The California Achievement Tests®, Fifth Edition (CAT/5®)

Manual Scoring Price:  $58 per test
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for CAT/5® with Manual Scoring

The California Achievement Tests®, Fifth Edition (CAT/5®)

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ORDERING TESTING MATERIALS:

What requirements are there for me to use these tests? Can I administer the CAT/5® to my own children/students?
The CAT/5® is available for educational assessment purposes within the following educational situations:  homeschools, homeschool co-ops or support groups, private schools, individual teachers in public schools and colleges (when the order is on school letterhead), and members of governmental agencies and/or professional organizations that verify membership status and qualifications for use of the tests on their order forms).

For homeschools and homeschool groups:  Because there is no advanced degree required to administer the CAT/5 tests, homeschooling parents/teachers without a bachelors' or masters' degree can administer the test themselves to their own students in their own home without all the hassle and expense of arranging for and driving to a separate testing situation or getting someone else to administer it for you. Instead, you can administer it yourself to your own children in their own learning environment at home!

The CAT/5 Complete Battery (Science & Social Studies are included but are optional) can even be administered in several smaller increments over several days, if that would work out best to meet the students' needs. And because it has no written essay questions but comes in a multiple-choice, fill-in-the-bubble format, that can be completed in a relaxed setting, the CAT/5 can be less stressful for the student. Even many special needs children can benefit from the CAT/5 since they would be allowed to do what is called a "non-standard administration" of the test, going at a much slower pace and even with some assistance in reading the words and/or filling in the bubbles (see the Examiner's Manual included in the test package for complete instructions).

However, you must abide by the following criteria:
      1. Piedmont Education Services' requirements.
      2. Your state's laws regarding achievement testing.

1. Piedmont Education Services' Requirements:

Piedmont Education Services is an approved reseller of the CAT/5® throughout the United States.
When you order, you are agreeing to abide by these following six requirements:
      1. Maintain the security of testing materials before and after the testing
      2. Adhere strictly to copyright laws and under no circumstances photocopy or otherwise
           reproduce answer forms, test booklets or examiner's manuals
      3. Administer and interpret tests exactly as specified in the examiner's manual
      4. Avoid labeling students based on a single test score
      5. Comply fully with all applicable laws of your state regarding achievement testing
      6. Return all test materials to Piedmont Education Services at the end of your testing week(s)
Failure to abide by these important rules may result in forfeiture of your privileges to use the tests and/or possible litigation against you by the publisher resulting in civil or criminal penalties as may be prescribed by law.

2. You must also abide by your state's laws regarding achievement testing.
It's important for you to know and understand your state's laws regarding achievement testing. (If you are homeschooling, and unsure about your state's requirements, please click here to go to our home school laws page.)

Here in North Carolina, the homeschool/private school law states that "Each qualified non-public school shall administer. . .at least once in each school year. . .a nationally standardized test or other nationally standardized equivalent measurement selected by the chief administrative officer. . . "

You can see then for the state of North Carolina (and similarly in other states as well), when simply stated, that in the matter of the achievement test, you have perfect liberty both to choose the kind of test your child takes, and to determine the time, place and setting in which the test is given. You may also choose who gives the achievement test to your child. And while the North Carolina Dept. of Non-Public Education (the government regulatory agency responsible for oversight of home schools and all other private traditional classroom schools in the state) recommends that a third party administer the test, NC law makes no such requirement.

It is also helpful to remember that (again according to NC state law), if you are home schooling, your school is legally considered a non-public or private school. As such, you, the parent-teacher-administrator of your own private school, have all the privileges of controlling every aspect of your children's education.

If you are ordering from anywhere outside of North Carolina, please be sure to follow your own state's laws regarding the administration of achievement tests. You may wish to contact your state's authorities for oversight of home schools for more information.

How does the CAT/5 compare to other types of nationally standardized achievement tests?
Since all the different tests are made by different companies, you will have some subtle differences.  Frankly, however, I have not seen a major difference in any of the tests. Some researchers say that the ITBS and the Stanford stress more reasoning skills;  but after evaluating both the CAT and the ITBS, I haven't seen that to be a major factor. All tests measure both memory recall and reasoning (co-called "higher order" thinking skills). Some questions may stress this more than others, but all tests have both kinds of questions. This is the nature of the achievement test.

Most nationally standardized achievement tests (ITBS, CAT, Stanford, MET) are similar in that they use a multiple choice, fill-in-the-bubble, workbook format, national norms, scores broken down into various types (Grade Equivalents, Percentile Rankings, Stanines) based on national norms (i.e. comparisons to other children having taken the test across the USA). Subjects tested, time frames for completing the tests, and the exact number of questions will vary somewhat. The layout will usually be somewhat different, and newer versions/editions of the tests will often have newer pictures and photos.

