I think we test children far too much. Let them work with a class teacher who knows them and who will identify those not working to potential. Trust that this is so and that the teacher is a professional at developing DCs. CATS tell us very little we don't already know (secondary school teacher here).
I'm another one interested in CAT scores. Ds (year 4) has taken some and we get the results this week. His school have said they will be used to give a guide for which senior schools to consider.
His teacher thinks he's very bright but not performing anywhere near his potential and lacks the ability to concentrate well. It will be interesting to see if the scores match her assessment.
I asked ds how the tests had gone (we didn't discuss them at all before he took them). He said he had enjoyed them and thought they were all very easy as he'd simply guessed the answers . When I explained what they were for he backpeddled quickly and said he'd tried his best (he has very high expectations of where he wants to go to senior school). I'm hoping that's true. If not someone recommended that I get him tested privately by an Educational Psychologist. They said that they'd done this when the year 4 tests results as the year 2 ones when there should have been some progress.
Unfortunately for ds he completely refused to do the year 2 tests so he has no previous marks to compare against.
I don't know about CATS test. Surely by the middle of year 7 the teachers know your child and what he or she is capable of. A good school will differentiate and give a child work that matches their ablities.
A child with a low CATs score that gets excellent results in tests and classwork will not be moved down a set. The teachers will realise that blips can happen with CATs tests.
I believe that high CATs score combined with very low academic achievement may indicate dyslexia.
Potential is not fixed. There is a school of thought that brain power can be improved by hard work.
Disclaimer: I am not an expert, nor am I some sort of crazed helicopter parent who cares about this sort of thing (you'll have to trust me on that bit ) but for complicated but good reasons I have been discussing my 2 dcs CAT scores with their head recently and have a much better understanding.
We had a 23 point variance between Ds's NVR and VR scores . Apparently this is known as having a "spiky" profile but does not signify anything particularly.
NVR (and Quantitative - which is the 3rd test/score you get) correllate with maths scores - so if you get a high NVR and low maths score you are working below your potential. I never got to the bottom of what Quantitative was! NVR apparently "tests intelligence and is not bound by language or previous learning".
VR correllates with literacy and "tests ability to understand and assimilate new/unfamiliar info and can indicate the likely ease a child will be able to acquire new concepts and understand new ideas across a range of school subjects."
Let's just say Ds will be able to acquire new concepts really very easily. Unless they relate to maths.
Hiya DD sat tests at the start of senior school, and we got them in her mid year report recently. She did well, so we have no concerns really.
But, there was a 15 point difference between her verbal and non-verbal scores, with the non-verbal one lower. I read somewhere that non-verbal are the best predictors of academic success, but I don't know why. I have googled, but still not sure.
Does it matter that there is a difference? If you have relatively low non-verbal, what sort of things does that suggest you are weaker in? Why are non-verbal scores considered good predictors?
<<can see why some schools don't tell them to parents, cos they would probably get asked these questions >>