower the band the more reliable the score. This means that 90% confidence

bands are a very high level estimate.

(6)

Group:

ST

No. of students:

100

Date of test:

10/08/2012

Level:

D

School:

Check CAT Academy

Scores for the group (by overall mean SAS)

Quantitative Verbal No. attempted (/48) SAS GR (/100) No. attempted (/36) SAS GR (/100) Tutor group Student name Non-verbal No. attempted (/48) SAS GR (/100) Spatial No. attempted (/36) SAS GR (/100) Overall Mean SAS GR (/100) 48 48 36 =1 Jacob Gordon 2 141 =1 141 141 =1 36 141 =1 141 =1 48 =1 48 36 =1 Neal Hull 2 141 =1 141 141 =1 36 141 =1 141 48 48 36 =1 Paige Lamb 2 141 =1 141 141 =1 36 141 =1 141 =1 48 =1 48 36 =1 Gretchen Gibson 2 141 =1 141 141 =1 36 141 =1 141 48 48 36 =1 Tim Quinn 3 141 =1 141 141 =1 36 141 =1 141 =1 48 6 48 36 =7 Dean Lindsay 2 141 =1 137 141 =1 36 139 8 140 48 48 36 13 Clarence Scarborough 3 141 =1 124 141 =1 36 141 =1 137 =7 48 =7 48 36 =7 Molly James 2 141 =1 137 133 =28 36 135 =9 137 48 48 36 =7 Harriet Johnson 2 141 =1 137 141 =1 36 129 16 137 =7 48 =10 48 36 =21 Wayne Harris 2 141 =1 115 141 =1 36 141 =1 135 48 48 36 6 Peter Robinson 3 141 =1 139 134 27 36 124 25 135 =10 48 =12 48 36 =10 Dorothy Ellis 1 141 =1 127 136 23 36 126 22 133 48 48 36 23 Elisabeth Weber 3 141 =1 114 141 =1 36 134 =11 133 =12 48 =12 48 36 =14 Paige Keller 2 141 =1 122 135 =24 36 132 14 133 48 48 36 =19 Kent Hicks 2 141 =1 116 141 =1 36 128 =17 132 =15 48 =15 48 36 =14 Jean Katz 2 141 =1 122 141 =1 36 125 =23 132 48 48 36 12 Cheryl Yates 3 141 =1 125 135 =24 36 128 =17 132 =15 48 =15 48 36 16 Eddie Garrison 1 141 =1 119 133 =28 36 133 13 132 48 48 36 =25 Floyd Huffman 2 141 =1 112 141 =1 36 128 =17 131 =19 48 =19 48 36 =10 Dianne Lyons 2 141 =1 127 138 22 36 119 =28 131 48 48 36 =17 Jason McIntyre 3 141 =1 118 141 =1 36 123 26 131 =19 48 =22 48 36 =21 Kelly Sims 3 141 =1 115 131 =31 36 134 =11 130 48 48 36 =17 Jordan Baldwin 1 141 =1 118 124 35 36 135 =9 130 =22 48 =22 48 36 29 Holly Brantley 1 141 =1 111 141 =1 36 128 =17 130 48 48 36 24 Nina Baldwin 1 141 =1 113 135 =24 36 127 21 129 =25

The Standard Age Score (SAS) is based on the student’s raw score which has been adjusted for age and placed on a scale that makes a comparison with a nationally representative sample of students of the same age across the UK. The average score is 100.

The Group Rank (GR) shows how each student has performed in comparison to those in the defined group. The symbol = represents joint ranking with 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 this will impact on his or her results.

(7)

