It is comprised of three subtests: number analogies, number puzzles, and number series. Number analogies are similar to picture analogies. Rather than identifying the relationship between pictures or words, students must identify a quantitative relationship. Number puzzles look very much like a math equation.

The complexity of these equations vary depending upon the level CogAT your child takes. For example, a question for an upper elementary student might look something like 4 x 3 = ? + 2. Your child’s performance on this section is largely dependent upon their math facts skills. Number Series provide students with a series of images. Students must determine which abacus toy comes next in the series. Students taking the Level 9 CogAT or higher are given a series of numbers. They must determine which number comes next in the pattern/series. Raw Score: The Raw score tells you how many questions your child answered correctly. Incorrect answers do not deduct from the score. Depending upon how detailed your report is, you may also have information on the number of items (maximum score possible) for the section, the number of questions your child attempted (answered), and how many questions your child answered correctly. You will receive a raw score for each battery. Standard Age Score: The Standard Age score is a normed score. You should receive a Standard Age Score (SAS) for each battery and a composite score. The mean SAS is 100 with a standard deviation of 16. While this score looks very much like an IQ score, it is important to remember that the CogAT is NOT an IQ test.Īge Stanine: An age stanine score ranges from 1 to 9 with 9 being the highest. A higher stanine indicates higher cognitive abilities as measured on the CogAT whereas a lower stanine indicates lower cognitive abilities as measured on the CogAT. A stanine of 5 places your child in the 40th – 59th percentile (about average).Īge Percentile Rank: The age percentile rank indicates how your child performed on the test compared to other students in their age group. You may receive an age percentile rank comparing your child nationally and/or an age percentile rank comparing your child to other students in the same school district.Emotional and social diversity are as clearly manifest in gifted persons as is intellectual exceptionality. In this regard, we recognize three gradients within the gifted range: gifted, from 130-145 IQ highly gifted, 140-160 IQ and exceptionally gifted.

In this article, five facets of critical development are highlighted: Parents of highly and exceptionally gifted persons have found it useful to retain a family psychologist or counselor to develop relationships in a preventive function. In each area, several interventive strategies are suggested. Thirteen years ago, 57.5% of school administrators responding to a national survey indicated, “No gifted here”.

Through a variety of media and inservice efforts, misconceptions are being slowly dislodged and replaced with awareness of the special needs and abilities of children with exceptional potential. In understanding this population, gradients of abilities become apparent. Gradients in abilities, sensitivity, intensity, talent, and creativity within the gifted range must be recognized just as we acknowledge and program for graduations of ability below the norm. In a few progressive school districts, recognition of these variations is defined in policy and programming for highly gifted students above the 140-145 IQ range. There is a comparative void of responsive awareness to the needs and abilities of people above the third, and even more acutely, fourth standard deviation from the norm. Understandably, the typical response to inquiries about special programming for youngsters with above 150 IQ is, “We don’t have any.” However, that statement is incongruent with out experience in Ohio. We are now in clinical and support contact with families having a total of 18 children and several adults in this exceptional range, and have had previous contact with several others. That is without publicity seeking to locate this population. Definition of Termsīasic to understanding and encouraging children in this ability range is the standardization of terminology.

Highly gifted iq range