DESCRIPTIONS OF INDIVIDUAL ITBS/CogAT TESTS
The descriptions in this section are brief summaries of the content and skills measured by each test across the six
levels, 9-14.
VOCABULARY (RV)
Each Vocabulary multiple-choice question presents a word in the context of a short phrase or sentence, and students
select the answer that most nearly means the same as that word. Approximately equal numbers of nouns, verbs,
and modifiers are tested. The words tested represent general vocabulary content rather than the specialized
vocabulary used in a various subject-matter areas.
READING COMPREHENSION (RC)
The Reading Comprehension test, which is administered in two parts, contains passages that vary in length from a
few lines to a full page. Included are fiction, fables, tales, poetry, interviews, diaries, biographical sketches, science
and social studies materials, and other nonfiction. Many of the passages are excerpts from previously published
works. Approximately two-thirds of the questions require students to draw inferences or to generalize about what
they have read.
SPELLING (spell)
Each Spelling question presents four words, one of which may be misspelled, and a fifth option, “No mistakes,” for
use when all four words are spelled correctly. This format permits the testing of four spelling words for each test
question. Errors in the tested words are based on common substitutions, reversals, omissions, or unnecessary
additions.
CAPITALIZATION (cap)
The questions in the Capitalization test require students to identify errors – undercapitalization or overcapitalization –
presented in brief written contexts. Students identify the line of text containing an error, or they may mark the fourth
response – ―No mistakes” – if no error is present. Questions relate to the use of end punctuation, commas, and other
punctuation marks. The particular skills tested differ from one test level to another.
USAGE AND EXPRESSION (UE)
In the first portion of the Usage and Expression test, each item contains one or two sentences arranged in three
lines. Students must identify the line containing a usage error, or they may select “No mistakes” if they believe no
error is present. Often a group of consecutive items contains continuous text, as if it were a short piece of writing.
Errors in the use of verbs, personal pronouns, and modifiers, or in word choice, are included. In the second portion
of the test, students must choose the best or most appropriate way of expressing an idea in a sentence or paragraph.
Choices involve issues of conciseness, clarity, appropriateness of expression, and the organization of sentence and
paragraph elements.
MATH CONCEPTS AND ESTIMATION (MCE)
In the first part of this test, students must demonstrate an understanding of math ideas, relationships, and visual
representations. The questions deal with number properties and operations, algebra, geometry, measurement, and
probability and statistics. The second part of the test, on computational estimation and number sense, tests students’
mental arithmetic and estimation skills. Problems are presented both with and without an applied context, and each
requires the use of one of several estimation methods.
DESCRIPTIONS OF INDIVIDUAL ITBS/CogAT TESTS – page 2
MATH PROBLEM SOLVING AND DATA INTERPRETATION (MPSDI)
Some portions of the Problem Solving and Data Interpretation test consist of word problems that require one or more
steps to solve. Several real-world ―stories‖ form the basis for three or four math problems, each requiring a
somewhat different skill to solve. In many cases, students select an appropriate method or approach, rather than
compute an answer. In other parts of the test, data are presented in tables and graphs, and students use the data
displays to obtain information, compare quantities, and determine trends or relationships. The content of the
graphics reflects the nature of the materials students likely encounter in their instruction.
MATH COMPUTATION (Mcomp)
Each problem in the Math Computation test requires the use of one arithmetic operation—addition, subtraction,
multiplication, or division. The problems require operations with whole numbers, fractions, decimals, and various
combinations of these, depending on the test level. Students must work a problem and compare their answer with
the choices given. The fourth option in each question is “N,” meaning the correct answer is “Not given.”
CogAT
VERBAL BATTERY (V)
The tests on the Verbal Battery appraise verbal inductive and deductive reasoning skills, as well as flexibility, fluency,
and adaptability in working with verbal materials and solving verbal problems. Successful performance on these
tests requires that students have a variety of verbal strategies that they can use effectively. This cluster of reasoning
abilities plays an important role in developing skills in reading comprehension, critical thinking, writing, and other
verbal learning tasks.
QUANTITATIVE BATTERY (Q)
The tests on the Quantitative Battery appraise inductive and deductive reasoning skills as well as flexibility and
fluency in working with quantitative symbols and concepts. The Equation Building test also appraised the ability to
organize, structure, and given meaning to an unordered set of numerals and mathematical symbols.
Successful performance on these tests requires that students have a variety of strategies for working with
quantitative materials. The reasoning skills appraised by this batter are significantly related to problem solving not
only in mathematics but also in other disciplines.
NONVERBAL BATTERY (N)
The tests on the Nonverbal Battery present the most novel problems to students. All three tests appraise general,
inductive reasoning skills as well as flexibility and fluency in using and adapting cognitive strategies. The items on
these tests use only geometric shapes and figures, which have little direct relationship to formal school instruction.
To perform successfully, students must assemble strategies for solving novel problems. Students must be flexible in
using these strategies and accurate in implementing them.
The Nonverbal Battery is particularly suitable for obtaining an accurate estimate of cognitive development for
students who have difficulty with reading, who have limited proficiency in English, or who have had very limited
opportunities to acquire verbal or quantitative knowledge.