Quantitative Verbal No. attempted (/48) SAS GR (/100) No. attempted (/36) SAS GR (/100) Tutor group Student name Non-verbal No. attempted (/48) SAS GR (/100) Spatial No. attempted (/36) SAS GR (/100) Overall Mean SAS GR (/100) 48 =25 48 36 =25 Audrey Wrenn 3 141 =1 112 131 =31 36 130 15 129 48 48 36 =25 Hannah Currie 1 141 =1 112 141 =1 36 119 =28 128 =27 48 =27 48 36 30 Elaine Henderson 2 141 =1 109 141 =1 36 121 27 128 48 48 36 =19 Jerry Coates 1 141 =1 116 125 34 36 125 =23 127 =29 48 =29 48 36 31 Theresa Jiang 2 141 =1 107 141 =1 36 118 =31 127 48 48 36 =25 Holly Crawford 1 141 =1 112 132 30 36 118 =31 126 =31 48 =31 48 36 =32 Grace Ford 1 141 =1 105 141 =1 36 115 33 126 48 48 36 =32 Benjamin Bolton 1 141 =1 105 141 =1 36 113 35 125 =33 48 =33 48 36 =38 Emma Brock 1 141 =1 102 141 =1 36 114 34 125 48 48 36 =32 Bill Abbott 1 141 =1 105 129 33 36 119 =28 124 35 48 36 48 36 =50 Carrie Duke 1 122 37 95 101 38 36 88 =55 102 48 48 36 =35 Ellen Smith 3 120 38 104 98 42 36 80 =65 101 =37 48 =37 48 36 =40 Eileen McKee 3 117 40 101 94 =48 36 93 =48 101 48 48 36 =38 Randall Waters 3 101 48 102 99 =39 36 98 37 100 39 48 40 48 36 =46 Veronica Gonzalez 2 124 36 97 97 =43 36 77 =70 99 48 48 36 =43 Betsy Hu 2 115 42 99 105 36 36 74 72 98 =41 48 =41 48 36 =43 Sue Wang 3 99 =49 99 97 =43 36 95 43 98 48 48 36 =46 George Webb 3 96 =56 97 93 =50 36 101 36 97 =43 48 =43 48 36 =65 Harry Wall 3 102 47 90 99 =39 36 96 =39 97 48 48 36 42 Glen Kelley 2 116 41 100 99 =39 36 71 74 97 =43 48 =46 48 36 =54 Brenda Burgess 1 119 39 94 91 =56 36 80 =65 96 48 48 36 =54 Ben Hood 2 99 =49 94 93 =50 36 96 =39 96 =46 48 48 48 36 =50 Andrew Waller 3 93 =62 95 96 45 36 94 =44 95 48 48 36 =50 Joshua Smith 3 93 =62 95 93 =50 36 96 =39 94 =49 48 =49 48 36 =46 Kelly Gray 2 106 45 97 104 37 36 69 75 94 48 48 36 =72 Arnold Watts 3 96 =56 87 95 =46 36 97 38 94 =49 48 =52 48 36 =43 Betty McCall 3 99 =49 99 83 =75 36 89 =51 93 48 48 36 =57 Jordan Blum 1 109 44 93 89 =59 36 81 64 93 =52 48 =52 48 36 =60 Sandra Hutchinson 2 96 =56 91 91 =56 36 94 =44 93 48 48 36 =57 Kristine Ritchie 3 97 =54 93 92 =54 36 89 =51 93 =52 48 =56 48 36 =50 Rhonda Rao 3 91 =68 95 93 =50 36 90 50 92 48 48 36 =60 Glenda Kenney 2 99 =49 91 83 =75 36 94 =44 92 =56 48 =58 48 36 =35 Leon Wiggins 3 111 43 104 89 =59 36 60 =77 91 48 48 36 =57 Norman Brantley 1 103 46 93 94 =48 36 73 73 91 =58

(8)

Quantitative Verbal No. attempted (/48) SAS GR (/100) No. attempted (/36) SAS GR (/100) Tutor group Student name Non-verbal No. attempted (/48) SAS GR (/100) Spatial No. attempted (/36) SAS GR (/100) Overall Mean SAS GR (/100) 48 =60 48 36 =60 Tamara McConnell 3 97 =54 91 84 =71 36 89 =51 90 48 48 36 =68 Nicholas Jenkins 2 92 =65 88 85 =68 36 96 =39 90 =60 48 =60 48 36 81 Joyce Rosenthal 3 90 =70 83 95 =46 36 93 =48 90 48 48 36 =60 Regina Gill 2 95 61 91 83 =75 36 86 =57 89 63 48 64 48 36 =68 Dawn Moore 3 87 =79 88 84 =71 36 94 =44 88 48 48 36 67 Matthew Honeycutt 2 85 82 89 89 =59 36 83 62 87 =65 48 =65 48 36 82 Tommy Hicks 2 89 =73 82 90 58 36 85 =59 87 48 48 36 37 Toni Sawyer 3 92 =65 103 83 =75 36 64 76 86 =67 48 =67 48 36 =68 Alan Green 2 88 =77 88 81 81 36 86 =57 86 48 48 36 =40 Thomas Manning 3 91 =68 101 92 =54 36 60 =77 86 =67 48 =67 48 36 =65 Christina Curtis 1 82 =86 90 84 =71 36 88 =55 86 48 48 36 =78 Alan Davidson 1 90 =70 85 89 =59 36 80 =65 86 =67 48 =72 48 36 88 Joanna Kemp 2 93 =62 74 85 =68 36 89 =51 85 48 48 36 =85 Marcus English 1 92 =65 79 88 63 36 79 68 85 =72 48 =74 48 36 =76 Vicki Freedman 1 82 =86 86 83 =75 36 85 =59 84 48 48 36 80 Benjamin Hamrick 2 90 =70 84 83 =75 36 78 69 84 =74 48 =74 48 36 =72 Stephen Brennan 1 87 =79 87 86 =66 36 77 =70 84 48 48 36 =78 Alvin Best 1 83 =84 85 87 =64 36 82 63 84 =74 48 78 48 36 =83 Jordan Blair 1 87 =79 80 78 83 36 85 =59 83 48 48 36 =46 Nancy Hayes 2 96 =56 97 76 =85 36 60 =77 82 =79 48 =79 48 36 =60 Barry Craig 1 96 =56 91 79 82 36 60 =77 82 48 48 36 =76 Jacob Beatty 1 99 =49 86 84 =71 36 60 =77 82 =79 48 =82 48 36 =72 Audrey Drake 1 89 =73 87 86 =66 36 60 =77 81 48 48 36 =68 Evelyn Dunlap 1 89 =73 88 85 =68 36 60 =77 81 =82 48 =82 48 36 =54 Gene Carter 1 83 =84 94 87 =64 36 60 =77 81 48 48 36 =72 Vincent Boyd 1 84 83 87 77 84 36 60 =77 77 85 48 =86 48 36 89 Alice McKenzie 3 88 =77 71 59 =90 36 60 =77 70 48 48 36 87 Ronald Waller 3 67 =91 78 76 =85 36 60 =77 70 =86 48 88 48 36 =83 Tracy Bowling 1 72 90 80 59 =90 36 60 =77 68 48 48 36 =91 Jerome Norman 3 89 =73 59 59 =90 36 60 =77 67 =89 48 =89 48 36 =85 Christina Hawkins 2 63 93 79 65 =87 36 60 =77 67 48 48 36 =91 Nelson Fletcher 1 76 89 59 64 89 36 60 =77 65 91 48 92 48 36 =91 Carlos McMillan 3 79 88 59 59 =90 36 60 =77 64 48 48 36 90 Melanie Dickerson 1 59 =94 67 59 =90 36 60 =77 61 =93

