If your child’s school has mentioned the CAT4 test, you’re not alone in wondering what it actually does, what a “good” score looks like, and how much practice – if any – they should do.
CAT4 (Cognitive Abilities Test, Fourth Edition) is one of the most widely used reasoning tests for ages 6–17 in the UK and internationally. It measures four key types of reasoning that strongly influence learning: verbal, non-verbal, quantitative and spatial.
On TestRocket.ai, we specialise in realistic CAT4-style practice with AI-powered explanations and personalised training, so your child can go into the test confident, calm and familiar with every question type.
CAT4 in a Nutshell: What the Test Actually Measures
CAT4 (Cognitive Abilities Test – Fourth Edition) is a standardised assessment created by GL Assessment. It’s used for children roughly from Year 2 to Year 13 (ages 6–17) to measure how they think and learn, rather than what they’ve memorised in school.
Instead of testing curriculum knowledge, CAT4 focuses on four kinds of reasoning:
Verbal reasoning – working with words and language
Non-verbal reasoning – working with shapes and patterns
Quantitative reasoning – working with numbers and relationships
Spatial reasoning – working with shapes in space and visualising changes
These abilities are strong predictors of future academic performance and help schools understand your child’s learning potential, not just their current grades.
Why Do Schools Use the CAT4 Test?
Schools use CAT4 data for several reasons:
- Identifying strengths and support needs
CAT4 highlights areas where a child may be naturally strong (for example, spatial reasoning) and where they might need more support.
- Setting realistic targets and grouping students
Teachers can use CAT4 scores to inform setting/streaming decisions, target grades, and differentiation in lessons.
- Cross-checking attainment
When used alongside reading and maths assessments, CAT4 shows whether lower grades are due to gaps in teaching, language issues or genuine cognitive challenges.
- Admissions and scholarships
Some independent, grammar and international schools use CAT4 in entrance, scholarship or mid-year admissions decisions.
In short: CAT4 is less about “catching children out” and more about understanding how they think, so schools can plan more effectively.
CAT4 Batteries, Question Types, and Timings (Overview Table)
| Battery / Reasoning Area | Subtest | What the Pupil Sees (Question Format) | What It Really Measures | Typical Time* |
|---|---|---|---|---|
| Non-Verbal Reasoning | Figure Classification | Several groups of simple shapes. In each question, three shapes “belong together” because they follow the same visual rule (e.g. same number of sides, same shading, same type of rotation). The pupil must choose the option that fits the same group. | Ability to spot similarities and shared rules in visual information. Pupils must ignore irrelevant details and focus on the one feature that all shapes share, such as size, number of parts, orientation, or shading. This taps general pattern recognition without using language. | ~10 minutes |
| Non-Verbal Reasoning | Figure Matrices | A small grid (usually 2×2 or 3×3) of shapes with one space missing. Across rows and columns, shapes change according to certain rules (e.g. add a dot, rotate 90°, invert colours). The pupil chooses the missing shape from multiple options. | Multi-step pattern recognition and logical reasoning with shapes. Pupils must work out how shapes change from left to right / top to bottom and then apply two or more changes at once. This shows how well they can handle structured visual problems under time pressure. | ~10 minutes |
| Verbal Reasoning | Verbal Classification | Sets of three words that clearly belong together (e.g. lion, tiger, leopard). Several answer options are given and the pupil picks the one word that fits the same category (e.g. another big cat). | Understanding of word meanings, categories and relationships. Pupils must recognise the common theme (animals, tools, emotions, etc.) and avoid words that are “nearly right” but don’t truly belong. This reflects vocabulary, verbal reasoning and semantic flexibility. | ~8 minutes |
| Verbal Reasoning | Verbal Analogies | Classic “A is to B as C is to ?” word relationships. Two words are linked in a clear way (synonym, opposite, part–whole, function), then a third word is given and pupils select the answer that completes the same pattern. | Ability to spot logical links between words and apply that link in a new context. This goes beyond rote vocabulary and tests whether pupils can recognise underlying relationships such as cause–effect, item–category, or tool–purpose using language alone. | ~8 minutes |
