If you don't answer all of the questions, even if they are all correct, you cannot score in the gifted range on CoGAT.
The Psychologist explained to me that although her processing speed is in the gifted range - 136 - very bright children with high level reasoning abilities, when faced with a new test will not rush through. They take their time, understand each question and make careful answers. That is not allowed on the CoGat. They get 30 seconds for each quantitative question.
The test is highly dependent on fluency with math facts, so a kid who gets the facts down to automaticity between the two administrations will very likely do much better.
Of course, this is exactly why I think that the CogAT only picks up a certain type of quantitative aptitude. It has completely missed the type my children possess, which is more of a thoughtful, reflective, problem solving type, and less about quick retrieval of facts.
Does anyone have any links/resources that I could look at that would provide additional information regarding these specific types of weaknesses with the CoGAT? Our district is looking seriously at this assessment, and these comments reinforce my concern that this will skew identification towards "bright" high acheivers and away from gifted children. Is it just me, or does it seem that many of the screeners used to "identify" are more aligned with the "myths" around giftedness than with the "realities" cited in opposition to those myths?
