CogAt Instructions

[Anonymous]

OP, last year parents (at least, those of second graders)did not receive the results until January

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP here (and I did not write the prior post suggesting that someone else's child got it wrong -- that was another poster). I'm very sure that my child is stating the instructions accurately. He is a very compliant child (at school) and when I asked how the test went that day (so just hours after that section was given), he said "I only answered 2-3 questions." Then I asked why and he said, "the teacher told us to leave it blank if we don't know the answer." And I said, "well, you could have just picked the best one." And he said, "NO, the teacher told us to leave it blank."

I might ask about it during conferences, but I'm very confident that my child is telling about it accurately. And I do not doubt that another child in another class had different instructions. That's the irritating thing -- that a "standardized" test isn't really "standardized."

But here's the point you are missing, nothing is ever perfect. No two people are going to deliver any instructions in the exact same way. For example, surveys are very easily swayed in simply how the question is asked. There's a whole science dedicated to this and people who write surveys just to get a specific answer. It is a game.

I go back to my original point: if your child is truly gifted, they are going to get in the program regardless of how they do on this one test.

The point that you are missing is that different kids are given different instructions which is inconsistent.

What needs to happen is not for the teacher to give instructions based on what she thinks is correct, but instead, the teacher should be given instructions to read to the class. Also, the teacher should be provided answers to frequently asked questions.

The CogAT and NNAT results play a big part in determining whether a kid gets into AAP. In 2nd grade, the tests aren't supposed to be timed, but I'm sure the teacher doesn't give the kids time to work on each problem at their own pace. Teachers have a schedule to keep.

[Anonymous]

Forget the CogAt. Just WISC in.

[Anonymous]

Anonymous wrote:

The point that you are missing is that different kids are given different instructions which is inconsistent.

What needs to happen is not for the teacher to give instructions based on what she thinks is correct, but instead, the teacher should be given instructions to read to the class. Also, the teacher should be provided answers to frequently asked questions.

The CogAT and NNAT results play a big part in determining whether a kid gets into AAP. In 2nd grade, the tests aren't supposed to be timed, but I'm sure the teacher doesn't give the kids time to work on each problem at their own pace. Teachers have a schedule to keep.

First point is correct; second point, teachers are told to just give the instructions. My DD a few years ago asked for clarification, but the teacher was not able to give it (she knew what DD wanted to know, but the rules prohibit it). We were told about the at the parent teacher conference.

Third point: I think the relative importance of the tests to the GBRS is that GBRS is weighted a bit higher that the tests, WISC highest of all, assuming that the results posted on this forum are correct. My DD scored between 115 and 120 on all elements of CogAT and 122 on NNAT. GBRS was nearly perfect, and she is doing fine in 4th grade AAP. Note that all of the people at her school thought that the tests do not represent her ability.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

The point that you are missing is that different kids are given different instructions which is inconsistent.

What needs to happen is not for the teacher to give instructions based on what she thinks is correct, but instead, the teacher should be given instructions to read to the class. Also, the teacher should be provided answers to frequently asked questions.

The CogAT and NNAT results play a big part in determining whether a kid gets into AAP. In 2nd grade, the tests aren't supposed to be timed, but I'm sure the teacher doesn't give the kids time to work on each problem at their own pace. Teachers have a schedule to keep.

First point is correct; second point, teachers are told to just give the instructions. My DD a few years ago asked for clarification, but the teacher was not able to give it (she knew what DD wanted to know, but the rules prohibit it). We were told about the at the parent teacher conference.

Third point: I think the relative importance of the tests to the GBRS is that GBRS is weighted a bit higher that the tests, WISC highest of all, assuming that the results posted on this forum are correct. My DD scored between 115 and 120 on all elements of CogAT and 122 on NNAT. GBRS was nearly perfect, and she is doing fine in 4th grade AAP. Note that all of the people at her school thought that the tests do not represent her ability.

If you or your DD had any questions about the test, they should have been asked during the AAP meeting that your AART gave, or you should have emailed your teacher prior to the test to find out.

It was better that your teacher gave no answer rather than give a prohibited answer.

I never said the test results were valued more than the GBRS. The GBRS is very subjective, while the test results give a clear indication of how your child did relative to her her peers.

Don't even mention how important the WISC is because no parent wants to resort to the WISC unless they have to.

If the tests don't represent her ability, I'm sure you would be thinking otherwise if she did better on those tests.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

The point that you are missing is that different kids are given different instructions which is inconsistent.

What needs to happen is not for the teacher to give instructions based on what she thinks is correct, but instead, the teacher should be given instructions to read to the class. Also, the teacher should be provided answers to frequently asked questions.

The CogAT and NNAT results play a big part in determining whether a kid gets into AAP. In 2nd grade, the tests aren't supposed to be timed, but I'm sure the teacher doesn't give the kids time to work on each problem at their own pace. Teachers have a schedule to keep.

First point is correct; second point, teachers are told to just give the instructions. My DD a few years ago asked for clarification, but the teacher was not able to give it (she knew what DD wanted to know, but the rules prohibit it). We were told about the at the parent teacher conference.

