Test comparison
CogAT and the Iowa Assessments: how they fit together
The CogAT and the Iowa Assessments come from the same publisher and are often given together. The CogAT looks at reasoning; the Iowa Assessments look at what a child has learned in reading, language, math and more. Side by side, they show how a child thinks and what they have learned.
Key takeaways
- The CogAT is a reasoning (ability) test; the Iowa Assessments are an achievement test covering reading, language, math and more.
- Both come from Riverside, and schools often give them together, so some reports can compare a child’s reasoning with their achievement.
- When the two results differ, in either direction, it is a starting point for a talk with the teacher, not a verdict on your child.
- The Iowa Assessments reflect everyday schoolwork, while the CogAT’s formats can feel unfamiliar, so a little format practice helps a child feel at ease.
- Ask your school which tests your child takes, in which grade, and how the results are used.
On this page
The short answer
The CogAT® (Cognitive Abilities Test) and the Iowa Assessments are two different tests from the same publisher, Riverside. The CogAT is a reasoning test. The Iowa Assessments are an achievement test covering reading, language, math and more. Schools often give them together, which is why parents tend to hear about “CogAT and Iowa testing” as a pair.
Put simply, the CogAT asks how a child works things out, and the Iowa Assessments ask what a child has learned. When both are given, a report can set the two side by side, and neither has to tell the whole story alone.
Reasoning vs. what was learned
This table sticks to what we can state with confidence. “Ask your school” means the answer depends on how your school gives the test.
| At a glance | CogAT | Iowa Assessments |
|---|---|---|
| Kind of test | Reasoning (ability) test | Achievement test |
| What it looks at | Learned reasoning in verbal, quantitative and nonverbal areas | What a child has learned in reading, language, math and more |
| Publisher | Riverside | Riverside |
| How it is organized | 3 batteries, 3 subtests each (9 in total) | Ask your school which parts your child takes |
| Kindergarten to 2nd grade | Read aloud by the teacher; picture-based; no reading needed | Ask your school |
| Scores | Percentile ranks, stanines and Standard Age Scores, compared with children of the same age and grade | Ask your school |
| What helps beforehand | Familiarity with the question formats | Ordinary learning in class and at home |
The difference shows up in the questions. An achievement test asks about the kind of reading, language and math a child meets in class. A reasoning test asks a child to spot a rule in something new: which picture goes with another in the same way, what comes next in a pattern, or how a shape changes.
Why schools give them together
When a school gives both tests, reports can compare a child’s reasoning ability with their achievement. That pairing answers a question neither test can answer alone: are this child’s reasoning and schoolwork moving together, or is one ahead of the other?
It also fits how gifted identification usually works. Schools usually look at several kinds of information, such as ability tests, achievement tests, teacher observations or rating scales, and work samples. Which results count, and how much, varies by district, so ask your school or district for the rules where you live.
How reports can compare ability and achievement
What your report shows depends on your school and on which scores it asks for, so we’ll keep this general. Some reports place CogAT and Iowa Assessments results next to each other, and some compare the two directly, so you can see whether a child’s achievement and reasoning results line up.
On the CogAT side, reports can show the three batteries (Verbal, Quantitative and Nonverbal) and a composite, with percentile ranks, stanines and Standard Age Scores, where the average is 100. Our CogAT scores guide explains each one. If your report is hard to follow, it is completely reasonable to ask the school to walk you through it.
When the two results differ
Sometimes the two results line up closely, and sometimes they don’t. Either way, a difference is a reason for a conversation, not a conclusion about your child.
Reasoning results higher than achievement
A child may simply not have been taught, or had time to practice, some of what the achievement test covers. Reading may still be developing, which affects many school subjects. A move to a new school, or a rough week, can play a part too. Sometimes a gap like this is a sign that a child would enjoy more challenge; sometimes it points to a skill that needs support. The teacher’s view of your child in class helps tell the two apart.
