CAT4 Test: Scores, Levels, Format, and Practice

The Cognitive Abilities Test, Fourth Edition, usually called CAT4, is a school assessment that measures how students reason with words, numbers, shapes, patterns, and spatial information.

Unlike a curriculum test, CAT4 is not primarily designed to check how well a student remembers material taught in class. Schools use it to build a broader picture of how a student approaches unfamiliar problems and which types of reasoning may be relative strengths or areas for development.

This guide explains how CAT4 works, which batteries and question types it contains, how levels are selected, what the scores mean, and how parents can support their child before the assessment.

Last updated: July 2026
Primary sources: GL Assessment CAT4 support documentation and official parent guidance.

For parents:
A CAT4 result should not be viewed as a permanent label or a complete measure of your child’s ability. Schools should consider the results alongside classroom performance, teacher observations, language background, wellbeing, and other assessment information.

Want to see the question formats?
Start with our free CAT4 sample questions. These independently created examples are intended to explain the skills and formats associated with CAT4. They are not official GL Assessment questions.

What Is the CAT4 Test?

CAT4 stands for Cognitive Abilities Test: Fourth Edition. It is published by GL Assessment and is intended to help teachers understand students’ developed reasoning abilities and how they may approach learning.

The assessment covers four main batteries:

• Verbal Reasoning
• Quantitative Reasoning
• Non-Verbal Reasoning
• Spatial Ability

Together, these batteries provide a profile rather than a single description of ability. A student may, for example, perform more strongly on spatial and non-verbal tasks than on verbal tasks.

This difference does not automatically indicate a problem. It may help teachers understand which ways of presenting information are more accessible to the student and where additional support or challenge could be useful.

Why Do Schools Use CAT4?

Schools may use CAT4 to obtain information that is different from the information provided by subject tests.

A mathematics test usually measures knowledge and skills connected with a particular curriculum. CAT4 quantitative questions instead focus more closely on recognising relationships and reasoning with numerical information.

Schools may use CAT4 results to:

• identify relative reasoning strengths;
• highlight areas that may need further investigation;
• support teaching and learning decisions;
• inform conversations about appropriate support or challenge;
• understand differences between reasoning potential and classroom attainment;
• support transition between school stages;
• contribute to educational planning;
• review patterns across a class or year group.

The exact purpose varies by school. Some schools use CAT4 for general educational planning, while others may use it during admissions, transition, setting, or programme-selection processes.

Keep in mind:
Do not assume that every school uses CAT4 in the same way. Ask your child’s school how the assessment will be administered and how the results will contribute to local decisions.

What Does CAT4 Measure?

CAT4 measures reasoning across four batteries. For most levels, each battery contains two subtests.

The batteries are designed to provide complementary information. Parents should therefore look at the pattern across the four areas rather than concentrating only on the overall mean.

Which Question Types Appear on CAT4?

Verbal Classification

Verbal Classification questions present several words that share a relationship. The student must identify the connection and choose another word that belongs to the same group.

A student may need to recognise:

• categories;
• shared characteristics;
• meanings;
• functions;
• relationships between concepts.

These questions depend partly on vocabulary and language development. A student who is still developing proficiency in English may therefore show a different pattern from a student whose first language is English.

Verbal Analogies

Verbal Analogies questions present a relationship between two words. The student must apply the same relationship to another word.

For example, the relationship could involve:

• an object and its purpose;
• a part and a whole;
• an item and its category;
• an action and its result;
• opposites or related meanings.

The important step is to describe the first relationship precisely before choosing an answer.

Number Analogies

Number Analogies questions require the student to identify how numbers are connected and apply the same rule to another set.

Possible relationships may involve:

• addition or subtraction;
• multiplication or division;
• a combination of operations;
• differences between numbers;
• proportional relationships.

The questions assess reasoning with numbers rather than the memorisation of a single school topic.

Number Series

Number Series questions present a sequence with a missing or next value.

The student must identify the rule, which could involve:

• a constant increase or decrease;
• alternating operations;
• increasing differences;
• multiplication or division;
• two interwoven sequences.

A useful approach is to calculate the difference between consecutive terms before testing a more complicated rule.

Figure Classification

Figure Classification questions show several figures that share a visual characteristic. The student must choose another figure that follows the same rule.

The shared feature may involve:

• the number of shapes;
• shading;
• position;
• direction;
• symmetry;
• the relationship between elements.

Students should compare one feature at a time rather than trying to understand the entire image immediately.

