# CogAT Form 7 – Sample Questions and What’s New and Improved

*Description: The new Form 7 version of the CogAT was released back in 2011, and it offers changes and improvements over the previous version. This article will examine how CogAT Form 7 retains the basic elements that had made the test the most reputable and popular reasoning abilities test in the US, and how it has changed from the Form 6 version. *

## Cognitive Abilities Test Form 7 (CogAT Form 7)

The Cognitive Abilities Test (CogAT) was first launched back in 1968. It has undergone many revisions, until it has become one of the most reputable and widely used tests to gauge reasoning abilities in students.

In 2011, the CogAT Form 7 was launched after nine years of exhaustive research. It retained the features which made it popular and trusted, while it also added revisions which made it even better than previous versions. In fact, the enhancements in the Form 7 were the most significant ever since it was first launched.

*What Remains the Same in CogAT Form 7*

- The testing time is still the same. This means that the tests are still able to fit within typical school schedules.
- There are still three different batteries of tests: verbal, quantitative, and nonverbal. These are the areas in reasoning abilities which are closely related to academic success. Teachers and educators can still administer one or all batteries depending on their requirements and the requirements of the students.
- Different formats are still used for the batteries of tests. This ensures that the score reflects the student’s reasoning ability and not just their preference for or affinity with a specific type of test format. This use of different formats makes the scores fair and more valid.
- Educators still get to use an ability profile for the students.

*New CogAT Test Format for K to 2nd Grade*

The Form 7 version of the CogAT for the primary levels from kindergarten to 2^{nd} grade is markedly different than the Form 6 version. The most notable differences are the following:

- For the Form 6 version, the instructions are given out by the teachers in oral English. For the Form 7 version, this is now in either oral English
*or*in Spanish.

This change was made to acknowledge the changing language landscape in the US. For most of the country’s history, an overwhelming majority of the students spoke English as their native language. It made sense to have the teacher read the question aloud while they chose the picture which answered the question.

Now, however, there are a growing number of students who are not native English speakers. Approximately 21% of school-aged children speak a language other than English at home. And approximately 5% students speak a language other than English, and find it difficult to speak English.

- On the Form 6 version of the CogAT, four of the six types of tests (oral vocabulary and verbal reasoning in the
*verbal*battery, and relational concepts and quantitative concepts in the*quantitative*battery) were in English. It was only in the figure classification and matrices in the*nonverbal*battery which used nonverbal questions in the form of pictures.

On the Form 7 version of the test for the primary levels, *every *type of test format were in nonverbal forms. The sole exception is the sentence completion part of the verbal battery, which used English or Spanish. And that’s an optional part of the test.

Because English is not easily understood by many students in the country, the switch to nonverbal means of representing problems (pictures and figures) became a much more effective means of accurately measuring the true reasoning ability levels of US students. Squares and pictures of flowers are easily understood, whether or not a student speaks English.

- The format for the primary levels now more closely resembles that of the tests for the older students. For the verbal battery, there are picture analogies, picture classification, and sentence completion. For the quantitative battery, there are number analogies, number series, and number puzzles. For the nonverbal battery, there are figure matrices, figure classification, and paper folding.

This change was instituted because the different formats for the older students sometimes produced markedly different scores from the scores they received when they were in the primary levels. With the increased similarity in formats, there is now greater consistency of results even when students take the CogAT at different points in time. Now if there is a change, it can no longer be attributed to the difference in the format. Some other factors may be involved.

*CogAT Form 7 Sample Questions for 2nd Grade*

If you have a 2nd grader in your family who’s about to take the CogAT 7 version, here are the kinds of questions you can expect for the various sub-tests:

### Verbal

*Verbal, picture / verbal analogies.*For example, the student will be shown a pair of pictures, for example, a foot and a shoe. The third picture might be a hand, and the fourth picture is chosen from three possible answer choices: a hand mirror, a hammer, and a glove.