Third point: I think the relative importance of the tests to the GBRS is that GBRS is weighted a bit higher that the tests, WISC highest of all, assuming that the results posted on this forum are correct. My DD scored between 115 and 120 on all elements of CogAT and 122 on NNAT. GBRS was nearly perfect, and she is doing fine in 4th grade AAP. Note that all of the people at her school thought that the tests do not represent her ability.

So what was WISC?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here (and I did not write the prior post suggesting that someone else's child got it wrong -- that was another poster). I'm very sure that my child is stating the instructions accurately. He is a very compliant child (at school) and when I asked how the test went that day (so just hours after that section was given), he said "I only answered 2-3 questions." Then I asked why and he said, "the teacher told us to leave it blank if we don't know the answer." And I said, "well, you could have just picked the best one." And he said, "NO, the teacher told us to leave it blank."

I might ask about it during conferences, but I'm very confident that my child is telling about it accurately. And I do not doubt that another child in another class had different instructions. That's the irritating thing -- that a "standardized" test isn't really "standardized."

But here's the point you are missing, nothing is ever perfect. No two people are going to deliver any instructions in the exact same way. For example, surveys are very easily swayed in simply how the question is asked. There's a whole science dedicated to this and people who write surveys just to get a specific answer. It is a game.

I go back to my original point: if your child is truly gifted, they are going to get in the program regardless of how they do on this one test.

The point that you are missing is that different kids are given different instructions which is inconsistent.

What needs to happen is not for the teacher to give instructions based on what she thinks is correct, but instead, the teacher should be given instructions to read to the class. Also, the teacher should be provided answers to frequently asked questions.

The CogAT and NNAT results play a big part in determining whether a kid gets into AAP. In 2nd grade, the tests aren't supposed to be timed, but I'm sure the teacher doesn't give the kids time to work on each problem at their own pace. Teachers have a schedule to keep.

You quoted me on missing the point. I didn't. You did. You basically restated what I wrote. I said no two people will ever deliver the instructions the same way, nor for that matter, will all people interpret those instructions the same way.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

The point that you are missing is that different kids are given different instructions which is inconsistent.

What needs to happen is not for the teacher to give instructions based on what she thinks is correct, but instead, the teacher should be given instructions to read to the class. Also, the teacher should be provided answers to frequently asked questions.

The CogAT and NNAT results play a big part in determining whether a kid gets into AAP. In 2nd grade, the tests aren't supposed to be timed, but I'm sure the teacher doesn't give the kids time to work on each problem at their own pace. Teachers have a schedule to keep.

First point is correct; second point, teachers are told to just give the instructions. My DD a few years ago asked for clarification, but the teacher was not able to give it (she knew what DD wanted to know, but the rules prohibit it). We were told about the at the parent teacher conference.

Third point: I think the relative importance of the tests to the GBRS is that GBRS is weighted a bit higher that the tests, WISC highest of all, assuming that the results posted on this forum are correct. My DD scored between 115 and 120 on all elements of CogAT and 122 on NNAT. GBRS was nearly perfect, and she is doing fine in 4th grade AAP. Note that all of the people at her school thought that the tests do not represent her ability.

So what was WISC?

Don't know..did not take it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here (and I did not write the prior post suggesting that someone else's child got it wrong -- that was another poster). I'm very sure that my child is stating the instructions accurately. He is a very compliant child (at school) and when I asked how the test went that day (so just hours after that section was given), he said "I only answered 2-3 questions." Then I asked why and he said, "the teacher told us to leave it blank if we don't know the answer." And I said, "well, you could have just picked the best one." And he said, "NO, the teacher told us to leave it blank."

I might ask about it during conferences, but I'm very confident that my child is telling about it accurately. And I do not doubt that another child in another class had different instructions. That's the irritating thing -- that a "standardized" test isn't really "standardized."

But here's the point you are missing, nothing is ever perfect. No two people are going to deliver any instructions in the exact same way. For example, surveys are very easily swayed in simply how the question is asked. There's a whole science dedicated to this and people who write surveys just to get a specific answer. It is a game.

I go back to my original point: if your child is truly gifted, they are going to get in the program regardless of how they do on this one test.

The point that you are missing is that different kids are given different instructions which is inconsistent.

What needs to happen is not for the teacher to give instructions based on what she thinks is correct, but instead, the teacher should be given instructions to read to the class. Also, the teacher should be provided answers to frequently asked questions.

The CogAT and NNAT results play a big part in determining whether a kid gets into AAP. In 2nd grade, the tests aren't supposed to be timed, but I'm sure the teacher doesn't give the kids time to work on each problem at their own pace. Teachers have a schedule to keep.

You quoted me on missing the point. I didn't. You did. You basically restated what I wrote. I said no two people will ever deliver the instructions the same way, nor for that matter, will all people interpret those instructions the same way.

You missed the point.

I said teachers should be reading set instructions. If a teacher is reading instructions, how will the delivery change the instructions? It won't.

[Anonymous]

Anonymous wrote:

You missed the point.

I said teachers should be reading set instructions. If a teacher is reading instructions, how will the delivery change the instructions? It won't.

"class, you're not suppose to guess" (wink* wink*) " the answers" (big smile)