(9)

Quantitative Verbal No. attempted (/48) SAS GR (/100) No. attempted (/36) SAS GR (/100) Tutor group Student name Non-verbal No. attempted (/48) SAS GR (/100) Spatial No. attempted (/36) SAS GR (/100) Overall Mean SAS GR (/100) 48 =93 48 36 =91 Joseph Walter 3 67 =91 59 59 =90 36 60 =77 61 48 48 36 =91 Nicholas Hirsch 2 59 =94 59 65 =87 36 60 =77 61 =93 48 =96 48 36 =91 Jessica Little 2 59 =94 59 59 =90 36 60 =77 59 48 48 36 =91 Terry Swanson 3 59 =94 59 59 =90 36 60 =77 59 =96 48 =96 48 36 =91 Jay Shaffer 3 59 =94 59 59 =90 36 60 =77 59 48 48 36 =91 Guy Riley 3 59 =94 59 59 =90 36 60 =77 59 =96 48 =96 48 36 =91 Leo Bray 1 59 =94 59 59 =90 36 60 =77 59

(10)

Analysis of group scores (by battery)

Level:

D

School:

Check CAT Academy

No. of students:

100

Date of test:

10/08/2012

Group:

ST

The table below shows the distribution of scores for your group compared with those for the national sample. In

addition, the bar chart presents this information.

Group

Description

National average

Verbal

mean SAS

Quantitative

mean SAS

Spatial

mean SAS

Non-verbal

mean SAS

108.0

100.0

97.9

100.0

102.0

100.0

94.8

100.0

SAS bands

Verbal

Quantitative

Non-verbal

Spatial

National average

Very low

<74

Below average

Average

Above average

Very high

>126

74–81

82–88

89–96

97–103

104–111

112–118

119–126

12%

17%

20%

17%

4%

7%

12%

7%

4%

11%

2%

11%

21%

10%

3%

4%

35%

6%

15%

18%

13%

8%

12%

11%

12%

5%

6%

18%

3%

33%

0%

2%

0%

9%

28%

9%

7%

18%

14%

21%

2%

9%

16%

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

Overall

mean SAS

100.8

100.0

(11)

Student profiles

Group:

ST

No. of students:

100

Date of test:

10/08/2012

Level:

D

School:

Check CAT Academy

The analysis of

CAT4

scores allows all

students to be assigned a profile; that is they

are assigned to one of seven broad

descriptions of their preferences for learning.

The Verbal Reasoning and Spatial Ability

Batteries form the basis of this analysis and

the profiles are expressed as a mild,

moderate or extreme bias for verbal or

spatial learning or, where no bias is

discernable (that is, when scores on both

batteries are similar), as an even profile.

The diagram shows the distribution of

students across the seven profiles which are

indicated 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

(12)

General characteristics of each student profile

It may be helpful to consider which students fall into which broad profile, but this information must be treated

with caution as the descriptors are general and not individualised: students’ preferences for learning will be

influenced by other factors. The

CAT4

Individual report for teachers offers more fine detail.

No bias or even profile

No. of students

Extreme verbal bias

Mild verbal bias

Mild spatial bias

National

%

Group

%

0%

11%

0

2%

11%

11

8

8%

70

11

66%

11%

70%

0

0%

0

0%

Moderate verbal bias

4%

2%

4%

•

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 foreign

languages and humanities.

Extreme verbal bias

Students:

Jacob Beatty

Jordan Blum

Norman Brantley

Brenda Burgess

Carrie Duke

Veronica Gonzalez

Kelly Gray

Betsy Hu

Glen Kelley

Ellen Smith

Leon Wiggins

•

Students in this group will have average to high scores for Verbal Reasoning and relatively weaker Spatial Ability

with 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 :

Barry Craig

Audrey Drake

Evelyn Dunlap

Nancy Hayes

Thomas Manning

Eileen McKee

Jerome Norman

Toni Sawyer

Some students with this profile will have low average or below average scores for Verbal Reasoning and relatively

weaker 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 :

Benjamin Bolton

Vincent Boyd

Emma Brock

Gene Carter

Holly Crawford

Alan Davidson

(13)

Mild verbal bias

Marcus English

Grace Ford

Benjamin Hamrick

Theresa Jiang

Alice McKenzie

•

Students with low even scores, conversely, may require significant levels of support to access the curriculum but

will 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 be

across the range from low to high.