Figure Matrices

Figure Matrices questions use a visual analogy. The student identifies how one figure changes into another and applies the same transformation to a new figure.

Transformations may include:

• rotation;
• reflection;
• movement;
• changes in shading;
• the addition or removal of an element;
• changes in size or position.

Figure Analysis

Figure Analysis questions generally involve mentally folding a piece of paper and tracking holes or marks through the folds.

The student must imagine what the paper would look like after it is unfolded.

A reliable strategy is to reverse one fold at a time. Each unfolding reflects the existing marks across the relevant fold line.

Figure Recognition

Figure Recognition questions ask the student to find a target shape hidden inside a more complex design.

The target may be:

• rotated;
• surrounded by additional lines;
• positioned at an unfamiliar angle;
• difficult to identify because of overlapping shapes.

The student should focus on the angles and relative line lengths rather than the overall orientation.

How Is CAT4 Structured?

CAT4 structure depends on the level. Levels A to G generally contain eight timed subtests administered in three parts.

The timed subtests for Levels A to G total approximately 72 minutes. The complete administration takes longer because students also receive instructions, introductory examples, and practice items.

Schools are generally advised to administer CAT4 in separate parts rather than as one uninterrupted session. The precise timetable, breaks, and testing arrangements are determined by the school.

Levels X, Y, and Pre-A use structures designed for younger students and do not necessarily contain all eight subtests shown above.

Parent note:
Each official section includes introductory information and practice examples. These introductory examples are not timed and may be repeated by the test administrator.

Is CAT4 Timed?

Yes. The CAT4 subtests are strictly timed.

On the digital version, a countdown timer is displayed. When the allotted time ends, the student is moved forward even if they have not answered every question.

Students should therefore:

• read the instructions carefully;
• work steadily;
• avoid becoming stuck on one item;
• make a reasonable choice when unsure;
• continue until the section ends.

Not completing every question does not automatically mean that a student has performed poorly. The score depends on the number and difficulty of the questions answered correctly and is interpreted using age-based norms.

Which CAT4 Level Will My Child Take?

The school selects the CAT4 level. Levels overlap in age because schools may assess students at different points in the academic year or for different educational purposes.

The following table reflects GL Assessment’s recommended UK year groups and norm age ranges.

Level Y is available in paper format in the UK and is not part of the international level range.

International schools may use the following broad equivalents:

These tables are guides, not rules for parents to apply independently. Schools may select a different level in particular circumstances.

Important:
Use the CAT4 level stated by the school, admissions office, or testing provider. Do not purchase preparation solely on the basis of a general age table when official instructions are available.

How Are CAT4 Scores Reported?

A CAT4 report may include several different measures. Each one answers a different question.

Raw scores are not normally the most useful results for parents because they do not account for the student’s age or the norms used to interpret performance.

What Is a CAT4 Standard Age Score?

The Standard Age Score, or SAS, adjusts the raw result for the student’s age and places it on a standard scale.

The average CAT4 SAS is 100.

A score above 100 is above the age-group average, while a score below 100 is below the age-group average. However, one point above or below 100 should not be treated as a meaningful educational difference.

CAT4 reports normally provide separate SAS results for each of the four batteries. They may also provide a mean score.

The separate battery scores are often more informative than the mean. Two students with the same mean could have very different profiles.

For example:

• one student could have similar results across all four batteries;
• another could have a high spatial score and a lower verbal score;
• both could receive the same mean score.

The second student’s uneven pattern may provide useful information that is hidden by the average.

What Does a CAT4 Percentile Mean?

The National Percentile Rank, or NPR, shows a student’s relative position within the age-based reference group.

An NPR of 84 means that the student scored as well as or better than approximately 84% of students in the relevant norm group.

It does not mean that the student answered 84% of the questions correctly.

This distinction is important because a percentile is a comparative measure, not a percentage score.

What Is a CAT4 Stanine?

A stanine places performance into one of nine broad bands:

• Stanine 1: lowest band;
• Stanines 2–3: below-average range;
• Stanines 4–6: broad average range;
• Stanines 7–8: above-average range;
• Stanine 9: highest band.

Stanines make broad patterns easier to understand and can help prevent parents from over-interpreting very small score differences.

They should still be read alongside the full battery profile and the school’s explanation.

What Is a Good CAT4 Score?

There is no universal CAT4 pass mark or single score that is “good” for every student.

