CAT4 Practice Test: Free Practice Questions & Expert Preparation

CAT4 Practice Test: Free Practice Questions & Expert Preparation

Prepare your child for the CAT4 with expert resources from preparation specialist Liron Katz. Access realistic practice questions, score explanations, and strategic advice. Explore comprehensive PrepPacks designed for individual and combined levels from X through G to build your child's test readiness.

Explore free CAT4 practice questions now:

Verbal Analogies | Verbal Classification | Number Analogies | Number Series | Figure Matrices | Figure Classification | Figure Analysis | Figure Recognition 

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What Is the CAT4?

The CAT4 is a widely used reasoning ability assessment developed by GL Assessment. Schools use it globally to predict academic growth, determine placement for gifted programmes, and identify potential across different educational backgrounds. Crucially, CAT4 provides a picture of how a child thinks, rather than what they have been taught.

The CAT4 is:

  • Computer based
  • Strictly timed
  • Designed to measure reasoning ability, not taught curriculum content.

It assesses four key reasoning areas (called batteries), each with two sub-tests:

Verbal Ability Reasoning

Verbal Classification
Verbal Analogies

Quantitative Reasoning

Number Analogies
Number Series

Non-Verbal Reasoning

Figure Classification
Figure Matrices

Spatial Ability Reasoning

Figure Analysis
Figure Recognition

Free CAT4 Test Practice Questions

Below are sample questions from all 8 CAT4 sub-tests. They are taken from different grade levels.

What is the Verbal Reasoning Battery?

The Verbal Reasoning Battery measures how well students understand and use language skills.

Verbal Analogies Sample Question:

In Verbal Analogies questions, students identify the relationship between one pair of words and apply the same relationship to another pair.

Verbal Reasoning - Verbal Analogies Question

The first pair of words go together in a certain way. Choose the word that goes together with the third word in the same way.

cement→ building : wool →

Wrong

Correct!

Wrong

Wrong

Wrong

View Explanation

The correct answer is B

Let's Break This Down Step by Step

Let's start by looking at the connection between cement and building. What's the relationship here? Well, cement is a material that's used to construct or make a building. It's one of the key ingredients that goes into creating the final product. So our relationship is: cement is a material used to make a building.

Now that we understand the relationship, we need to find out what wool is used to make. We're looking for something that wool serves as a material for, just like cement serves as a material for a building. Let's think about what wool is commonly used to create or construct.

Let's go through each option to see which one fits our relationship best:

A. Sheep - This doesn't work because the relationship is backwards! A sheep produces wool from its body, but wool isn't used to make a sheep. The sheep comes first, then the wool, so this reverses our relationship.

B. Sweater - This is a great match! Wool is a material that's commonly used to make a sweater, just like cement is a material used to make a building. The relationship stays consistent: material to finished product.

C. Silk - This doesn't fit because wool isn't used to make silk. Silk and wool are both types of fabric materials, but they're separate things. Silk comes from silkworms, not from wool!

D. Shoes - While it's possible that some shoes might have wool in them, wool isn't commonly or primarily used to make shoes. This isn't the typical or expected relationship we'd think of.

E. Hair - Wool and hair might look similar, but wool isn't used to make hair. They're both natural fibers, but one doesn't create the other.

Sweater is the perfect answer because it maintains the exact same relationship as our original pair. Cement is a material used to construct a building, and wool is a material used to construct a sweater. Both show a material being used to create a finished product. The analogy is complete and consistent, making sweater the answer that fits just right!

Verbal Classification Sample Question

Verbal Classification questions ask students to identify how words are connected and choose another word that belongs to the same group.

Verbal Reasoning - Verbal Classification Question

Choose the word that belongs in the same group as the first three words.

Author Scribe  Poet 

Correct!

Wrong

Wrong

Wrong

Wrong

View Explanation

The correct answer is A (Journalist).

Let's Break This Down Step by Step

Let's look closely at our three given words: author, scribe, and poet. What connects all of these together? Think about what each of these people does. An author writes books, a scribe writes down information or copies texts, and a poet writes poems. The common thread here is that all three of these professions involve writing as their primary activity. They're all jobs where writing is at the very heart of what they do!