| Quantitative Reasoning | Number Analogies | Short number “pairs” or triplets showing a simple numeric rule (e.g. 4 → 8, 6 → 12, 7 → ?). The rule might be adding, subtracting, multiplying, dividing or a small combination of these. The pupil chooses the correct missing number. | Understanding of number relationships rather than written arithmetic methods. Pupils must quickly infer the rule linking each pair and apply it accurately. This tests their ability to reason with numbers, not just recall times tables. | ~10 minutes |
| Quantitative Reasoning | Number Series | A sequence of numbers with one missing at the end (e.g. 3, 6, 9, 12, ?). Sometimes the pattern is very regular (+3 each time); sometimes it uses a changing step (e.g. +2, +4, +6…). Pupils pick the number that continues the pattern. | Skill in spotting progressions and trends in number sequences. Pupils must identify whether the pattern is constant or changing, then extend it correctly. This reveals how flexibly they can handle basic numerical rules under strict time limits. | ~8 minutes |
| Spatial Ability | Figure Analysis | A square or simple shape is shown folded one or more times, with small holes “punched” through it. The question asks what the pattern of holes will look like when the shape is completely unfolded. Answer options show different unfolded patterns. | Mental folding and unfolding of shapes – a core spatial skill. Pupils must keep track of folds, flips and symmetry and imagine where the holes appear when unfolded. This taps visualisation skills that support future success in STEM and design-related subjects. | ~9 minutes |
| Spatial Ability | Figure Recognition | A target shape is displayed next to a more complex picture or pattern. The target shape is hidden somewhere inside the complex design, often rotated or partially obscured. The pupil must find which option correctly shows where and how the target appears. | Rapid visual scanning, matching and spatial tracking. Pupils need to see through visual “noise” to identify a shape even when it’s turned or embedded in a busier design. This reflects how well they handle visual detail and orientation in real-world tasks. | ~9 minutes |
CAT4 Levels by Age and School Year
For the CAT4 test, there are several levels of difficulty designed for different age groups. Whilst each level is normed for particular age ranges, there is a degree of overlap between levels, thus enabling the school to choose the level that is most suitable for the student.
A simplified guide (UK years):
Level X / Y – typically for Year 2–3 (ages 6–8)
Pre-A – roughly Year 3 (7–8)
Level A – roughly Year 4 (8–9)
Level B – roughly Year 5 (9–10)
Level C – roughly Year 6 (10–11)
Level D – roughly Year 7 (11–12)
Level E – roughly Year 8 (12–13)
Level F – roughly Year 9 (13–14)
Level G – roughly Year 10–11+ (14–17)
International schools use similar mapping to grade levels and IB stages. If in doubt, the school will confirm which level your child will sit.
CAT4 Scoring: SAS, Stanines and Percentiles Explained
This is the part that usually worries parents the most – but once you understand the three key numbers, CAT4 reports are much easier to read.
Standard Age Score (SAS)
This is the main CAT4 score schools look at.
- Average SAS is 100
- Scores are adjusted for exact age in years and months
- Most children score between 85 and 115
- Scores above 112 are often seen as above average; below 88 as below average
SAS allows fair comparison:
- Between children of different ages in the same year
- Between different batteries (e.g. verbal vs spatial)
National Percentile Rank (NPR)
This tells you what percentage of pupils your child scored better than.
- NPR 50 = right in the middle (average)
- NPR 80 = scored as well as or better than 80% of pupils their age
- NPR 25 = scored above 25% of pupils, below 75%
Stanine (ST)
Stanines divide scores into nine broad bands:
- 1–2 – well below average
- 3–4 – below average
- 5 – average
- 6–7 – above average
- 8–9 – well above average
Schools often look at:
- SAS and stanine for each battery (verbal, quantitative, non-verbal, spatial)
- An overall mean SAS
- Any big gaps between batteries (for example, strong spatial, weaker verbal)
CAT4 Question Types – Fully Explained
Now let’s break down each of the eight CAT4 subtests in plain English.
