CogAT

Contact
800-323-9540

The CogAT is an asssessment for students in grades K-12 that was co-developed with the Iowa Assessments. There are three batteries: verbal, quantitative, and non-verbal. The CogAT can be used to differentiate instruction and identify strengths and weaknesses. Each test takes 15 minutes or less to administer, and can be offered in English and Spanish.

Grades
K-12
Languages
English
Spanish
Topic
Subtopics
Comprehension,
Fluency,
Phonics,
Phonemic awareness,
Vocabulary
Length
Verbal Battery (Picture Analogies, Sentence Completion, and Picture Classification): 30-43 minutes. Quantitative Battery (Number Analogies, Number Puzzles, Number Series): 30-45 minutes; Nonverbal Battery (Figure Matrices, Paper Folder, Figure Classificat
Price
Basic Data CogAT 7 Complete Levels 5/6-8 Machine Scorable: $7.55; Basic Data CogAT 7 Complete Levels 9-17/18: $4.50; Basic Data CogAT 7 Screen Levels 5/6-8: $5.70; Basic Data CogAT 7 Screen Levels 9-17/18: $3.40; Data Plus CogAT 7 Complete Levels 5/6-8: $
Training
Online support available
Open Access
No
Administration
Individual
Scoring
Computer scoring
Manual scoring
Referencing
Norm-referenced
Resources on Psychometric Properties

Lakin, J. M., & Lai, E. R. (2012). Multigroup Generalizability Analysis of Verbal, Quantitative, and Nonverbal Ability Tests for Culturally and Linguistically Diverse Students. Educational and Psychological Measurement, 72(1), 139–158. https://doi.org/10.1177/0013164411408074

Lohman, D. F. (2003). The Woodcock-Johnson III and the Cognitive Abilities Test (Form 6): A Concurrent Validity Study (p. 17). University of Iowa. Retrieved from http://faculty.education.uiowa.edu/docs/dlohman/cogat_wjiii_final_2col-…

Instrument Use in Peer-Reviewed Studies

Giessman, J. A., Gambrell, J. L., & Stebbins, M. S. (2013). Minority Performance on the Naglieri Nonverbal Ability Test, Second Edition, versus the Cognitive Abilities Test, Form 6: One Gifted Program’s Experience. Gifted Child Quarterly, 57(2), 101–109. https://doi.org/10.1177/0016986213477190

Rindermann, H., & Ceci, S. J. (2018). Parents’ Education Is More Important than Their Wealth in Shaping Their Children’s Intelligence: Results of 19 Samples in Seven Countries at Different Developmental Levels. Journal for the Education of the Gifted, 41(4), 298–326. https://doi.org/10.1177/0162353218799481

Rindermann, H., Michou, C. D., & Thompson, J. (2011). Children’s Writing Ability: Effects of Parent’s Education, Mental Speed and Intelligence. Learning and Individual Differences, 21(5), 562–568. https://doi.org/10.1016/j.lindif.2011.07.010