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I’ve been trying to make sense of what seems like a significant gap between my Pre-K child’s verbal and non-verbal testing scores…the non-verbal score was more than 2x higher than the verbal score. Is that large of a gap expected at the Pre-K age? How similar were your child’s verbal and non-verbal scores?
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This is the first year (that I know of) that they reported the verbal and non-verbal subscales. These tests aren’t diagnostic and CPS doesn’t disclose what they use. It’s hard to know how many tests are on the subscales they use. Test scores (even when a full test in a diagnostic setting) at this young of age can fluctuate a bit.
From your description that sounds like a very large split. But hard to know if that is an accurate representation. You’d need a full cognitive assessment to get clear feedback on what if anything that split means for your individual child. -
Hello,
I am trying to understand how students are graded on this test. I wanted to help them improve so I am reach out to find out what we can do.
Please help!
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My rising Kindergarten son is probably the most gifted in our home of 5. We’re all in, or have been in “gifted” education and his abstract reasoning on a daily basis appears solid. He tests well otherwise. And yet he go low scores, WELL below cutoff.
Any thoughts? I’m especially interested in responses from parents with children having one of level 1 autism, anxiety, OCD, or ADHD. (He’s totally medicated at this point, yet the score is as low as last year when ADHD was untreated.
Looking for answers outside the obvious disability accommodation thing.
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I don’t have any answers to this but thought my story might give hope to any parents upset with their kid’s test scores. Both my children (currently 2nd and K) scored very low on their test going into K (not even waitlisted for RGC schools). I retest both in K for first grade and they scored 33 and 40 composite points higher on the RGC test, respectively, and got into an RGC school for first grade. Kindergartener was offered a spot to my 2nd grader’s school Friday! We did one CogAT workbook, maybe 3 hours total, before the test just so they knew types of questions that may be asked. I don’t think that is responsible for the large jumping scores both times. I believe that my kids just do not test well one on one with a stranger in a room. I can see them being shy or saying ‘I don’t know’ even if they do know the answer. I’m going to guess this can be an issue for other 4 and 5 year olds that take the test as well.
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