Now that we've identified the pattern, we need to find another profession that fits this same category. We're searching for a job where writing is the main focus of the work, just like it is for an author, scribe, and poet.

Let's examine each option to see which one belongs in our writing-based group:

A. Journalist - This is an excellent fit! A journalist's main job is to write articles, reports, and news stories. Writing is the core of what journalists do every single day. This profession absolutely belongs with author, scribe, and poet.

B. Actor - While actors might read scripts and sometimes help develop dialogue, their primary job is performing and acting, not writing. Acting is about bringing words to life through performance rather than creating or writing them down.

C. Doctor - Doctors do write prescriptions and medical notes, but writing isn't their main purpose. Their primary job is diagnosing illnesses and treating patients. The writing they do is just a small part of their medical work.

D. Architect - Architects do draw plans and write specifications, but their main focus is designing buildings and structures. The creative work is more about spatial design and engineering than it is about writing.

E. Mechanic - Mechanics work with their hands to repair vehicles and machinery. While they might write up repair reports, their primary skill is fixing things mechanically, not writing.

Journalist is the perfect choice because it shares the same essential characteristic as author, scribe, and poet. All four of these professions center around writing as their fundamental activity. A journalist writes to inform people about news and events, just as an author writes to tell stories, a scribe writes to record information, and a poet writes to express ideas and emotions. They all belong to the same group of writing-based professions!

Like These Sample Questions- Why Not Find More Samples Selected By Grade Level

Free Level D CAT4 Sample Questions
Free Level E CAT4 Sample Questions

What is the Quantitative Reasoning Battery?

The Quantitative Reasoning Battery measures how well students can recognise numerical patterns and logical relationships.

Number Analogy Sample Question

Students must identify the mathematical relationship between number pairs and apply it to a missing value.

Quantitative Reasoning - Number Analogies Question

Choose the number that completes the third pair so that it demonstrates the same relationship as the first two pairs.

[13 → 52]       [25 → 100]       [16 → ?]

Wrong

Wrong

Correct!

Wrong

Wrong

View Explanation

The correct answer is (C) 64.

Let's Break This Down Step by Step:

In number analogy questions, we're looking for a consistent relationship or rule that connects the first number to the second number in each pair. Our job is to figure out what mathematical operation is being applied, and then use that same rule to find the missing number.

Let's look at the first pair: 13 → 52

Ask yourself: What happens to 13 to get 52?

Let's try some common operations:

If we add: 13 + 39 = 52 (but 39 seems random)

If we multiply: 13 × 4 = 52 (this works perfectly!)

So it looks like we're multiplying by 4. But let's check the second pair to confirm our rule.

Now let's look at the second pair: 25 → 100

Apply the same rule we discovered:

25 × 4 = 100

Excellent! This confirms that the relationship is consistent. The rule is: multiply the first number by 4 to get the second number.

Now we can confidently apply this rule to the third pair: 16 → ?

Using our rule:

16 × 4 = 64

So the missing number should be 64.

Let's look at the answer choices:

20 (This would be 16 + 4, not 16 × 4)

55 (This doesn't follow any clear pattern from 16)

64 (This is 16 × 4, perfect!)

66 (This doesn't match our rule)

91 (This is too large and doesn't fit the pattern)

The answer is 64 because it perfectly follows the same rule we identified in both previous pairs. Each number on the left is multiplied by 4 to produce the number on the right: 13 × 4 = 52, 25 × 4 = 100, and 16 × 4 = 64. The pattern is consistent, clear, and logical, making 64 the correct answer!

Number Series Sample Question

Students identify the rule governing a sequence of numbers.

Quantitative Reasoning - Number Series Question

What number comes next in the series?

31, 44, 37, 50, 43, 56, 49, 62, 55, ?

Wrong

Wrong

Correct!

Wrong

Wrong

View Explanation

The correct answer is (C) 68.

Let's Break This Down Step by Step:

In number series questions, we need to find the pattern or rule that connects the numbers in the sequence. Once we discover the pattern, we can use it to figure out what the missing number should be. The key is to look at how each number changes to become the next number.

Let's examine the beginning of the series: 31, 44, 37, 50, 43...