Since the shoe is worn on the foot, then the right answer is the glove because the glove is worn on the hand. The hand mirror and the hammer can be grasped by the hand, but not worn.

*Verbal, sentence completion.*The student is asked to indicate which one of the animals represented by the pictures in the answer choices swims in the ocean. There’s a picture of a monkey, a cat, and a shark. And although it is theoretically possible that a monkey and a cat can swim in the ocean, these are not the best answers. The best answer is the shark, which actually lives and swims in the ocean.

In general, the most suitable answer is the right answer for these kinds of tests. One rule you can teach your child when taking these tests is that the *obvious* right answer is the best answer. If you need to *explain* why your answer can be right (“The cat fell from the ship and it swam!”) then it’s not the best answer.

This part of the test for primary levels (K to 2^{nd} grade) is optional, but it is included because verbal abilities are extremely crucial for academic success. The CogAT Sentence Completion Test for the Verbal portion can be given in English or Spanish. It follows the traditional method of having the teacher read aloud the question while the student chooses the picture that answers the question.

*Verbal, Picture / verbal classification.*Here the student must figure out how three items represented by pictures are similar to each other.

For example, the student may be shown pictures of three kinds of balls: a basketball, a volleyball, and a baseball. Among the answer choices, there’s a soccer ball, a basketball ring and a baseball glove. The right answer here is the soccer ball, even though the other options are also sports equipment. But the soccer ball is not just a piece of sports equipment, but a kind of sports ball as well. This makes it the best (and therefore the correct) answer.

### Quantitative

*Quantitative, number analogies.*In this part, three pictures are shown to the student. The first two have some form of numerical relationship. The student is required to find the fourth picture among the answer choices which has the same relationship with the third picture.

For example, in the first two pictures, there’s a picture of a single pear, and then a picture of a pear cut into two halves. The third picture is a single apple. Therefore the right answer is the picture of an apple cut into two halves as well.

*Quantitative, number puzzles.*This type of question offers pictorial representations of mathematical problems. For example, there are two pictures shown: a box with 4 dots inside, and a picture of two boxes with one box showing 3 dots. The other box has a question mark. This is a simple mathematical representation. The right answer is a box with a single dot, so that the second picture has the same number of dots (4 dots) as the first picture.*Quantitative, number series.*For older students, this may be done with just numbers. But for 2^{nd}graders, pictorial representations of the numbers are used.

For example, one string has a single bead, the next string has two beads, and then the next has three beads. Then the next has one bead, next comes two bead, and then the next has three. What comes next? The student should then pick the string with the single bead.

### Nonverbal

*Nonverbal, figure matrices.*The matrices here show three boxes, with the fourth box empty. The top two boxes have some sort of relationship, which then offers a clue as to which picture fits best in the empty box at the bottom.

For example, the top two pictures show a large square and a small square. The first bottom picture shows a large circle, so the right answer here is a small circle.

*Nonverbal, paper folding.*The questions for older students here may involve punching holes in folded paper with the student trying to figure out how the holes in the paper will look like. For 2^{nd}graders and below, the questions here are about how the paper will look once they are folded.*Nonverbal, figure classification.*Like the figure classification tests in the verbal part, here the student is again required to find how figures and shapes are similar to each other.

For example, the test may show a shaded circle, square, and triangle. The best answer may be a shaded rectangle, compared to other options like an unshaded rectangle or trapezoid.

*Final Notes When Choosing Your CogAT Form 7 Practice Test*

While the CogAT Form 7 is the latest and most improved version of the test, you can’t assume that the school your child attends will be using it for their testing. Some schools will still insist on using CogAT Form 6, and there are even some schools who continue to use Form 5.

There are several reasons why a school may decide to refrain from using Form 7. The most commonly cited reason is the expense of transferring to the new version of CogAT. This involves a fairly serious financial investment for the school, and some schools simply cannot afford it.