1. Figure Classification (Non-verbal Reasoning)
Your child sees groups of shapes that follow a particular visual rule. They must pick the option that fits the same pattern.
Skills tested:
- Spotting similarities in shape, shading, number of sides, direction, etc.
- Ignoring irrelevant features and focusing on the rule that matters
On TestRocket.ai, we use step-by-step AI explanations to show exactly which features matter in each question.
2. Figure Matrices (Non-verbal Reasoning)
This is like a visual puzzle grid. Three boxes contain shapes, one is empty. Your child must work out how the shapes change across the rows or columns and then pick the missing piece.
Skills tested:
- Recognising sequences and transformations
- Applying more than one change at the same time (e.g. colour + rotation)
3. Verbal Classification (Verbal Reasoning)
Your child sees a set of three words that have something in common (for example, all are animals, all are tools, all are feelings). They must pick the option that belongs in the same group.
Skills tested:
- Understanding word meanings
- Identifying categories and relationships
- Vocabulary breadth
4. Verbal Analogies (Verbal Reasoning)
These are classic “A is to B as C is to ?” style questions but with words.
Example pattern types:
- Synonyms / opposites
- Part–whole relationships
- Cause–effect or function (e.g. key : lock :: password : ?)
Skills tested:
- Spotting logical links between words
- Transferring that link to a new pair
5. Number Analogies (Quantitative Reasoning)
Here your child sees small number patterns such as:
4 → 8, 6 → 12, 7 → ?
Children have to work out the rule (e.g. ×2) and apply this to the missing number.
Skills tested:
- Understanding basic arithmetic and relationships
- Applying simple operations consistently
6. Number Series (Quantitative Reasoning)
These are short sequences of numbers with a rule, such as:
3, 6, 9, 12, ?
Your child must work out the pattern (e.g. +3 each time) and continue it.
Skills tested:
- Recognising progressions and sometimes more complex patterns (e.g. +2, +4, +6…)
- Working accurately under time pressure
7. Figure Analysis (Spatial Ability)
This section usually involves paper-folding style questions. A shape is folded and holes are punched. Your child must decide what the pattern will look like when unfolded.
Skills tested:
- Visualising folds, flips and symmetry
- Holding multiple spatial steps in mind
8. Figure Recognition (Spatial Ability)
Your child is shown a target shape and a more complex picture. Their task is to find where that target shape is hidden inside the complex design, often rotated or partially obscured.
Skills tested:
- Quickly spotting matching shapes in different orientations
- Filtering out background “noise”
Smart Strategies & Tips for CAT4 Success
You can’t “revise” CAT4 content in the same way as a maths exam, but there’s a lot you can do to help your child perform at their best.
1. Start with a short diagnostic
Use a TestRocket.ai mini CAT4-style assessment to:
- See which batteries your child finds easiest or hardest
- Get a realistic feel for timing and pressure
This stops you guessing and lets you prioritise the right skills.
2. Practise each question type separately
Break preparation into small, focused blocks:
- A few Figure Classification questions one day
- Some Number Series questions the next
- A short set of Verbal Analogies another day
Our learning platform groups questions by battery, level and difficulty. Each section remains proportionate to the learner’s abilities and keeps the student engaged.
3. Use explanations, not just answer keys
Young children tend to learn more from one minor (but well-explained) error than from a dozen accurate random guesses.
On TestRocket.ai:
- Every question comes with a step-by-step AI explanation
- The reasoning is written in kid-friendly language
- We highlight patterns and shortcuts your child can reuse on other questions
4. Build timing gradually
The CAT4 has to be done quickly. Although the children can understand the questions, they lose marks because they do not answer them quickly enough or they get stuck.
Tips:
- Use untimed practice first to learn the patterns
- Then switch to timed sets that match real CAT4 subtest limits
- Teach your child to move on if they’re stuck – guessing is better than leaving blanks
Our AI Preparedness Indicator on TestRocket.ai tracks both accuracy and speed, so you can see when they’re ready for full, timed simulations.