From 31 to 44: We add 13 (31 + 13 = 44)

From 44 to 37: We subtract 7 (44 - 7 = 37)

From 37 to 50: We add 13 (37 + 13 = 50)

From 50 to 43: We subtract 7 (50 - 7 = 43)

Great! We can see a pattern forming: add 13, then subtract 7, then add 13 again, then subtract 7 again. This alternating pattern is the key to solving the problem.

Let's check that this pattern holds true for the rest of the numbers: 43, 56, 49, 62, 55

From 43 to 56: Add 13 (43 + 13 = 56) - Yes!

From 56 to 49: Subtract 7 (56 - 7 = 49) - Yes!

From 49 to 62: Add 13 (49 + 13 = 62) - Yes!

From 62 to 55: Subtract 7 (62 - 7 = 55) - Yes!

Perfect! The pattern is consistent throughout the entire series: +13, -7, +13, -7, +13, -7, +13, -7, +13...

Now we need to figure out what happens after 55. Let's count the operations:

1st step: +13 (31 to 44) 2nd step: -7 (44 to 37) 3rd step: +13 (37 to 50) 4th step: -7 (50 to 43) 5th step: +13 (43 to 56) 6th step: -7 (56 to 49) 7th step: +13 (49 to 62) 8th step: -7 (62 to 55) 9th step: Should be +13

Since we just subtracted 7 to get to 55, the next step in our alternating pattern should be to add 13.

Now we apply the pattern to find the answer:

55 + 13 = 68

So the missing number is 68.

Now we apply the pattern to find the answer:

55 + 13 = 68

So the missing number is 68.

Let's review the answer choices:

61 (This would be 55 + 6, which doesn't match our pattern)

59 (This would be 55 + 4, which doesn't follow the rule)

68 (This is 55 + 13, exactly what our pattern predicts!)

70 (This would be 55 + 15, which is close but not correct)

64 (This would be 55 + 9, which doesn't match the pattern)

Confirm the Answer

The answer is 68 because it perfectly follows the alternating pattern we identified throughout the entire series. The pattern is +13, -7, +13, -7, repeating consistently. Since the last operation was subtracting 7 to get from 62 to 55, the next operation must be adding 13, which gives us 55 + 13 = 68. This completes the pattern beautifully and logically!

What is the Non-Verbal Reasoning Battery?

The Non-Verbal Reasoning Battery measures how well students can identify patterns and relationships in shapes and visual information.

Figure Classification Sample Question

Students identify the visual rule connecting a group of shapes.

Non Verbal Reasoning​ - Figure Classification Question

Choose the option that fits together with the three given images.

Figure classification problem

Wrong

Wrong

Wrong

Wrong

Correct!

View Explanation

The correct answer is E.

Let's Break This Down Step by Step

First, let's look carefully at what all three figures at the top have in common. Each one shows two shapes: an outer shape that is filled with diagonal line patterns, and an inner shape that is plain white. This combination of a patterned outer shape and a plain inner shape is something we need to find in our answer choices.

Now, let's count the number of sides on both the outer and inner shapes in each of the three figures. In the first figure, the outer shape is a square with 4 sides, and the inner shape is a triangle with 3 sides. In the second figure, the outer shape is a hexagon with 6 sides, and the inner shape is a pentagon with 5 sides. In the third figure, the outer shape is a pentagon with 5 sides, and the inner shape is a square with 4 sides. Do you notice a pattern here?

Great job if you spotted it! In every single figure, the inner shape has exactly one fewer side than the outer shape. The square has 4 sides and the triangle has 3, the hexagon has 6 sides and the pentagon has 5, and the pentagon has 5 sides and the square has 4. This is the key rule that connects all three figures together.

Option A shows a plain outer rectangle with a patterned inner pentagon. This doesn't match our pattern because the outer shape should be patterned and the inner shape should be plain, not the other way around. So option A doesn't fit.

Option B shows a patterned outer square with a plain inner triangle. The arrangement looks right, but let's count the sides. The square has 4 sides and the triangle has 3 sides, so the inner shape does have one fewer side. Wait, that seems correct! However, looking more closely, the inner shape in option B is actually a quadrilateral (4 sides), not a triangle. Since both shapes have the same number of sides, this breaks our rule. Option B doesn't work.