•

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

methods.

No bias or even profile

Students :

Bill Abbott

Jordan Baldwin

Nina Baldwin

Alvin Best

Jordan Blair

Tracy Bowling

Holly Brantley

Leo Bray

Stephen Brennan

Jerry Coates

Hannah Currie

Christina Curtis

Melanie Dickerson

Dorothy Ellis

Nelson Fletcher

Vicki Freedman

Eddie Garrison

Gretchen Gibson

Regina Gill

Jacob Gordon

Alan Green

Wayne Harris

Christina Hawkins

Elaine Henderson

Kent Hicks

Tommy Hicks

Nicholas Hirsch

Matthew Honeycutt

Ben Hood

Floyd Huffman

Neal Hull

Sandra Hutchinson

Molly James

Nicholas Jenkins

Harriet Johnson

Jean Katz

Paige Keller

Joanna Kemp

Glenda Kenney

Paige Lamb

Dean Lindsay

Jessica Little

Dianne Lyons

Betty McCall

Tamara McConnell

Jason McIntyre

Carlos McMillan

Dawn Moore

Tim Quinn

Rhonda Rao

Guy Riley

Kristine Ritchie

Peter Robinson

Joyce Rosenthal

Clarence Scarborough

Jay Shaffer

Kelly Sims

Joshua Smith

Terry Swanson

Harry Wall

Andrew Waller

Ronald Waller

Joseph Walter

Sue Wang

Randall Waters

Arnold Watts

George Webb

Elisabeth Weber

Audrey Wrenn

Cheryl Yates

•

Some students with this profile will have low average or below average scores for Spatial Ability and relatively

weaker 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

(14)

•

Students in this group will have average to high scores for Spatial Ability and relatively weaker Verbal Reasoning

with 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 in

subjects where the emphasis is on the written word.

Students : None

•

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 steps

along the way.

They are likely to be high achievers in subjects that require good visual-spatial skills such as maths, physics and

technology.

•

Owing to a relative weakness in verbal skills, attainment may be uneven and they may need support in subjects

where the emphasis is on the written word.

Students : None

(15)

Level:

D

School:

Check CAT Academy

No. of students:

100

Date of test:

10/08/2012

Group:

ST

Retrospective KS2 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

and his or her performance in national tests

and examinations.

CAT4

Level D scores and KS2 results from the previous year are collected from a large sample of schools and

students. The retrospective KS2 indicators are derived from the statistical relationship between

CAT4

scores

and the KS2 results. An adjustment is made for gender as, for example, girls achieve higher English levels than

boys even when they achieve the same

CAT4

scores.

CAT4

indicators may be used to triangulate with results from the national KS2 tests, teacher assessment or

with other data sets, for example, that provided by the Fischer Family Trust (which combines both KS2 results

and TA). Large differences between the three measures can prompt particular diagnostic questions about the

student’s performance. You may be able to identify underperforming students – e.g. those students with

National Curriculum test results that are much lower than the indicated levels from

CAT4.

The indicators in this report are shown as National Curriculum levels.

Student name

Tutor group Mean SAS

English

Maths

Science

Retrospective indicative end of KS2 level

Gretchen Gibson

2

141

5a

Tim Quinn

3

141

5a

Jacob Gordon

2

141

5a

Neal Hull

2

141

5a

Paige Lamb

2

141

5a

Dean Lindsay

2

140

5a

Molly James

2

137

5a

Harriet Johnson

2

137

5a

Clarence Scarborough

3

137

5a

Peter Robinson

3

135

5a

Wayne Harris

2

135

5a

5b

Paige Keller

2

133

5a

5b

Dorothy Ellis

1

133

5a

Elisabeth Weber

3

133

5a

5b

Eddie Garrison

1

132

5a

5b

Cheryl Yates

3

132

5a

Kent Hicks

2

132

5a

5b

Jean Katz

2

132

5a

5b

Floyd Huffman

2

131

5a

5b

Dianne Lyons

2

131

5a

5b

Jason McIntyre

3

131

5a

5b

Holly Brantley

1

130

5a

5b

Kelly Sims

3

130

5a

5b

(16)

