CAT scores

[accidentalwaffle]

Hi - I know that CAT scores have been done to death on here, but I haven't seen this question before. Has anyone had a situation where a child's CAT scores are consistently very high (across all areas), but totally at odds with classroom assessments where the child is middling/low performing. He's at a prep school which seems to be at a bit of a loss as to what to do about it (which isn't ideal...), but I was wondering if anyone had experienced this before. My inclination is that it's lack of maturity in dealing with written assessment, and lots of practice should help, but am open to other suggestions. Thanks (have name changed for this as the school in question comes up on here occasionally!)

If there is a gap or a spiky profile it might be worth exploring any additional needs or learning support to try to identify issues and develop strategies. How old is child and when might they be sitting for selective senior schools?

Thanks. Y5, so quite soon! The profile isn't spikey across the CAT areas (NV, NVR, spatial, numerical) - just when compared to written tests.

Is the school not proactive at identifying and addressing performance gaps ? Do you have "future schools" discussions? Is he demotivated or not engaging in class?

So the CAT testing is done online but the written work is less good?
That sounds like a problem with writing then. Sorry if that’s a massive oversimplification.

That's basically the problem - our expectations of next schools are quite different to the school's - on paper she should be able to get into any school in the area (easily), but the school is nudging us towards less academic options, rather than trying to understand the reason for the difference. She's engaged in class (we get good reports) but seems to have absorbed the school's view that she isn't clever. Sitting in the bottom sets isn't doing great things for confidence. Do you have any experience of learning difficulties that might show up in this manner?

Could be the writing I guess - online tests do seem "easier" from that perspective. Part of me wonders if it's just laziness or lack of motivation (which comes across more in written tests).

It might be worth having her assessed by an ed psych. Something like dyspraxia may present as a learning gap ie. inability or reluctance to put down thoughts on paper at same level as thinking, but could be something or nothing. Does she have any other difficulties, fine/gross motorskills , hit developmental milestones, seem attentive?

Thanks - will look into dyspraxia, although I wouldn't say anything else indicates it ("normal" developmental milestones etc). We did explore ADHD back in Y2, but were told it definitely wasn't a factor and actually attention doesn't seem to be an issue any more. I'm a bit annoyed at both us and the school, as I feel we've all dropped the ball a bit.

I was going to suggest ADHD. Ds had quite high CAT scores in year 7, but he’s in bottom sets (at a grammar, but one with a wider intake) and is definitely underperforming. He’s looking at 5/6 grades for GCSE whereas his sister got 8s and 9s with similar ability. He was diagnosed with ADHD in year 8.

It doesn’t just affect concentration, but also motivation and ability to organise himself/plan ahead/revise and also anticipate consequences (he just can’t). When he enjoys something/is interested he can hyper focus and make incredible progress. But this never seems to happen with school subjects.

He got into grammar school because the tests were essentially like CATS- no real effort required in terms of writing or complex workings out. If it can be done in his head or it involves memory, he’s great.

Thanks both - definitely worth looking into both options again, so maybe Ed psych is the best next step.

Has she had any tutoring outside school? It might give you a sense of whether the teaching is an issue or whether there is something else going on. Pretty difficult for anyone on here to judge whether she might be dyslexic, dyspraxic or just bored

No tutoring, no - and having paid for private school fees I'd be frustrated at having to pay a tutor as well. We don't want her to scrape into a school and then struggle, but equally don't want to settle for a school where she won't be challenged or pushed - she's interested in lots of things, so we'd love her to go somewhere where she's inspired to learn. I guess it goes beyond just being able to pass an entrance test, but more thinking about what will be the best environment for the next 7 years.

The prep school should be looking at the difference between her potential and her achievement to see if there is a reason to explain it. For example, is her reading fluent, is she a slow processor, how are her comprehension skills? CAT testing is looking at academic potential. Its main purpose (before it gets used as a guide for secondary school entry) is as a diagnostic tool. Before you go for a full Ed Psych assessment, which is expensive, have a chat with the SENCO to explore other options, for example a OT or a behavioural optometrist may be a better route assessment. It is possible that at the moment your daughter's global skills are not yet developed/mature enough to show her potential fully. Year 5 is still very young.

I agree with the poster above - are the school doing enough to improve her extended writing skills? The disparity in CAT and school assessment suggests they are not supporting her to fulfil her potential.

Do they try different methods of planning for writing tasks? Scaffolding? Writing frames? Visual stimulus? These are all strategies I use with reluctant writers in my classes. Have the pinpointed the reason her school marks are low - is it quantity? Content? Accuracy? Answering the question?

The school need to be investigating why there is a notable gap between her attainment and her raw ability.
Either she has a learning need, or they are not differentiating work or explaining it in such a way that she can access it at the highest level. At a fee paying school I would be asking to see the director of assessment & the class teacher to see what their ideas are.

Are her class assessments against a standard of some kind or just against her class?

Is it possible her whole class has excellent CAT scores so she is very bright compared to the national average but low/middling in a super clever class?

In any case the school should be investigating more closely. How has she been through lockdown learning/doing homework? Does she struggle? Is she engaged? How is her writing at home?

Thanks all. She's not a particularly reluctant writer, but struggles with coherent structure and sticking to a topic. Over lockdown we noticed an improvement, so perhaps the classroom is more distracting. CAT scores put her around the top of the year (a good 25 point above the average) but class assessments are in the bottom half. This has all been really helpful though - we've trusted the process (and assumed the school was on top of it all) up to now, but will be more pushy from now on - we also have an appointment lined up with the Senco.

Are you saying her CAT scores are 125+ across the board? My DD has scores ranging between 122 and 135 and I keep a very close eye on whether she is being given opportunities to overcome any barriers that might stop her reaching her potential. If your DDs scores are this high then she should not be performing in the bottom half of her class.
I hate schools that do this - what's the point in doing CAT tests if you're not going to use them properly to intervene , stretch and support. They need to have a good look at how and why they assess children. I would absolutely get pushy op, you are paying for a school that is not currently giving your DD what she needs (or not identifying a learning need, although if her profile is not spiky then I would suggest the class teacher is coasting with her). Question the senco on intervention strategies, and ask what the school are doing to push their most able learners.

Yes - 125 to 141 - it's very weird and I agree - she shouldn't be coasting along at the bottom. She joined the school late in Y2 and had a rocky start, so I think she's unfortunately been labelled early on, with the consequential low expectations. Covid hasn't helped either. I shall have to put my big girl pants on and get a bit more demanding. And I suspect we'll be doing a lot of focused work with her over Easter.

She is very able - as she gets older she should be able to access the top GCSE grades with CAT scores like that. She needs the right foundation now so don't be scared to push. Good luck op.

@accidentalwaffle

Hi - I know that CAT scores have been done to death on here, but I haven't seen this question before. Has anyone had a situation where a child's CAT scores are consistently very high (across all areas), but totally at odds with classroom assessments where the child is middling/low performing. He's at a prep school which seems to be at a bit of a loss as to what to do about it (which isn't ideal...), but I was wondering if anyone had experienced this before. My inclination is that it's lack of maturity in dealing with written assessment, and lots of practice should help, but am open to other suggestions. Thanks (have name changed for this as the school in question comes up on here occasionally!)

This sounds like my DS. We switched him to a school that didn't see him as the bottom table and he flourished.