The meaning of a result depends on:

• the student’s age;
• the purpose of the assessment;
• the battery being considered;
• the school’s use of the results;
• the student’s wider learning profile;
• other available educational information.

An SAS of 100 represents the age-group average. A result above 100 is above that average, but it does not guarantee admission, placement, subject setting, or entry to a particular programme.

Similarly, a result below 100 does not mean that a child cannot succeed academically.

Parent tip:
Ask what the pattern means, not only whether the overall score is high or low. Relative strengths and differences between batteries may be more useful than a single mean.

Is CAT4 an IQ Test?

CAT4 is a cognitive abilities assessment, but it is not a complete clinical intelligence evaluation.

It provides information about developed reasoning abilities across four specific areas. It is administered in schools and is intended to support educational understanding and planning.

A clinical psychological assessment may include:

• individually administered tasks;
• a wider range of cognitive measures;
• developmental and behavioural information;
• professional observation;
• a detailed personal history.

CAT4 should not be used by parents as a medical, psychological, or developmental diagnosis.

How Should Parents Interpret an Uneven CAT4 Profile?

An uneven profile means that the battery scores differ noticeably.

For example, a child may show:

• stronger verbal than spatial reasoning;
• stronger spatial than verbal reasoning;
• high quantitative reasoning with average non-verbal reasoning;
• a relatively even result across all four batteries.

These differences may help teachers consider how a student processes information.

A student with stronger visual and spatial results may respond well to diagrams, models, demonstrations, or visual organisation. A student with stronger verbal reasoning may find discussion, reading, explanation, and language-based instruction more accessible.

These are possible educational implications, not fixed learning-style labels. A child can learn through several methods, and a CAT4 profile should not restrict the opportunities they receive.

Can English Language Development Affect CAT4 Results?

The Verbal Reasoning battery relies on understanding words and verbal relationships. A student who is learning English as an additional language may therefore obtain a lower verbal result than their other battery results suggest.

This does not necessarily mean that the student has weaker general reasoning ability.

Schools may consider:

• how long the student has been learning English;
• their confidence reading test instructions;
• their performance on the non-verbal, quantitative, and spatial batteries;
• classroom observations;
• separate language or reading assessments.

Parents should discuss a significantly uneven profile with the school rather than drawing conclusions from one score.

Should My Child Practise for CAT4?

GL Assessment’s official parent guidance advises against practising or training for CAT4 because extensive preparation may affect the reliability of the results. The assessment is intended to help schools understand how a student reasons without prior coaching on its specific content.

Your first step should therefore be to ask the school whether it recommends or permits any preparation.

There is a difference between:

• helping a child feel calm and understand that they will complete a timed assessment;
• briefly explaining unfamiliar types of reasoning task;
• repeatedly drilling CAT4-style questions in an attempt to change the score.

If the school permits familiarisation, keep it proportionate. The purpose should be to reduce confusion about instructions and formats, not to place pressure on the child or promise a particular result.

How Can I Help My Child Before the Test?

Parents can support their child without intensive test coaching.

Explain the purpose calmly

Tell your child that the assessment includes different types of puzzles involving words, numbers, and shapes. Explain that some questions are intended to feel difficult.

Avoid describing CAT4 as a test of whether they are intelligent.

Maintain normal routines

Before the test:

• encourage a normal night’s sleep;
• provide an appropriate meal;
• avoid late-night preparation;
• make sure glasses or other usual equipment are available;
• follow any instructions supplied by the school.

Encourage steady pacing

Your child may not finish every question. Encourage them to work carefully but continue when an item is taking too long.

Avoid criticism after practice

When reviewing an independent example, ask your child to explain their reasoning. Focus on the method rather than simply recording whether the answer was right or wrong.

Keep practice short

For younger students, a brief and calm activity is generally more appropriate than a long study session. Stop if your child becomes tired or frustrated.

Where Can We Find Free CAT4 Examples?

Tests.School provides independently created examples covering the main CAT4-style reasoning areas.

The questions are intended to help families understand:

• verbal classifications;
• verbal analogies;
• number patterns;
• numerical relationships;
• figure classifications;
• visual matrices;
• paper-folding tasks;
• hidden shapes.

Start with our free CAT4 sample questions.

Non-official question disclaimer:
The questions on Tests.School are not official CAT4 questions and are not published or approved by GL Assessment. They were independently created to reflect skills and formats commonly associated with the assessment. They do not reproduce the official test, its scoring, or all administration conditions.