Option C shows a patterned outer triangle with a plain inner parallelogram. Let's count: the triangle has 3 sides and the parallelogram has 4 sides. This means the inner shape has more sides than the outer shape, which is the opposite of what we need. Option C doesn't follow the pattern.

Option D shows a plain outer hexagon with a patterned inner pentagon. Just like option A, this has the pattern reversed with the inner shape being patterned instead of the outer shape. This doesn't match our rule, so option D is not correct.

Option E shows a patterned outer hexagon with a plain inner pentagon. The outer shape is patterned with diagonal lines and the inner shape is plain white, which matches perfectly! Now let's count the sides: the hexagon has 6 sides and the pentagon has 5 sides, so the inner shape has exactly one fewer side than the outer shape. Option E follows both rules beautifully and is exactly like the three figures at the top, making it the correct answer!

Figure Matrices Sample Question

In the Figure Matrix, you are given a grid (2x2 or 3x3. Students identify patterns across rows and columns to complete a missing figure. 

Non Verbal Reasoning​​ - Figure Matrices Question

Choose the answer choice that follows the pattern and completes the matrix.

Figure Matrices Problem

Wrong

Wrong

Correct!

Wrong

Wrong

View Explanation

The correct answer is C.

Let's Break This Down Step by Step

In figure matrices questions, we need to find the relationship between figures in the top row and then apply that same relationship to the bottom row. The top row shows us the rule, and we use that rule to find the missing figure in the bottom row. Let's start by examining what happens in the top row.

Look at the top row carefully. On the left side, we have a single square containing one blue triangle with its base at the bottom. On the right side, we see a rectangle containing two blue triangles, both with their bases at the bottom. The transformation is clear: the figure on the left is doubled to create the figure on the right. This is our rule!

Now let's look at the bottom row. On the left side, we have a parallelogram shape containing two triangles. The first triangle is blue and has its base on the bottom, while the second triangle is white and has its base on the top. These two triangles are positioned side by side within the parallelogram.

Since we discovered that the rule is to double the figure, we need to take what we see in the bottom left and double it. This means we should have two blue triangles with their bases on the bottom and two white triangles with their bases on the top, all arranged together in the resulting figure.

Option A shows a parallelogram with triangles, but let's check their orientation. The blue triangles have their bases on the top instead of on the bottom, and the white triangles have their bases on the bottom instead of on the top. This is the opposite of what we need, so option A doesn't follow our pattern correctly.

Option B shows only one blue triangle and one white triangle. This means the figure was not doubled at all, which breaks our rule right away. Additionally, the blue triangle has its base on the top and the white triangle has its base on the bottom, which is reversed from what we need. Option B doesn't work for multiple reasons.

Option C shows a rectangle containing four triangles arranged properly. There are two blue triangles, both with their bases on the bottom, and two white triangles, both with their bases on the top. This matches our rule perfectly! The original figure has been doubled, and all the orientations are correct. This looks like our answer!

Option D shows four triangles in the correct positions, but there's a problem. All four triangles are white, with no blue triangles at all. Since our original figure in the bottom left had blue triangles, our doubled figure must also have blue triangles. Option D doesn't maintain the colors correctly.

Option E shows the right number of triangles with the correct colors and orientations, but the doubled figure is separated into two distinct groups with a gap between them. In the top row, when the figure was doubled, the two triangles stayed together in one continuous rectangle. The same should happen in the bottom row, so option E doesn't match the pattern of keeping the doubled figure unified.

What is the Spatial Ability Battery?

The Spatial Ability Battery measures how well students can mentally visualise and manipulate shapes.

Figure Analysis Sample Question

Figure Analysis questions show a square piece of paper being folded several times and then punched with holes or shapes. Students predict how folded paper will appear once unfolded.

Spatial Ability - Figure Analysis Question

Choose the answer choice that shows the final product of the unfolded punched-in paper.

Paper folding problem

Correct!

Wrong

Wrong

Wrong

Wrong

View Explanation

The correct answer is A.

Let's Break This Down Step by Step

First, we need to carefully trace through what happens to the paper. The paper starts as a flat rectangle. Then it gets folded in half lengthwise (the long way), creating two layers. After that, it gets folded in half widthwise (the short way), now creating four layers total. This folding sequence is really important because it determines where the holes will appear when we unfold!