5. Practise under “quiet test conditions”
At least once or twice:
- Use the same device type as the school (tablet/laptop)
- Sit in a quiet room with no distractions
- Run through back-to-back subtests to simulate test day
This is important for test taking stamina and also helps to manage for any unexpected items that may appear on the actual test.
6. Support, don’t stress
Your child will likely be feeling much of what you do. Keep your messages coming.
- “This is about seeing how you think, not about being perfect.”
- “We’re practising to feel confident and calm, not to chase some magic number.”
Confidence plus familiarity with the format goes a long way.
CAT4 Test FAQs
What is the CAT4 test?
CAT4 (Cognitive Abilities Test: Fourth Edition) is a reasoning assessment from GL Assessment used by schools to understand how a child learns. It measures thinking skills across verbal, non-verbal, quantitative and spatial reasoning, rather than checking what your child has memorised in class.
Is CAT4 an IQ test?
No - CAT4 is a school reasoning assessment, not a full IQ test. It looks at patterns of thinking linked to learning potential, but it’s designed for educational guidance (targets, support, grouping) rather than clinical diagnosis.
What age is CAT4 for?
CAT4 is typically used for ages 6–17 (roughly Year 2 to Year 13 in the UK). Schools select an age-appropriate CAT4 level so pupils sit a version normed to their age group.
Which CAT4 level will my child take?
Your child’s school chooses the CAT4 level based on age and year group, with some overlap between levels. If you’re unsure, the school can confirm the exact level (e.g., Level A, B, C…).
What does CAT4 measure?
CAT4 measures four “batteries” of reasoning: verbal, non-verbal, quantitative and spatial. These are widely used indicators of learning style and potential, helping schools understand strengths and support needs.
What question types are in CAT4?
CAT4 usually includes eight subtests: Figure Classification, Figure Matrices, Verbal Classification, Verbal Analogies, Number Analogies, Number Series, Figure Analysis and Figure Recognition. Each subtest focuses on a specific reasoning skill and is tightly timed.
Is CAT4 multiple-choice?
Yes—CAT4 questions are multiple-choice. That makes method and accuracy important, because many options are designed to be “nearly right” if your child rushes or misses a key detail.
Is CAT4 taken on a computer or on paper?
Most schools deliver CAT4 digitally (laptop or tablet), but it depends on the school. Ask which device type your child will use so practice feels familiar.
What is an SAS score in CAT4?
SAS (Standard Age Score) is the main CAT4 score and is age-adjusted, with 100 as the average. Many pupils fall roughly between 85 and 115, and the score helps schools compare pupils fairly across ages and across batteries.
What does percentile (NPR) mean in CAT4?
NPR (National Percentile Rank) shows how your child compares to other pupils of the same age. For example, NPR 50 is average, while NPR 80 means your child scored as well as or better than 80% of pupils their age.
What is a stanine in CAT4?
A stanine is a 1–9 band that summarises performance into broad ranges. 5 is typically average, 1–2 well below average, and 8–9 well above average.
What is a “good” CAT4 score?
A “good” CAT4 score depends on your child’s context, but SAS 100 is the age average. Schools usually look for patterns: strengths across batteries, or big gaps that might explain why a child performs differently in class than expected.
Do CAT4 scores affect grades or school reports?
CAT4 is usually used as a guidance tool, not as a classroom grade. Schools use it to inform targets, teaching support, grouping/setting decisions, and sometimes admissions screening.
Should my child practise for CAT4?
Light, calm practice can help because it reduces surprise and builds familiarity with the question formats. The goal isn’t “revision” like a curriculum exam—it’s confidence with timed reasoning questions.
How much CAT4 practice is enough?
For most pupils, short sessions (10–20 minutes) a few times per week are enough. Over-practising can increase stress, so prioritise consistency and confidence over long study blocks.
Can you revise CAT4 like a maths exam?
Not in the usual way—CAT4 tests reasoning patterns, not school topics. Practice should focus on recognising question types, learning simple strategies, and improving timing.
What should my child do on the day of CAT4?
A calm routine helps most: good sleep, a normal breakfast, and steady pacing during timed sections. Encourage “best effort” thinking—CAT4 is about patterns, not perfection.