Other schools may not be all that eager to have their teachers learn and master *another* CogAT version. This requires time and effort, and some school administrators may be reluctant to undergo that kind of training again.

Finally, there are always those people, even among educators, who believe in the adage *if it isn’t broke, don’t fix it. *This is not exactly a principle that encourages improvement, progress and development, but that kind of belief still persists in some academic circles.

What these all mean is that *before* you purchase a CogAT Form 7 practice test for your child, you should confirm your child’s school will administer the Form 7 version. Ask the school which version they are using, and then buy the appropriate practice materials for your child.

As a parent, you may want to participate in efforts to help convince the school to switch to the new version. It’s an improved version, and more and more schools are adopting it. By switching, the school may have a more accurate idea of how their students measure up in their ability to reason. They can tailor their educational approaches to make them more effective, and they can offer a better selection process for their advanced school learning programs.

And there’s one distinct advantage for the CogAT Form 7 version. Teachers can download practice activities for the CogAT for free, so that the students can be prepared equally even if their parents don’t buy or cannot afford to buy practice guides for the CogAT. buy the best review materials

# Understanding CogAT Scores Are Helpful to Parents

*The CogAT Scores measure a child’s reasoning abilities in three key areas (verbal, quantitative, and nonverbal) but the results and scores may baffle many parents, guardians, and adult test takers. This article will help to shed some light behind the meaning of those scores. *

The CogAT is not really your typical school test. For most students, tests are designed to see how well they’ve learned and retained the information presented to them in their school lessons. The tests try to see *what* they’ve learned.

But CogAT does not test to see what a child has learned. Instead, it tries to evaluate how well a child learns. With the info gained from these tests, teachers can then gain valuable insight that can help them assist and teach their students more effectively.

These CogAT scores can also be very helpful for parents. After all, parents and guardians are also responsible for their child’s education and mental development. With the insights provided by the CogAT, they can work in conjunction with teachers in order to provide the best type of assistance for their child.

However, the scores may not actually tell parents much. That is, unless these scores are explained much more fully so that the parents can understand the picture the CogAT is painting.

## Understanding CogAT Scores

*Interpreting CogAT test scores*

Teachers are well versed at interpreting CogAT test scores—after all, it’s their job to know those things. But the same cannot be said of parents who see the scores of their children after they’ve taken the CogAT. Those numbers may very well be gibberish for all the insight they provide for parents.

But parents can learn how to interpret these numbers so that they can understand what all these scores mean. Here are explanations for various parts of the CogAT test scores:

*Abilities.*The CogAT, as has been mentioned, tests three different types of cognitive abilities. There’s the*verbal*section, which evaluates your child’s ability to remember and change sequences of English words. The way your child understands the words are measured, and so is their ability to infer implications based on the meaning of those words.

The *quantitative *portion of the test is all about numbers. Your child’s ability to find relationships among numbers and equations are measured. They may be asked to state what number comes next in a sequence. They may also be asked to use numbers and symbols to form the right equation.

Finally, there is the *nonverbal* part of the test. This is mostly about shapes and symbols. This portion examines the reasoning skills of your child when it does not involve words at all. Your child may be asked to choose which shapes are most alike, for example.

There is also a *composite* score, in which the total score is derived for all the batteries of tests. If your child scores 90 on the composite score, then it means that the child did better overall than 90% of the students in their age group.

*Standard Age Scores (SAS).*For each portion and the composite, you’ll then see an age score. These scores tell you how your child compares to the other students in their age group.

The SAS has a mean of 100, which just tells you that a score of 100 is average for the age group. It has a standard deviation of 16, which is just a fancy way of saying that most students fall within 16 points of the mean (84 to 116). So a child who has an SAS score of 130 reveals that the child has a higher level and a faster rate of development in verbal reasoning skills than the other children in their age group.

*Stanine Age Scores.*The next batch of scores range from a low of 1 to a high of 9, and they group percentile ranks to give you a clearer idea of your child’s ranking among others of their age. A score of 9 means that the child is among the top 96% to 99% of the students in their age group.

