[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-507411-105":59,"doc-detail-507411-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","cognitively-speaking-using-score-profiles-to-differentiate-instruction","Cognitively Speaking - Using Score Profiles to Differentiate Instruction","","Discusses how school systems can maximize the benefits of CogAT administration to strengthen classroom instruction and differentiation. Emphasizes using CogAT score profiles and scale scores beyond total-score gifted identification, leveraging contrasts among Verbal, Quantitative, and Nonverbal reasoning to target strengths and address weaknesses. Describes how stanine scores, profile shapes, and relative strength/weakness indicators guide efficient grouping and strategy selection for scaffolding and challenge across all learners.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cognitively-speaking-using-score-profiles-to-differentiate-instruction/507411/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cognitively-speaking-using-score-profiles-to-differentiate-instruction/507411.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-05",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why should CogAT results be used beyond gifted identification?","Question",{"text":112,"@type":113},"Using CogAT only for identification and relying on total scores limits the value of this multi-dimensional test. The approach recommends using teachers’ analysis of score profiles to differentiate instruction for all students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What components are included in CogAT score reports?",{"text":117,"@type":113},"CogAT reports include a total reasoning score and separate Verbal, Quantitative, and Nonverbal battery reasoning scores. Contrasting these battery scores helps educators identify strengths and areas needing support.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the CogAT Ability Profile™ use stanine and profile shape?",{"text":121,"@type":113},"The Ability Profile includes a stanine score for overall ability and a code describing the profile shape. The shape indicates whether battery scores are similar, differ modestly, show notable contrasts, or reflect extreme differences.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},507411,1791284160,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","[riversideinsights.com](riversideinsights.com)  \nCog   \nUsing CogAT® Score Profiles to Differentiate Instruction  \nBy Dr. Joni Lakin and Victoria Driver  \nSchool systems are always trying to make the most of their resources, which includes optimizing the uses and benefits of assessments into which school systems invest time and resources . In this article, we discuss how schools can improve classroom instruction by maximizing the benefits of their CogAT administration.  \nFamed researcher Dr. Julian Stanley advised educators to “avoid trying to teach students what they already know”(p. 221, 2000) . This guideline may seem obvious at first, but teachers know firsthand the difficulties of serving the instructional needs of students with differing experiences and skill sets. Focusing on students with weaker skills can allow other students to become disruptive or disengaged. By providing adequate challenge and opportunity to learn for all students, teachers are differentiating instruction, which leads both to greater content knowledge and provides students with a wealth of motivational and metacognitive skills (Inman, 2007) .  \nMany school districts who use CogAT do so mostly for gifted and talent identification processes . However, this limited use reduces the value of administering a multi-dimensional test,  \nespecially when using only the total score for identification. Instead of using CogAT solely for identification purposes, we highly recommend the use ofCogAT test results by classroom teachers to differentiate instruction for all students. In this Cognitively Speaking, we will outline some basic principles for how this can be done.  \nCogAT Score Profilesand Scale Scores  \nCogAT’s multidimensional battery provides educators with a key means of differentiating instruction. CogAT score reports include both a total reasoning score (that is, reasoning skills across domains) as well as Verbal, Quantitative, and Nonverbal Battery reasoning scores . As a result, we can use contrasts between students’ three battery scores to learn more about their current strengths and how to adapt instruction to improve areas of weakness. The CogAT score profile provides the key to understanding each student’s mix of cognitive strengths and weaknesses.  \nThe CogAT Ability Profile™ score is comprised of a stanine score indicating overall ability, a code reflecting the profile shape,  \n1  \n1  \nSCORE PROFILESAND SCALE SCORES  \n 2  \nDIFFERENTIATED INSTRUCTION FRAMEWORK & DIFFERENTIATING BY OVERALL ABILITY  \n 3  \nDIFFERENTIATION BASED ON STRENGTHSAND WEAKNESSES  \n 5  \nCITED LITERATURE & AUTHOR BIOGRAPHIES  \nCogAT Score Profile (Figure 1)  \n8  \nMedian  \nstanine score  \nB (Q-)  \nRelative strength/ weakness  \nShape of profile  \nAverage  \nPercentile Rank 4% 11 23 40 60 77 89 96%  \n1. Overall ability (stanine scale)  \nStanine 9 ......................Well above average  \nStanine 7–8...................Above average  \nStanine 4–6 ...................Average  \nStanine 2–3................... Below average  \nStanine 1 ......................Well below average  \n2. Shape of profile:  \n“A” Three battery scores about the sAme level  \n“B” One score aBove or Below others  \n“C” There is a substantial Contrast between two scores  \n(a strength AND weakness)“E” Extreme difference ( > 24 IQ-like points)  \n3. Relative strength or weakness  \nV-/Q-/N-indicates a relatively lower battery score in that area  \nV+/Q+/N+ indicates a relatively higher battery score in that area  \nand an indicator for relative strengths and weaknesses (see Figure 1 for a breakdown of these three components) . In addition to the profile, educators may choose to use the Battery and Composite scaled scores to make similar inferences . For example, the Age Percentile Rank (APR) could provide more nuanced distinctions than stanine scores once a teacher becomes very familiar with differentiating instruction.  \nFramework for differentiating instruction with CogAT  \nIn the Score Interpretation Guide, CogAT auth","cbCaiibQp2UIktrv","https://ap.wps.com/l/cbCaiibQp2UIktrv","pdf",1278922,"English","# CogAT Score Profiles and Scale Scores\n## Differentiated Instruction Framework with CogAT\n## Differentiation by Overall Ability","[{\"question\":\"Why should CogAT results be used beyond gifted identification?\",\"answer\":\"Using CogAT only for identification and relying on total scores limits the value of this multi-dimensional test. The approach recommends using teachers’ analysis of score profiles to differentiate instruction for all students.\"},{\"question\":\"What components are included in CogAT score reports?\",\"answer\":\"CogAT reports include a total reasoning score and separate Verbal, Quantitative, and Nonverbal battery reasoning scores. Contrasting these battery scores helps educators identify strengths and areas needing support.\"},{\"question\":\"How does the CogAT Ability Profile™ use stanine and profile shape?\",\"answer\":\"The Ability Profile includes a stanine score for overall ability and a code describing the profile shape. The shape indicates whether battery scores are similar, differ modestly, show notable contrasts, or reflect extreme differences.\"}]","Cognitively Speaking - Using Score Profiles to Differentiate Instruction | PDF",1791177277,13]