Student name

English

Maths

Science

Jordan Baldwin

1

130

5a

5b

Audrey Wrenn

3

129

5a

5b

Nina Baldwin

1

129

5a

5b

Hannah Currie

1

128

5a

5b

Elaine Henderson

2

128

5a

5b

Jerry Coates

1

127

5a

5b

Theresa Jiang

2

127

5a

5b

Grace Ford

1

126

5a

5b

Holly Crawford

1

126

5a

5b

Benjamin Bolton

1

125

5a

5b

Emma Brock

1

125

5a

5b

Bill Abbott

1

124

5a

5b

Carrie Duke

1

102

5c

4a

Eileen McKee

3

101

5c

4a

Ellen Smith

3

101

5c

4a

Randall Waters

3

100

4b

4a

Veronica Gonzalez

2

99

5c

4a

Sue Wang

3

98

4b

4a

Betsy Hu

2

98

5c

4a

Harry Wall

3

97

4a

4b

4a

Glen Kelley

2

97

5c

4b

4a

George Webb

3

97

4b

4a

Ben Hood

2

96

4b

Brenda Burgess

1

96

5c

4b

4a

Andrew Waller

3

95

4b

Kelly Gray

2

94

4a

4b

4a

Arnold Watts

3

94

4b

Joshua Smith

3

94

4b

Jordan Blum

1

93

4a

4b

Sandra Hutchinson

2

93

4b

Kristine Ritchie

3

93

4b

Betty McCall

3

93

4b

Rhonda Rao

3

92

4c

4b

Glenda Kenney

2

92

4b

Norman Brantley

1

91

4a

4b

Leon Wiggins

3

91

4a

4b

4a

Joyce Rosenthal

3

90

4c

4b

Nicholas Jenkins

2

90

4b

4c

4b

Tamara McConnell

3

90

4b

4c

4b

Regina Gill

2

89

4b

4c

4b

Dawn Moore

3

88

4c

4b

(17)

Student name

English

Maths

Science

Tommy Hicks

2

87

4c

3a

4b

Matthew Honeycutt

2

87

3a

4b

Alan Green

2

86

4c

3a

4b

Thomas Manning

3

86

4c

4b

Christina Curtis

1

86

3a

4b

Toni Sawyer

3

86

4b

4c

4b

Alan Davidson

1

86

4c

3a

4b

Joanna Kemp

2

85

4b

3a

4c

Marcus English

1

85

4b

3a

4c

Alvin Best

1

84

3a

4c

Stephen Brennan

1

84

4c

3a

4c

Benjamin Hamrick

2

84

4c

3a

4c

Vicki Freedman

1

84

3a

4c

Jordan Blair

1

83

4c

3a

4c

Jacob Beatty

1

82

4b

3a

4b

Nancy Hayes

2

82

4b

3a

4b

Barry Craig

1

82

4b

3a

4b

Gene Carter

1

81

3a

4c

Audrey Drake

1

81

4c

3a

4c

Evelyn Dunlap

1

81

4c

3a

4c

Vincent Boyd

1

77

3a

3b

4c

Alice McKenzie

3

70

4c

3c

3a

Ronald Waller

3

70

2

3b

Tracy Bowling

1

68

3c

2

3b

Christina Hawkins

2

67

2

3b

Jerome Norman

3

67

4c

2

3b

Nelson Fletcher

1

65

3b

2

3c

Carlos McMillan

3

64

3b

2

3c

Melanie Dickerson

1

61

2

Nicholas Hirsch

2

61

2

Joseph Walter

3

61

2

Jay Shaffer

3

59

2

Jessica Little

2

59

2

Terry Swanson

3

59

2

Guy Riley

3

59

2

Leo Bray

1

59

2

(18)

KS3 indicators

Group:

Unknown

No. of students:

100

Date of test:

10/08/2012

Level:

D

School:

Check CAT Academy

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

and

his 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 about

targets 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 established

as a good predictor of subsequent attainment.

CAT4

scores and subsequent KS3 results (or teacher assessments) are collected from a large sample of schools and students. The KS3 indicators are derived from the statistical

relationship between

CAT4

scores and the end of KS3 results. The indicators are updated regularly to reflect changes in national KS3 attainment. Indicators for maths and science

are calculated from the mean

CAT4

Standard Age Score (SAS). The SAS for Verbal Reasoning has been found to give more accurate results for English so, when available, this

is used as the basis for the indicators for English. Should scores for one of more batteries be missing, indicators will be based on scores for those batteries administered to the

student.

The indicators in this report are shown as National Curriculum levels.

Student name Tutor group

Mean SAS

English Maths Science

Art _D&T

Geography History

ICT MFL _Music PE Indicated KS3 level

(most likely level followed by 'if challenged' level in bold)

Gretchen Gibson 2 141 7b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6b 6a Tim Quinn 3 141 7b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6b 6a Jacob Gordon 2 141 7b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6b 6a Neal Hull 2 141 7b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6b 6a Paige Lamb 2 141 7b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6b 6a Dean Lindsay 2 140 7b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6a Molly James 2 137 7b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6a Harriet Johnson 2 137 7b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6a Clarence Scarborough 3 137 7b 7a 8 8 7b 7a 7c 7b 7c 7b 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6a Peter Robinson 3 135 7b 7a 8 8 7b 7a 7c 7b 7c 7b 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6a

(19)