*Stanine, % Rank, Description*

9 96-99 Very High

8 89-95 Above Average

7 77-88 Above Average

6 60-76 Average

5 40-59 Average

4 23-39 Average

3 11-22 Below Average

2 4-10 Below Average

1 1-3 Very Low

*Age Percentile Rank.*This is just a more specific idea of how the child ranks among their age group in the entire country. So a score of 82 on a the verbal portion means that 82% of the students in their age group in the country scored less than your child did.*APR Graph.*This is simply a graph which shows your child’s age percentile rank. The score is represented by the diamond surrounded by a rectangle. The diamond represents the score, such as 82. The rectangle represents the confidence interval. In other words, the real score of your child is actually somewhere between 72 and 92, for example. There’s always an expectation of error, so the score offers a plus or minus range.

The error scores are different for each child. For example, the error score may be larger if your child performs inconsistently to question items in the same battery of tests. Your child may have been unable to provide the right answers for the easier items, but was able to give the right answers for the more difficult ones. That’s an inconsistency, and the error score will reflect it.

Another possible error factor is if the child does poorly in one section of a specific portion (the verbal portion, for example) but does really well in another area of the same portion.

*Raw scores.*This part gives you three numbers for each test portion. These numbers represent the number of items on the test, the number of items your child tried to answer, and the number of correct answers for each portion.*Grade scores.*These show how your child compares to other students in the same age group in the entire country.*Local scores.*These show how your child compares to other students in the same age group in the same school system.*CogAT profile.*Taking the various scores for all the portions of the test as a whole also gives the profile for your child. With the profile, appropriate steps and measures can then be taken so that your child gets the right kind of educational help.

The *A profile* means that your child’s scores across all the portions (verbal, quantitative, and nonverbal) are roughly the same. This profile applies to about 1 out of 3 students.

The *B profile* applies when one of the scores is either much higher or much lower than the two others. This then reveals a child’s relative strength (one is higher than the others) or relative weakness (one is lower than the others). About 40% of all students get this profile.

The *C profile* denotes “contrast”. This is when a child has both a relative strength *and* a relative weakness. About 14% of students have a profile like this.

Finally, there’s the *E profile*, which stands for “extreme”. This applies when there’s at least a 24 point difference between two of the scores in the CogAT. So if a child scores a 90 on verbal and a 65 on nonverbal, then the E profile applies.

*How CogAT Test Results Can Help Parents and Teachers*

The scores a child gets after taking the CogAT is not just for the sake of satisfying curiosity about the children’s reasoning abilities. There are actually some practical reasons for children to take the test. CogAT scores can be used by parents and teachers in several possible ways:

*They can be used to gauge a child’s reasoning abilities.*In fact, it can be used to evaluate the reasoning abilities of classes and various groups of students. This can provide teachers some valuable insights as to how their students learn, so that they can tailor and tweak their instructional methods to help students learn their lessons in school.

Teachers can teach to the strengths of the children. They can also plan their lessons around the weaknesses common to most of the children in their class. Those students who are also having some difficulty may get the extra help they need.

*They can help identify children with special learning difficulties.*For example, a child may not do well with the verbal portions of the test but get excellent scores on the other portions. This may mean that the student may have some trouble with verbal comprehension. This can alert teachers to provide extra attention to verbal matters. Some tutoring may be offered for subjects which rely heavily on verbal instruction.*They can help predict how students will perform in the near future.*The correlation between CogAT and school performance is obvious, especially when the test is used in conjunction with other tests such as the Iowa Tests. So a child with much higher scores may be expected to perform well in school. But if the child does*not*do well in school, then some other factor may be affecting the child’s ability to get better grades.