The biggest difference in the test questions is that most of the newer versions of all of the tests have more "multiculturalism" ("the acceptance or promotion of multiple ethnic cultures, for practical reasons and/or for the sake of diversity and applied to the demographic make-up of a specific place, usually at the organizational level, e.g. schools, businesses, neighborhoods, cities or nations. In this context, multiculturalists advocate extending equitable status to distinct ethnic and religious groups without promoting any specific ethnic, religious, and/or cultural community values as central." http://en.wikipedia.org/wiki/Multiculturalism). This is especially true in Social Studies which, as a general rule in the public schools, teaches about subjects like Kwanzaa, the exploitation of native Americans by Europeans, etc., and/or other possible questions reflecting more contemporary values/ideas and/or political correctness. The ITBS, Form A, has more of this than the CAT/5. However, all nationally standardized achievement tests have this to some degree or other.

All tests produce excellent score reports which have different data for comparing your child(ren) to others across the country.

As for who can administer the test, both the ITBS & CAT/5 allow homeschooling parents to administer the test to their own children. However, only the CAT/5 does not require a bachelor's degree or other advanced degree to administer. The Stanford has been somewhat more restrictive as to whether or not parents can administer it to their own kids.

All-in-all, the tests are like choosing a car to drive. They have different "bells and whistles", but all do the same job of getting you where you need to go.  Truthfully, any of the nationally standardized achievement tests will accomplish the task of evaluating your child(ren)'s academic progress from year to year and/or satisfying your state's legal requirement for testing.  Therefore, your decision as to which test to use may rest on something as simple as personal preference, the price of the tests, and/or the quality of service and information you get from the test provider.  We hope we excell in these areas and that you will allow us to serve you and your testing needs.

When are the CAT/5 tests available?
We offer testing year round.  You may order the test any time and for administration at any time.   However, machine scoring is usually only available during the Spring testing season (Feb. through June).  Manual scoring by our staff is provided at all other times of the year.

Is there a deadline for ordering?
Unless your state has specific stipulations, there is no deadline per se.  The tests can be ordered any time during the year.  We normally keep sufficient quantities of the tests in stock.  However, during the busy Spring testing season (Feb 15-June 30), we ask that you allow at least 30 days processing time.  Since the publisher does not sell us just one test but requires that we buy the test booklets in bulk quantities, we need to have your order about a month in advance of your testing week so that we can make sure we have enough booklets, etc., and can mail your materials to you in time for your scheduled test administration.

How do I choose the correct test level?
Normally, you would the select the grade level that your student is just completing. However, if you know a student is not performing up to grade level, you can test "out of level" by dropping back a grade.  For students in so-called "gifted" or "advanced placement", or who may want to move ahead in the graded organization of school subjects, you may also test "out of level" by using a test book from a higher grade.  Keep in mind that every test has overlapping test sections. For instance, the 4th grade test has some 3rd grade questions, some 4th grade, and some 5th grade questions in each subsection of the test book. The scores will reflect their grade equivalent so you will still be able to tell where the student is performing academically.

When will I receive my tests?
You will usually receive your test materials (the price includes our instruction sheets, the Examiner's Manual, Student Book and Answer Sheet appropriate for your student's grade level) sometime the week before the scheduled time you told us on your order form.  All test packages are shipped by USPS Priority Mail or UPS Ground, whichever is cheaper/faster/better service.  If you require Express or Overnight shipping, you will be asked to pay the additional charges (usually about $20 more; please call for price and availability).

Is there a refund given if I am not able to use my test?
Yes, refunds of unused materials (less the cost of shipping, plus a 15% restocking fee, plus a 5% credit card processing fee if applicable) are possible, as long as materials are in good conditional for resale.  Credit toward future purchases of any of our product and services may also be given in lieu of a refund.   Each situation will be evaluated on its own merit.  Please make every reasonable effort to determine that this is the test you need as well as to schedule the testing in advance with plenty of time to spare to meet reporting deadlines, government mandates, etc.  Since all testing materials remain the property of Piedmont Education Services, you will be held responsible for any lost or damaged testing materials.  Piedmont Education Services reserves the right to deny service or cancel orders from any customer at any time. Thank you for understanding.

 

ADMINISTERING THE TESTS:

What should I do before I begin administering the tests?
1. Make sure the materials you received match your order. If not, immediately call to correct it. (Mistakes you made in ordering will constitute an additional charge of shipping.)