Student name Tutor group

Mean SAS

English Maths Science

Art _D&T

ICT MFL

Music PE Indicated KS3 level

Wayne Harris 2 135 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a Paige Keller 2 133 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a Dorothy Ellis 1 133 7b 7a 8 8 7b 7a 7c 7b 7c 7b 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6a Elisabeth Weber 3 133 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Eddie Garrison 1 132 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Cheryl Yates 3 132 7b 7a 8 8 7b 7a 7c 7b 7c 7b 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6a Kent Hicks 2 132 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Jean Katz 2 132 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a Floyd Huffman 2 131 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Dianne Lyons 2 131 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a Jason McIntyre 3 131 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Holly Brantley 1 130 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Kelly Sims 3 130 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Jordan Baldwin 1 130 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Audrey Wrenn 3 129 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Nina Baldwin 1 129 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Hannah Currie 1 128 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Elaine Henderson 2 128 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7c 7b 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Jerry Coates 1 127 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7c 7b 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Theresa Jiang 2 127 7b 7a 8 8 7b 7a 6a 7c 6a 7c 7c 7b 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Grace Ford 1 126 7b 7a 8 8 7b 7a 6a 7c 6a 7c 7c 7b 7c 7b 7c 7b 6a 7c 6b 6a 6c 6b Holly Crawford 1 126 7b 7a 8 8 7b 7a 6a 7c 6a 7c 7c 7b 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Benjamin Bolton 1 125 7b 7a 8 8 7b 7a 6a 7c 6a 7c 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a 6c 6b Emma Brock 1 125 7b 7a 8 8 7b 7a 6a 7c 6a 7c 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a 6c 6b Bill Abbott 1 124 7b 7a 8 8 7c 7b 6b 6a 6a 7c 7c 7b 6a 7c 6a 7c 6b 6a 6b 6a 6c 6b Carrie Duke 1 102 6a 7c 6a 7c 6c 6b 5a 6c 6c 6b 6c 6b 5a 6c 5a 6c 5b 5a 5a 6c 5a 6c Eileen McKee 3 101 6b 6a 6a 7c 6c 6b 5a 6c 6c 6b 6c 6b 5a 6c 5a 6c 5b 5a 5a 6c 5a 6c Ellen Smith 3 101 6a 7c 6a 7c 6c 6b 5a 6c 6c 6b 6c 6b 5a 6c 5a 6c 5b 5a 5a 6c 5a 6c Randall Waters 3 100 5a 6c 6b 6a 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5b 5a 5b 5a 5a 6c Veronica Gonzalez 2 99 6a 7c 6a 7c 6c 6b 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5b 5a 5a 6c 5a 6c Sue Wang 3 98 5b 5a 6c 6b 5a 6c 5a 6c 5a 6c 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5a 6c Betsy Hu 2 98 6b 6a 6b 6a 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5b 5a 5b 5a 5a 6c Harry Wall 3 97 5a 6c 6c 6b 5b 5a 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5a 6c Glen Kelley 2 97 6b 6a 6b 6a 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5b 5a 5b 5a 5a 6c

(20)

Student name Tutor group

Mean SAS

English Maths Science

Art _D&T

ICT MFL

Music PE Indicated KS3 level

George Webb 3 97 5b 5a 6c 6b 5b 5a 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5a 6c Ben Hood 2 96 5b 5a 6c 6b 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5b 5a Brenda Burgess 1 96 6b 6a 6b 6a 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5b 5a 5b 5a 5a 6c Andrew Waller 3 95 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5a Kelly Gray 2 94 6c 6b 6c 6b 5b 5a 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5a 6c Arnold Watts 3 94 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5a Joshua Smith 3 94 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5a Jordan Blum 1 93 6c 6b 6c 6b 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5b 5a Sandra Hutchinson 2 93 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5a Kristine Ritchie 3 93 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5a Betty McCall 3 93 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5b 5a Rhonda Rao 3 92 5c 5b 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5a Glenda Kenney 2 92 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5a Norman Brantley 1 91 5a 6c 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5a Leon Wiggins 3 91 6c 6b 6c 6b 5b 5a 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5a 6c Joyce Rosenthal 3 90 5c 5b 5b 5a 5c 5b 5b 5a 5b 5a 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5a Nicholas Jenkins 2 90 5c 5b 5b 5a 5c 5b 5b 5a 5b 5a 5c 5b 5c 5b 5c 5b 4a 5c 5c 5b 5b 5a Tamara McConnell 3 90 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 4a 5c 5b 5a 5b 5a Regina Gill 2 89 5b 5a 5b 5a 5c 5b 5b 5a 5b 5a 5c 5b 5c 5b 5c 5b 4a 5c 5c 5b 5b 5a Dawn Moore 3 88 4a 5c 5c 5b 5c 5b 5b 5a 5b 5a 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5a Tommy Hicks 2 87 5c 5b 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Matthew Honeycutt 2 87 4a 5c 5c 5b 4a 5c 5b 5a 5c 5b 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5a Alan Green 2 86 5c 5b 5c 5b 4a 5c 5b 5a 5c 5b 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5a Thomas Manning 3 86 5c 5b 5b 5a 5c 5b 5b 5a 5b 5a 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5a Christina Curtis 1 86 4b 4a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Toni Sawyer 3 86 5c 5b 5b 5a 5c 5b 5b 5a 5b 5a 5c 5b 5c 5b 5c 5b 4a 5c 5c 5b 5b 5a Alan Davidson 1 86 5c 5b 5c 5b 4a 5c 5b 5a 5c 5b 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5a Joanna Kemp 2 85 5b 5a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Marcus English 1 85 5c 5b 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Alvin Best 1 84 4b 4a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Stephen Brennan 1 84 4a 5c 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Benjamin Hamrick 2 84 5c 5b 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Vicki Freedman 1 84 4b 4a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Jordan Blair 1 83 4a 5c 4b 4a 4b 4a 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a