That factor must then be identified and corrected so that the child can perform as expected. There are many possible reasons why a child with high test scores in the CogAT may perform poorly in school. They may be experiencing some emotional problems, or perhaps they are being bullied in school or experiencing problems at home. Maybe they are not being motivated properly, or perhaps they are afraid of getting too much attention when they get good grades in school. By correctly identifying the problem, measures can then be taken in order to help the student get the grade that better reflects their abilities.

*The test can identify gifted children who can make the most of special educational programs.*Some schools offer educational programs for more gifted students. These programs offer school subjects that may be more challenging, and this can help with gifted students who may well be bored with the standard school lessons. But average or below average students may not prosper well in those programs, because they will consider it too difficult.

With the CogAT, the gifted students can be identified so that they can be chosen for the special advanced school program.

*Benefits of CogAT Test Practice Materials *

There are some differences of opinion as to how helpful various CogAT practice materials are for preparing your child for this test.

First you need to be aware of flawed practice materials. Some materials don’t reflect the range of questions accurately, while others may not offer the same format as the CogAT. Some of these materials may even use imprecise English, which may indicate that it was prepared by someone who learned English as a second language. This can be very detrimental for your child, since the use of English in the CogAT is crucial.

In general, preparing properly for the CogAT can be good for your child, especially if they are older. Younger children may not appreciate having to take a practice test, but older students can see the value of these. They can at least alleviate their anxiety by knowing how the exams work. The type of questions they face in the real test may also not be as intimidating if they have already faced similar question before.

When it comes to these types of tests, it’s very easy to score much lower than what they could have, and more difficult to score higher than what their real CogAT score should be. With the right preparation, at least your child can increase the chances of scoring the highest score they can possibly achieve. When the CogAT determines their participation for a special educational opportunity, then these scores are much more important.

Just remember though, that the CogAT measures reasoning and problem-solving skills. But these are not the only predictors of academic success. The CogAT does not measure work habits, motivation, and attention, and as a parent you need to help in these areas as well.

Here are some additional Resource to Understanding Kid’s CogAT Scores:

How Important Are The Results Of A Cogat Test

What To Do If You Are Questioning Your Child’s Cogat Scores

How To Interpret Your Child’s Cogat Scores And Their School Success

# Benefits of Taking the CogAT Practice Test

*The CogAT stands for cognitive abilities test, and one of its main functions is to determine which students can benefit and prosper in advanced educational programs for gifted students. With the right kind of CogAT prep, your child may attain the high score they deserve in order to take advantage of these special educational opportunities. *

It’s not easy to practice and review for the CogAT test, since there are no official CogAT practice test samples. These CogAT tests are confidential in nature, only accessible to authorized educators. Nonetheless, it’s still possible to practice for the CogAT.

## Taking the CogAT Practice Test

*Why Take the CogAT Test Prep? *

You prep for a test in order to maximize your chances of getting a high score, and the CogAT is no different. The CogAT is much like an IQ test as it measures the student’s reasoning ability. You can’t really crack open a book and memorize facts for this test.

But CogAT test prep may just mean familiarizing the student with the types of questions used in the test. Children can be very anxious about tests, especially when they’re not sure what to expect. This is only natural. And that’s actually the point of CogAT practice test examples. They help students become familiar with the format of the tests, and they receive a better idea of what to do.

*Reasons for Low Scores on CogAT Test*

It’s a known fact that it is very easy to get a lower score than what you actually deserve in these types of tests. A student may not be feeling well on the day of the test, or he/she may not be motivated. Situations to consider with your student: Did your child have enough sleep leading up to the test and especially the evening before the test? Did he or she have a balanced breakfast? Is the child’s parent/guardian putting too much stress and pressure on the child regarding the test? Was it just a “bad morning?” With the right CogAT practice test, it is expected at the very least a student won’t be as anxious during the test, and that they have a better understanding of what they have to do.

*Examples of CogAT Practice Questions*

If you’re a parent or an older student about to take the CogAT, here are some insights about the tests and examples of the types of questions you may expect:

### Verbal Tests

For *verbal tests*, the vocabulary of the student is tested. The tests also measure how the student understands ideas through words, the range and efficiency of their verbal memory, and their ability to recognize relationships between words.