2. Read the applicable parts of the Examiner’s Manual.

3. Plan your testing time, etc. PLEASE NOTE: Grades 1-3 must be tested separately since they have different times allowed to work each subject. Grades 4-12 can be tested together since they all have the same working time frames.

4. Please DO NOT write in any of the Examiner’s Manuals or Student test books. (Exception: Only Grades 1-3 allow students to fill in the circle right in the book. All other grades use a separate answer sheet.) An additional charge of $10 per student book and $20 per teacher’s book will be charged before scores are released if the books are written in or damaged in any way. Parents/teachers are responsible for their students’ actions in regards to these testing materials.

5.  PLEASE, NO FOOD OR DRINK while handling or administering the tests.  The paperback test books are very easy to damage when they come in contact with food, grease and/or liquids.  To avoid any additional charges, you should return all materials in as good a condition as you received them.

6. Complete the name & data grids for student’s last name, first name, date of birth, gender, CAT/5 Form A, Level and Grade. All other grids are optional/not applicable. Incomplete grids could result in the forms being lost or unable to be scored!

How long do I have to administer the tests?
The various parts (or subtests) can be administered in a little as two morning sessions or spread out over several days;  the choice is yours.  It is not recommended to do everything in one day.  You should follow the specific instructions in the Examiner's Manual; subtests (especially in older grades) are often timed and should not be broken up or time frames disregarded, except in the case of "non-standard" administration for students with special needs or learning challenges. However, it is allowable to separate or change the order of the test segments as is best for the student.    Usually, one (1) week is sufficient to administer the tests to your student(s) and then package them up to return to us.  But if you need more time, please call us at 336-924-2494 for assistance.

Download the Time Schedules for Each Grade Below

Grade 1
Grade 2
Grade 3
Grade 4-12

What should I do if my child is sick or there are other emergencies/unavoidable problems?
We ask that you plan carefully in every detail for your testing week and not make last-minute, unnecessary changes in your schedule.  However, we certainly understand that illness and/or other emergencies arise from time to time, and we will allow you extra time to complete the tests.  Please call us at 336-924-2494 if such emergencies/problems will keep you from finishing the tests in more than 2 or 3 days beyond your original schedule.  You are responsible to return all materials to us in a timely manner.

May I or my student(s) write in the test booklets?
PLEASE DO NOT WRITE IN THE EXAMINER’S MANUALS OR STUDENT TEST BOOKS!
Exception: Only Grades 1-3 allow students to fill in the circle right in the book. All other Grades use a separate answer sheet. Teachers should use the separate paper provided to record your start and stop times or to make other notations. Make sure the students (except grades 1-3) do not write or make extraneous marks in the testing books. An additional cost of $10 per student book and $30 per examiner's manual will be charged before test scores are released to you if the books are written in or damaged in any way. Parents/teachers are responsible for their students’ actions in this regard.

PLEASE, NO FOOD OR DRINK while handling or administering the tests.  The paperback test books are very easy to damage when they come in contact with food, grease and/or liquids.  To avoid any additional charges, you should return all materials in as good a condition as you received them. We ask that you take care of the books, and not to write in them or damage them in any way, because we reuse the test books for other families. Since the test materials are expensive for us to purchase from the publisher ($10 per student book and $30 per examiner's manual), the only way we can continue to stay in business and offer this testing service is to reuse the books over a year's period of time, allowing multiple families to take the test, return the books to us, and then we repeat that process. In the material we send you, we state that you are not purchasing the books, but are leasing them from us for the purpose of testing. You are purchasing our service and the score reports obtained from that service. All testing materials remain the property of Piedmont Education Services, an authorized reseller/distributor of the CAT/5 copyrighted materials and facilitator of the testing service. A damaged book fee will be charged if books are not returned in a satisfactory condition.

Please remember, you are leasing, not purchasing, the tests and actual booklets, etc. You are purchasing an achievement testing service and the score reports obtained from that service. All testing materials remain the property of Piedmont Education Services, an authorized reseller/distributor of the CAT/5® copyrighted materials and facilitator of the testing service. Thank you for your help in this matter.

What should I do after the test is completed?
1. Make sure that all test booklets and answer sheets are free from extraneous pencil marks. (The scoring computer renders answers incorrect if there are unnecessary marks on the page.)

2. If you have more than one test, sort answer sheets by grade & alphabetize them within each grade.

3. Securely package ALL materials sent to you & return them to us at Piedmont Education Services, 1629 Turfwood Drive, Pfafftown, NC  27040-9513. (Postage to return testing materials to us is not included.)