(21)

Student name Tutor group

Mean SAS

English Maths Science

Art _D&T

ICT MFL

Music PE Indicated KS3 level

Jacob Beatty 1 82 5b 5a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Nancy Hayes 2 82 5b 5a 5c 5b 4a 5c 5b 5a 5c 5b 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5a Barry Craig 1 82 5b 5a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Gene Carter 1 81 4b 4a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Audrey Drake 1 81 5c 5b 4b 4a 4b 4a 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Evelyn Dunlap 1 81 5c 5b 4b 4a 4b 4a 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Vincent Boyd 1 77 4a 5c 4b 4a 4b 4a 5c 5b 4a 5c 4b 4a 4b 4a 4b 4a 4c 4b 4a 5c 5b 5a Alice McKenzie 3 70 5c 5b 3 4c 3 4c 4a 5c 4b 4a 4c 4b 4c 4b 4b 4a 3 4c 4a 5c 5c 5b Ronald Waller 3 70 3 4c 3 3 3 4c 4a 5c 4b 4a 4c 4b 4c 4b 4c 4b 3 4c 4b 4a 5c 5b Tracy Bowling 1 68 3 4c 3 3 3 4c 4a 5c 4b 4a 4c 4b 4c 4b 4c 4b 3 4c 4b 4a 5c 5b Christina Hawkins 2 67 3 3 3 3 3 4c 4b 4a 4b 4a 4c 4b 4c 4b 4c 4b 3 4c 4b 4a 5c 5b Jerome Norman 3 67 5c 5b 3 3 3 4c 4b 4a 4b 4a 4c 4b 4c 4b 4c 4b 3 4c 4b 4a 5c 5b Nelson Fletcher 1 65 4c 4b 3 3 3 4c 4b 4a 4b 4a 3 4c 3 4c 4c 4b 3 4c 4b 4a 5c 5b Carlos McMillan 3 64 4b 4a 3 3 3 4c 4b 4a 4b 4a 3 4c 3 4c 4c 4b 3 4c 4b 4a 5c 5b Melanie Dickerson 1 61 3 3 3 3 3 3 4b 4a 4c 4b 3 4c 3 4c 3 4c 3 3 4b 4a 5c 5b Nicholas Hirsch 2 61 3 3 3 3 3 3 4b 4a 4c 4b 3 4c 3 4c 3 4c 3 3 4b 4a 4a 5c Joseph Walter 3 61 3 4c 3 3 3 3 4b 4a 4c 4b 3 4c 3 4c 3 4c 3 3 4b 4a 5c 5b Jay Shaffer 3 59 3 3 3 3 3 3 4c 4b 4c 4b 3 3 3 3 3 3 3 3 4c 4b 4a 5c Jessica Little 2 59 3 3 3 3 3 3 4c 4b 4c 4b 3 3 3 3 3 3 3 3 4c 4b 4a 5c Terry Swanson 3 59 3 3 3 3 3 3 4c 4b 4c 4b 3 3 3 3 3 3 3 3 4c 4b 4a 5c Guy Riley 3 59 3 3 3 3 3 3 4c 4b 4c 4b 3 3 3 3 3 3 3 3 4c 4b 4a 5c Leo Bray 1 59 3 3 3 3 3 3 4c 4b 4c 4b 3 3 3 3 3 3 3 3 4c 4b 4a 5c

(22)

Group:

ST

No. of students:

100

Date of test:

10/08/2012

Level:

D

School:

Check CAT Academy

GCSE 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

and

his 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 about

targets 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 established

as a good predictor of subsequent attainment.

CAT4

scores and subsequent GCSE results are collected from a large sample of schools and students. The GCSE indicators are derived from the statistical relationship between

CAT4

scores and GCSE results. The indicators are updated regularly to reflect changes in national GCSE attainment.

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 (A/B, B/C,

etc). The summary indicators include the overall probability of attaining 5 A*–C including English and Maths; GCSE points scores; and the ‘Best 8’ GCSE points score.

Indicators are calculated from the mean

CAT4

Standard Age Score (SAS) apart from those for English and English Literature where the SAS for Verbal Reasoning is found to give

more accurate results, so this is used when available.

