ERIC Number: ED209338
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
Ability Discrepancies on the CAT: Are They Educationally Significant?
Wilson, Barry; Hewett, Gilbert
The Cognitive Abilities Test (CAT) provides separate ability estimates organized into three components; verbal, quantitative and non-verbal. There is no composite score. An analysis of scores obtained on the CAT and the Iowa Tests of Basic Skills (ITBS) by a sample student population indicated that discrepancies of twenty points or more among the CAT ability scores occurred in twenty percent of the students. The verbal score of the CAT showed the highest correlation with the ITBS composite score of the three ability measures. It is a good predictor of school achievement. A significant discrepancy among the three CAT component scores is not of significance in relation to academic performance. High scores in non-verbal and quantitative areas do appear to compensate for low verbal scores. The separate ability scores on the CAT provide useful information for students who demonstrate low verbal abilities, but much higher quantitative and/or non-verbal abilities. (DWH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Cognitive Abilities Test; Discrepancy Analysis; Iowa Tests of Basic Skills
Note: Paper presented at the Annual Meeting of the National Association of School Psychologists (Houston, TX, April, 1981).