To avoid any additional charges, you should return all materials in as good a condition as you received them within one (1) week of having completed the tests. Please remember, you are leasing, not purchasing, the tests & actual booklets, etc. You are purchasing an achievement testing service and the student(s) score reports obtained from that service. All testing materials remain the property of Piedmont Education Services, an authorized rerseller of the copyrighted materials and facilitator of the testing service.

 

SCORING/GRADING THE TESTS:

What happens to my student(s)' answer documents when I return them?
When you return all your testing materials to us, we check to make sure they are in good condition and then note your file accordingly.  We then begin processing the answer documents for scoring by the publisher (if machine scoring was ordered) or scoring by hand here in our office (if hand scoring was ordered).  Processing on our end for machine scoring usually takes a day or two (depending on the time of year and possible hectic schedule!).  Once the collated answer documents are received by the publisher's scoring center, we can expect the printed reports to be returned in about 3-4 weeks.  All score reports are sent to our office in a large groups; it takes us 3-4 days to locate your student(s) individual reports and mail them to you.

What does the report look like?
The report you get with the Complete Battery and the machine scoring service is very thorough and comparable to other testing services, and includes a breakdown of student performance on each subject, coupled with common scores such as the Grade Equivalent, Percentile Ranking, Stanines, etc. Click here for a sample report.

Why is machine scoring only available during the spring?
The simple facts of supply and demand govern the availability of machine scoring.  When you return all your test materials back to us after completing the tests, as explained above, we send the answer document (or student book in the case of grades 1-3) to the publisher for scoring.  However, they will not score just one test, but require a minimum number of students for processing (or else we must pay their minimum processing fee of $173.00).  By the very nature of achievement testing, we usually only have enough students to meet those minimum numbers during the spring (and early fall) when the vast majority of students are being tested.  The more students we test, the more we can process with machine scoring;  therefore, we can offer the cheaper price only in the Spring.

How does manual scoring differ from machine scoring?
Manual scoring is accomplished by our trained staff and provides a one page report of the basic elements/scores found on most achievement tests:  Grade Equivalents, Percentile Rankings, and Stanines.  If you need a type of score other than these three, please tell us when you order your test.   Unfortunately, manual scoring does not provide Curriculum-Referenced Objective Performance Scores, since those scores are a function of the publisher's computer software not available to us in our office.  While manual scoring is limited in this particular way, it is a faster alternative to receive your scores. Machine scoring generally takes 4-6 weeks for delivery.  Score reports done Manually are usually generated and sent to you by email (pdf format) within two(2) days.

 

INTERPRETING THE TEST RESULTS:

Is there anyone who can help me understand my test reports?
Yes, individual personalized evaluations and academic consultations are now available year round by our experienced staff, by phone or email.  For only $10 extra per student, you may choose to receive a brief consultation to review and discuss your students’ test scores and any curriculum suggestions, learning styles, etc. This is very similar to what we have done for the past 15 years with personalized test administration, with the exception that instead of driving to various cities and locations to meet with you personally, we will now speak with you privately by phone after you have administered the achievement tests to your students and the score reports have been received. If you would like this helpful option, please be sure to complete the appropriate box on the order form, click here for more information, or call Greg at 336-924-2494. We look forward to serving you!

What types of scores will I see on my machine scored reports and what do they mean? Click here for a sample report.
Here are the names and explanations of the terms/scores you will see on the CAT/5® Individual Test Record (ITR).  These terms are commonly used in most nationally standardized achievement tests.  Feel free to call (336-924-2494) or email us (service@pesdirect.com) if you need additional help.

• National Stanine (NS): categorizes test performance into only nine broad units (with “1” being the lowest and “9” being the highest), that always correspond exactly to percentiles; most often used to compare large groups of students

• Grade Equivalent (GE): an estimate of where the student is along a developmental continuum, not of where he should be place in the graded organization of the school. It may reflect the actual level of task difficulty a student can consistently perform. Thus, if a student receives a grade equivalent of 7.8, that says that he is estimated to do, in that particular subject, what an average student in that grade (and month, assuming nine months in a traditional school calendar) would do if given the same questions. However, GE’s should always be interpreted with caution. Since the GE indicates the year and month of traditional school for which a student’s score is typical, the scores should not be the sole criterion for grade placement or other evaluation.

• Normal Curve Equivalent (NCE): designed to be used in special education, they have no inherent meaning, but can be used to compare achievement across subject areas or over time

• Scale Score (SS): often called Standard Score, this is the foundational score or statistical score from which all the other scores are derived. However, because it, too, has no meaning all by itself, the SS is listed merely for reference.