(23)

Student name Tutor group

Mean SAS

Art & Design

Business Studies

D&T —

Electronics

D&T — Food D&T —

Graphics D&T —

Resistant materials

D&T —

Systems control

D&T — Textiles Drama English

English Literature

French

Geography German History

Home Economics

Indicated GCSE grades, subjects A—H (most likely grade followed by ‘if challenged’ grade in bold)

Gretchen Gibson 2 141 A A* A A* A*/A A* A A* A A* A A* A*/A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A*

Tim Quinn 3 141 A A* A A* A*/A A* A A* A A* A A* A*/A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A*

Jacob Gordon 2 141 A A* A A* A*/A A* A A* A A* A A* A*/A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A*

Neal Hull 2 141 A A* A A* A*/A A* A A* A A* A A* A*/A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A*

Paige Lamb 2 141 A A* A A* A*/A A* A A* A A* A A* A*/A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A*

Dean Lindsay 2 140 A A* A A* A*/A A* A A* A A* A A* A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A*

Molly James 2 137 A A* A A* A A* A A* A A* A A* A A* A*/A A* A/B A A* A* A*/A A* A A* A*/A A* A A* A*/A A* A A*

Harriet Johnson 2 137 A A* A A* A*/A A* A A* A A* A A* A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A*

Clarence Scarborough 3 137 A A* A A* A A* A A* A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A*/A A* A A* A*/A A* A A*

Peter Robinson 3 135 A A* A A* A A* A A* A A* A A* A A* A*/A A* A/B A A* A* A*/A A* A A* A*/A A* A A* A*/A A* A A*

Wayne Harris 2 135 A A* A A* A A* A/B A A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A*

Paige Keller 2 133 A A* A A* A A* A/B A A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A*

Dorothy Ellis 1 133 A A* A A* A A* A/B A A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A*/A A* A A* A A* A A*

Elisabeth Weber 3 133 A A* A A* A A* A/B A A/B A A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A*

Eddie Garrison 1 132 A A* A A* A A* A/B A A/B A A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A*

Cheryl Yates 3 132 A A* A A* A A* A/B A A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A*/A A* A A* A A* A A*

Kent Hicks 2 132 A A* A A* A A* A/B A A/B A A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A*

Jean Katz 2 132 A A* A A* A A* A/B A A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A*

Floyd Huffman 2 131 A A* A A* A A* A/B A A/B A A/B A A A* A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A*

Dianne Lyons 2 131 A A* A A* A A* A/B A A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A*

Jason McIntyre 3 131 A A* A A* A A* A/B A A/B A A/B A A A* A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A*

Holly Brantley 1 130 A A* A A* A A* A/B A A/B A A/B A A A* A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A*

Kelly Sims 3 130 A A* A A* A A* A/B A A/B A A/B A A A* A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A*

Jordan Baldwin 1 130 A A* A A* A A* A/B A A/B A A/B A A A* A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A*

Audrey Wrenn 3 129 A A* A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B A

Nina Baldwin 1 129 A A* A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B A

Hannah Currie 1 128 A A* A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B A

Elaine Henderson 2 128 A/B A A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B A

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Student name Tutor group Mean SAS Information Technology Maths Media Studies Music

Physical Education Religious Education

Science — Additional Science — Biology Science — Chemistry Science —

Core

Science — Physics Sociology Spanish Statistiics

GCSE Total points score

% probability of 5+ A*—C (inc. English and maths) _{'Best 8' GCSE points score} Indicated GCSE grades, subjects I—Z (most likely grades followed by ‘if challenged’ grade in bold)

Gretchen Gibson 2 141 A*/A A* A* A* A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* 100 711 459 Tim Quinn 3 141 A*/A A* A* A* A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* 100 711 459 Jacob Gordon 2 141 A*/A A* A* A* A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* 100 711 459 Neal Hull 2 141 A*/A A* A* A* A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* 100 711 459 Paige Lamb 2 141 A*/A A* A* A* A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* 100 711 459 Dean Lindsay 2 140 A*/A A* A* A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* 100 688 455 Molly James 2 137 A A* A* A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A A* A*/A A* 100 680 451 Harriet Johnson 2 137 A*/A A* A* A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A A* A*/A A* 100 684 453 Clarence Scarborough 3 137 A A* A* A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A A* A A* 100 671 447 Peter Robinson 3 135 A A* A* A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A A* A*/A A* 100 676 449 Wayne Harris 2 135 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 658 441 Paige Keller 2 133 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 658 441 Dorothy Ellis 1 133 A A* A*/A A* A A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A A* A A* 100 663 443 Elisabeth Weber 3 133 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 654 439 Eddie Garrison 1 132 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 654 439 Cheryl Yates 3 132 A A* A*/A A* A A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A A* A A* 100 663 443 Kent Hicks 2 132 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 654 439 Jean Katz 2 132 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 658 441 Floyd Huffman 2 131 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 645 435 Dianne Lyons 2 131 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 658 441 Jason McIntyre 3 131 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 649 437 Holly Brantley 1 130 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 645 435 Kelly Sims 3 130 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 649 437 Jordan Baldwin 1 130 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 649 437 Audrey Wrenn 3 129 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A/B A A A* 100 640 432 Nina Baldwin 1 129 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A/B A A A* 100 640 432 Hannah Currie 1 128 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A/B A A A* 100 640 432 Elaine Henderson 2 128 A A* A*/A A* A/B A A A* A/B A A A* A A* A A* A A* A A* A A* A A* A/B A A A* 100 635 430 Jerry Coates 1 127 A A* A*/A A* A/B A A A* A/B A A A* A A* A A* A A* A A* A A* A A* A/B A A A* 100 635 430

(25)

Student name Tutor group

Mean SAS

Art & Design

Business Studies

D&T —

Electronics

D&T — Food D&T —

Graphics D&T —

Resistant materials

D&T —

Systems control