What conclusions can be drawn from patterns of test results for year groups (e.g., pupils tending on average to score better in one battery than in another)?
First, you would have to determine whether any score differences are significant (see FAQ5). If they are, then there may be general implications. For example, where the mean VR score for a year group is lower than their mean NVR score, this may indicate a need for specific interventions to address low verbal skills. “Getting the Best from CAT” (Strand, 2003), pp72-79, includes an Excel spreadsheet to allow you to evaluate the significance of score differences for groups of pupils. (From Autumn 2006, this system, known as “verbal – non-verbal profiling”, will be available as part of the scoring service.) Do remember, though, that any difference in the mean scores for the group will be a generalisation and will not necessarily apply to all individual pupils. You will need to look at each individual pupil’s scores in order to identify those who might benefit most from any intervention.
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