When Might a Complete Practice Pack Be Useful?

Some families choose structured preparation when a school permits familiarisation and the child needs more help understanding unfamiliar reasoning formats.

A complete pack may be considered when:

• the school has confirmed the CAT4 level;
• the student has not encountered visual reasoning questions before;
• the family wants exercises organised by battery;
• explanations are needed after each question;
• the child benefits from a structured practice schedule.

Before purchasing any resource, check:

• the exact CAT4 level;
• whether the pack matches the correct age or school year;
• what question types are included;
• the current access period;
• the provider’s current terms;
• the school’s position on preparation.

Explore complete CAT4 preparation:
Families who decide that structured practice is appropriate can review the current TestPrep-Online CAT4 preparation packs. Check the current pack contents and confirm your child’s level before purchasing.

Preparation cannot guarantee a CAT4 score, school admission, placement decision, or educational outcome.

What Happens on the Day of the CAT4 Test?

The school is responsible for administering the official assessment.

Depending on the version, students may complete CAT4:

• digitally through the school’s testing system;
• on paper in a supervised setting;
• across several sessions or parts;
• with breaks between the main parts.

For digital Levels A to G, the test follows a fixed sequence:

1. Non-Verbal Reasoning;
2. Verbal Reasoning and Number Analogies;
3. Number Series and Spatial Ability.

Students receive instructions and examples before the timed questions begin.

For quantitative sections, the school may provide rough paper and a pencil. Parents should not send additional materials unless the school requests them.

What Should We Do After Receiving the Results?

Begin by identifying which scores appear in the report.

Ask the school to explain:

• the four battery scores;
• the mean SAS;
• percentile ranks;
• stanines;
• confidence bands, if shown;
• any significant differences between batteries;
• how the school will use the information.

You may also ask:

• Does the result match classroom observations?
• Are any results affected by language or reading difficulties?
• Is additional assessment recommended?
• Are there areas where my child needs more support?
• Are there areas where my child may need greater challenge?
• Will the result affect a specific school decision?

A score report is most useful when it leads to a constructive discussion about the student’s learning.

Frequently Asked Questions

What does CAT4 stand for?

CAT4 stands for Cognitive Abilities Test: Fourth Edition. It is a school assessment published by GL Assessment.

What are the four CAT4 batteries?

The four batteries are Verbal Reasoning, Quantitative Reasoning, Non-Verbal Reasoning, and Spatial Ability.

How long does CAT4 take?

For Levels A to G, the eight timed subtests total approximately 72 minutes. The complete administration is longer because it includes instructions, examples, practice items, breaks, and settling time. Schools commonly divide it into three parts.

Is CAT4 adaptive?

CAT4 is administered through level-specific, strictly timed subtests. It should not be confused with adaptive school assessments that alter the sequence of questions according to each previous answer.

Does every student take the same CAT4 level?

No. The school selects the appropriate level according to factors such as age, year group, testing date, and assessment purpose.

What is the average CAT4 score?

The average Standard Age Score is 100.

Is a CAT4 percentile the percentage answered correctly?

No. A percentile compares the student’s performance with the relevant reference group. It is not the percentage of questions answered correctly.

Does CAT4 have a pass mark?

CAT4 does not have one universal pass mark. A school may use results as part of a local decision, but the criteria vary by school and purpose.

Can a CAT4 score diagnose a learning difficulty?

No. CAT4 may highlight a pattern that deserves further discussion or assessment, but it is not a medical, developmental, or psychological diagnosis.

Should my child prepare for CAT4?

GL Assessment advises against practising or training specifically for CAT4 because preparation may affect the reliability of the results. Ask the school what level of familiarisation, if any, it considers appropriate.

Are the CAT4 questions on Tests.School official?

No. They are independently created examples intended to explain relevant skills and question formats.

CAT4 preparation planning
Continue with CAT4 sample questions, then compare Canadian CCAT or MAP Growth if your school uses multiple assessments. Optional practice: TestPrep-Online CAT4 preparation packs.

Related School Assessment Guides

• Try free CAT4 sample questions
• Read the NWEA MAP Growth guide
• Learn about Renaissance Star Assessments
• Understand the i-Ready assessment
• Explore the Canadian Cognitive Abilities Test

Tests.School is an independent educational website. It is not affiliated with, endorsed by, or part of GL Assessment. Assessment formats, school policies, and reporting arrangements may change. Always follow the current instructions provided by your child’s school and the official test publisher.