The three sub-tests for the verbal portion are verbal classification, sentence completion, and verbal analogies. There are about 20 questions for each sub-test, and students have 10 minutes to finish each sub-test. These three tests all combine to provide the verbal score of the student.

*Verbal classification.*The student is given three words which are in some way alike. Then the student is asked to choose another word among five choices which is also alike to those first three words.

For example, the first three words may be *dog, monkey, *and *donkey*. Among the options (animal, barley, zoo, cat, pet), the right answer is *cat*, because the first three words are specific animals and so is a cat.

Another example is *blue, red, *and *yellow*. Among the choices (rainbow, color, pretty, crayon, yellow) the right answer is *yellow*, as it is a color just like the first three words.

As you can see, it may be possible that one of the answer choices can denote the relationship among the first three words (*animal* for the first example, and *color* for the second). But the right answer is the one that fits the group of three words best, and not the one that describes them.

*Sentence completion.*In this type of test, the student is faced with a sentence with a word left out (shown as a blank). They are then asked to pick a word among the choices that best fits the sentence.

For example: *The dog began ___ when someone knocked on the door*. Among the choices (eating, sleeping, barking, purring, talking) the best answer is *barking*. Technically, *eating *and *sleeping* are possible, but in the sense of the sentence the word *barking* is the most suitable.

Another example: *George was ___ to climb up the ladder because it was flimsy. *Among the options (excited, hesitant, going, smart, rise) the best answer is *hesitant*. Obviously, the option *rise *is not the right answer because it doesn’t fit the sentence grammatically. While the other options can technically fit into the sentence, the word *flimsy* means that *hesitant *is the best option for the sentence.

Here, the student must be able to understand the meaning of the words “flimsy” and “hesitant.” They then should comprehend the relationship between those words. They need to understand what a person would feel when climbing on something that seems easily breakable.

*Verbal analogies.*The student sees three words in the test item, and the first two words go together. The third word goes together with one of the answer options, in the same manner in which the first two words go together.

Take this example: *boy *(is to) *girl *: *man *(is to) ___. Among the choices (pet, car, job, woman, baby) the best answer is *woman* as it is the gender counterpart of *man *just like *girl* is the gender counterpart of *boy*.

Here’s another example: *big* (is to) *huge*: *small* (is to) ___. Among the options (cute, nice, petite, large, young) the best answer is *petite*. Here the word pairs are synonymous to each other—they have similar meanings. This discounts the answer *large* right away. And while the words *cute*, *nice*, and *young* may be related to *small*, it’s only the word *petite* which is actually a synonym of *small. *The student, of course, must know the meaning of *petite. *

### Quantitative Tests

For *quantitative* tests, the tests measure the student’s ability to reason with numbers and solve problems that involve numbers. It is also a measure of the student’s ability to reason in abstract terms.

The three sub-tests in this category are quantitative relations, number series, and equation building. There are about 25 questions for quantitative relations and the student has eight minutes to complete it. For the number series, there are 20 questions with 10 minutes for the student to finish it. In the equation building sub-tests, the student gets 12 minutes of testing time to answer 15 questions.

*Quantitative relations.*Here, the student is given 2 equations. The student must then solve for the answer for both equations, and then say whether the answer for equation 1 is*equal*to,*greater*than, or*less*than the answer for equation 2.

Here’s one simple example. Equation 1 is *5 x 8 *and equation 2 is *6 x 7*. The possible answer options are:

- a) Equation 1 is greater than equation 2
- b) Equation 1 is less than equation 2
- c) Equation 1 is equal to equation 2.

The right answer is *b*, as 40 in equation 1 is less than 42 in equation 2.

For older age groups, the equations become more complicated.