Achievement results higher than reasoning
This is not a bad sign. It can reflect a child who works steadily and has learned a great deal, which is worth celebrating. The CogAT’s question formats can feel strange the first time, a child may have been tired or nervous that morning, and reasoning puzzles simply ask for a different kind of thinking than schoolwork.
In both cases, remember that each test is a snapshot of one day. Talk with the teacher, look at real schoolwork together, and keep the numbers between adults.
How to prepare for each
The Iowa Assessments: everyday learning
Because the Iowa Assessments reflect what was learned in school, the best preparation is ordinary learning: reading together, talking about what your child is studying and using numbers in daily life. Ask the teacher if anything specific is worth reviewing. In the last few days, sleep and a calm morning matter more than extra work; our test day tips cover the details.
The CogAT: familiarity with the format
The CogAT’s question formats are unlike most schoolwork. In kindergarten to 2nd grade, for example, the Number Series subtest uses a bead abacus, and your child picks the rod that continues the pattern:
Read aloud: “The beads on the abacus follow a pattern. Which rod comes next?”
- Choice A
- Choice B
- Choice C
Show the answer
Answer: C. Each rod has 2 more beads than the one before: 2, 4, 6, 8… so the next rod has 10.
An original practice question from Thinkling, in the same format as the test. Not a real test item.
The sample is an original practice question in the CogAT format, not a real test item. A child who has seen this kind of question before can spend their attention on the thinking rather than on working out what the picture is asking. A few playful minutes on most days is plenty, and a practice test a week or two before helps the format feel familiar. Our guide on how to prepare for the CogAT has a calm plan.
Thinkling is built for the CogAT formats, with all nine question types; it does not cover the Iowa Assessments.
Questions to ask your school
- Will my child take the CogAT, the Iowa Assessments or both, and in which grade?
- For the CogAT, is it the full test or the shorter Screening Form?
- Which parts of the Iowa Assessments will my child take?
- Will the tests be on paper or online?
- How are the results used, and what other information does the school consider?
- Will the report compare the two tests, and can someone walk me through it?
Some schools use a different achievement test, such as MAP Growth. If that’s your school, see our CogAT vs. MAP Growth comparison.
Frequently asked questions
What is Iowa testing?
Iowa testing usually means the Iowa Assessments, an achievement test from Riverside, the same publisher as the CogAT. It looks at what a child has learned in reading, language, math and more. Schools often give it together with the CogAT, so reports can compare achievement with reasoning. Which parts your child takes, and when, depends on your school, so ask the teacher.
What is the difference between the CogAT and the Iowa test?
The CogAT is a reasoning test. It looks at how a child works things out with words, numbers and shapes, in three batteries: Verbal, Quantitative and Nonverbal. The Iowa Assessments are an achievement test: they look at what a child has learned in school subjects such as reading, language and math. One asks how your child thinks; the other asks what your child has learned so far.
Why does my school give the CogAT and the Iowa Assessments together?
Schools choose their own tests, so only your school can say for sure. In general, giving both lets a report set a child’s reasoning next to their achievement, which gives a fuller picture than either test alone. When schools identify children for gifted programs, they also usually look at other information, such as teacher observations and work samples.
What if my child’s CogAT and Iowa scores don’t match?
That happens, and it isn’t a cause for alarm. Higher reasoning than achievement can mean a child hasn’t yet had the chance to learn or practice some skills, or would enjoy more challenge. Higher achievement than reasoning can reflect steady effort, or a CogAT format that felt unfamiliar. Each test is one day’s snapshot, so talk with the teacher about what they see in class.
Should my child study for the Iowa Assessments?
Not in the cramming sense. The Iowa Assessments reflect what your child has learned at school, so everyday learning is the best preparation: reading together, talking about schoolwork and using numbers in daily life. Ask the teacher if anything specific is worth reviewing. In the days before testing, protect sleep and routines so your child can show what they already know.