• Objectives Mastery Score (OMS): tells how many of the commonly taught curriculum objectives the student has actually mastered; the lower half of the report has a more detailed listing of the “Objectives Performance Scores”, each of which has at least four items. The “Objectives Perfomance Index” is a number that estimates the percentage of any set of appropriate items related to the objective that the student would be expected to answer correctly. The bands to the right of each number show the range within which the student’s true level of mastery would fall most of the time.

• National Percentile Ranking (NP): describes the student’s performance and relative standing in the norming group. For example, a PR of 90 means that a student scored as well as or better than 90 percent of the students his age or grade level, which would put him in the top ten percent of the students who took the test.

• The last column of numbers, the Range, designates the range of scores represented by the National Percentile bands shown on the graph to the right. The “Range” is used because a test score is not regarded as a precise point on a scale, but rather as a point within a range of scores that most likely includes the true score. The ranges can also be generally classified as follows:

Percentile Rank     General Classification
   92-99                          Superior
   76-91                      High Average
   25-75                          Average
    9-24                       Low Average
     1-8                              Low

• Thinking Skills: available only for grades 4-12, this is reported as “high,” “average” or “low,” based on how well the student scored on a subset of items that require complex thinking processes.

What are some general guidelines for understanding these scores and how to use them in my teaching?
An achievement test is designed to help determine how much skill or knowledge students have in a certain area. . . whether students know as much as we expect they should, or whether they know particular things we regard as important.  To accomplish this evaluation, test scores must be compared or referenced to something in order to bring meaning to them.  That “something” is typically (a) the scores other students have obtained on the test or (b) a series of detailed descriptions that tell what students at each score point know or which skills they have successfully demonstrated.  The first of these comparisons is called norm-referenced interpreting and involves comparing a student’s scores with the scores of other students obtained on the same test.  How much a student knows is determined by the student’s standing or rank within the reference group.  High standing is often interpreted to mean the student knows a lot or is highly skilled, and low standing is often interpreted to mean the opposite. 

However, it is important to use care when interpreting test scores.  Remember that norms are not standards of performance.  Norms (usually reported as Grade Equivalent, Percentile Ranking, Standard Score, Age Equivalent, etc.) simply report how scores are distributed in a representative sample of the population.  These scores are simply statistical comparisons of the individual student to the larger group of peers.  By statistical definition, one-half of the subjects at any grade or age level must be at or below that grade or age score and one-half of the subjects must be at or above that grade or age score.  Therefore, you should avoid labeling or categorizing students based on a single test’s scores.

Careful consideration of the information. . .will result in varying implications for different students.  Test patterns will provide information about an individual’s strengths and weaknesses and, in some cases, provide insights relevant to necessary accommodations or appropriate instructional recommendations.  However, test performance identifies only relative strengths and weaknesses.  They are relative because they are identified comparing the performance of a single student to how he relates to the group.  They are not necessarily absolute strengths and weaknesses.

However, testing is just one part of the total process.  The teacher should compare and integrate test results with information from many sources, including firsthand observation of the student, the child’s daily course work, parental reports, etc., to get a complete picture of the student’s abilities and skills and subsequent application to curriculum needs and teaching methods.

Because test scores are rarely without error, it is essential that parents understand that the scores need to be interpreted as a score range rather than as a precise score point.  Many parents have the mistaken notion that test scores provide a comprehensive picture of how well their child has progressed in school.  However, one should not use test scores as the only indicator of school achievement.

The scores reported as Grade Equivalents (GE) and Percentile Ranking (PR) have the greatest potential to be misunderstood and/or misinterpreted.  Grade Equivalents are usually an indicator of year-to-year growth.  However, there are any number of factors that may affect a student’s GE either positively or negatively.  GE’s are only an estimate of where the student is along a developmental continuum.  They should not be valued as a precise measurement of how much the student has progressed from one grade to the next.  

The same can be said for Percentile Rankings.  Slight changes in a student’s percentile ranking over time have very little meaning.  A change from the 40th percentile in one grade to the 42nd percentile in the next grade may seem to mark little progress.  Or a change from 68% to 61% may be regarded as no progress or even regression.  However, it is important to understand that, because of the statistical nature of the achievement test norms, students who maintain nearly the same rank in their peer group from year to year are actually progressing at a rate that is typical for that grade.  It is for these reasons that neither the GE’s nor the PR’s should be used as sole indicators of the student’s overall achievement.

In short, nationally standardized achievement tests and their scores are not precise measurements, but are, rather, simple tools – among an wide array of educational items – that a wise educator may use to craft his teaching methods and curriculum and to guide his students’ academic progress.

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