*Number series.*Here the student is given a series of numbers. The student must choose an answer among the options as to what number comes next in the series. For example, in the series (1, 3, 5, 7) the next number is 9, as it’s a series of prime numbers. The series may be a multiple of a number (3, 6, 9, 12) or it may be a series of prime numbers (2, 3, 5, 7, 11). The series of numbers may be about multiplying its number by another number, such as multiplying the numbers by 3 (1, 3, 9, 27, 81). It may even be a bit more complicated, such multiplying by 2 and subtracting 1 (2, 3, 5, 9, 17).*Equation building.*The test items here give some numbers and math symbols, and the student must arrange them in such a way that the answer to the equation equals one of the answers in the choices given. For example, the item may offer (1, 4, 8, +, -) and the answer options are (4, 5, 10, 12, 13). The numbers and symbols can then be arranged as 8+1-4, which equal 5 which is one of the answer options.

As the test becomes more complex (especially for older students), more complicated mathematical symbols may be used. Part of the CogAT prep should be about the math symbols which students in certain age groups are expected to know about.

### Nonverbal Testing

Finally there is the *nonverbal* portion. Most students are unfamiliar with these types of tests, which is why taking the CogAT practice test is so important. These tests use only geometric figures, shapes, and shading, and for the most part this is unrelated to school lessons. There’s basically no reading here, so students who have reading difficulties, who don’t know much English yet, or who have very limited opportunities to read are given an equal chance to score as well as those who grew up reading English at a very young age.

The sub-tests for nonverbal are figure classification, figure analogies, and figure analysis. Students face somewhere between 15 to 25 questions with just 10 minutes for each sub-test.

*Figure classification*. The student is given three figures, and these figures are in some way alike. They have something in common. Among the five answer options given, the student is tasked to pick the best figure that belongs among the first three figures.

The trick here is to find the one element that is common among the first three figures. It may be the shape, the number of sides, the color, or the shading.

*Figure analogies.*The student gets three figures, and the first two are related to each other in some way. The right answer among the options is the one that also relates to the third figure in the same way.

For example, the first two figures are a red rectangle and a blue rectangle. The third figure is a green triangle. Since the first two figures share the same shape (they are both rectangles), the right answer among options is also a triangle regardless of color.

Another example is a grouping of two triangles and a circle as the first figure, and the second figure is also a grouping of two triangles and a circle arranged in some other way. If the third figure is a grouping of a circle and a square arranged in some way, then the right answer is also a grouping of a circle and a square arranged in some other way. The one thing these pairs have in common is the shapes in the grouping.

*Figure analysis.*This is known as the paper folding part of the tests. It’s part of topology, which is an important branch of math.

Basically, the test items here show how a paper is folded and where the holes are punched while it’s folded. The student must then find the answer among the options which correctly show how the holes are arranged when the paper is unfolded.

This can be very difficult for some students to visualize, and the best kind of CogAT test prep here is to just get pieces of paper and fold them and punch holes in them to see how the holes are arranged when they are unfolded. This can help a student visualize the holes when they are taking the actual CogAT test.

Sometimes a paper may be folded once, or it may be folded more than that. The student should then develop certain guidelines as to how the holes would look, depending on the folds.

*Tips about Proper CogAT Prep*

Here are some useful tips for parents who are helping their children prepare for the CogAT:

- For younger students, test practices should be fun.
- The practice test must be suitable for the age group of the student.
- During the practice test, incorrect answers must be addressed right away. It must be explained why the answer is wrong and why and how the right answer is the best.
- Make sure the student has enough sleep the days leading up to the test.
- Ensure the student has a proper start on test day with a healthy breakfast.
- Encourage the student to do his/her best but do not put extra pressure and stress on the test.

There’s such a thing as too much preparation. It should just be enough that the student does not become anxious or even hateful about the CogAT. With the right preparation, the student may take advantage of opportunities to learn more in school through advance programs for gifted students.

Here are some related Articles and information:

Cogat Practice Test: All You Need to Know About It