Now a heart-shaped hole is punched through all the folded layers. Since the paper is folded into four layers, this single punch will create four heart-shaped holes once we unfold everything. This is the key insight: one punch through folded paper creates multiple holes in a symmetrical pattern.

Let's unfold the paper step by step, just like we would in real life. When we unfold the widthwise fold (the second fold we made), the paper opens up and we now see two heart-shaped holes. These two hearts are positioned horizontally next to each other because of how the widthwise fold works.

Now we unfold the lengthwise fold (the first fold we made). When we do this, those two hearts we saw become four hearts total. The two hearts we already had get mirrored vertically, creating two more hearts below them. This gives us a total of four hearts arranged in a rectangular pattern.

Because of the folding sequence (lengthwise first, then widthwise), the symmetry works in a specific way. The second heart must be a vertical mirror of the first heart (from the widthwise fold). Then, when we unfold lengthwise, the bottom two hearts must be horizontal mirrors of the top two hearts. This creates a very specific symmetrical arrangement.

Looking at option E, we can see it only has three hearts visible on the paper. Since we punched through four layers, we must have four hearts when fully unfolded. Option E doesn't match this requirement, so we can confidently eliminate it.

Now let's look at options B, C, and D. Each of these shows four hearts, which is good, but the arrangement doesn't match our folding pattern. In option B, the hearts are all oriented the same way in the same positions, but the symmetry doesn't match our fold pattern. Option C shows hearts with incorrect rotations that don't reflect the mirroring from our folds. Option D also has hearts arranged symmetrically, but again, the pattern doesn't match the specific lengthwise-then-widthwise folding we performed.

Option A shows exactly what we predicted: four hearts arranged in a 2x2 grid pattern, with the proper mirroring from our folding sequence. The top two hearts mirror each other vertically (from the widthwise fold), and the bottom two hearts are horizontal mirrors of the top two hearts (from the lengthwise fold). The hearts are all oriented as spade-shaped hearts pointing downward, which perfectly matches how a single punch through our folded paper would appear when completely unfolded. This is definitely our answer!

Figure Recognition Sample Question

Figure Recognition questions show a specific target shape on the left and five complex designs on the right. Students identify a hidden target shape within a complex figure.

Spatial Ability​ - ​Figure Recognition Question

Which of the five designs contains the exact same size outline of the target, including each side in full.

Paper folding problem

Wrong

Wrong

Wrong

Correct!

Wrong

View Explanation

The correct answer is D.

Let's Break This Down Step by Step

First, let's carefully examine the simple figure we're looking for. It's shaped like a staircase or an L-shape with two steps. The figure has a horizontal bottom section, then steps up once, and steps up again, creating a distinctive two-step pattern. This shape is our target, and we need to find it hidden somewhere inside one of the complex figures.

Now that we understand the relationship, we need to find out what wool is used to make. We're looking for something that wool serves as a material for, just like cement serves as a material for a building. Let's think about what wool is commonly used to create or construct.

Let's look at option A. This figure is a rectangle divided by diagonal lines. While it has some interesting patterns created by these diagonals, we can't find our two-step staircase shape anywhere within it. The diagonal lines break up the space in a way that doesn't allow our simple figure to exist as a complete, connected shape. We can eliminate option A.

Now let's check option B. This figure looks like an arrow or house shape pointing to the right, with a grid pattern inside it. While there are some step-like divisions within the grid, we can't locate our specific two-step staircase pattern. The internal divisions don't create the exact L-shape with two steps that we're looking for. Option B doesn't contain our simple figure, so we can set it aside.

Moving to option C, we see a rectangular grid with multiple squares arranged in rows. This creates many right angles and divisions, but when we trace through the possible shapes, we don't find our two-step staircase. The grid creates different patterns, but not the specific L-shaped figure we need. We can confidently eliminate option C. Now let's carefully look at option D.

Explanation diagram

This figure is a rectangle with a diagonal line cutting across it and horizontal divisions creating a grid pattern. If we look at the bottom left portion of this figure, we can trace our two-step staircase! Starting from the bottom left corner, we can follow the outline that goes right, then up one step, then right again, then up another step. This matches our simple figure perfectly! Option D contains our target shape.

Even though we've found our answer, let's check option E to be thorough. This figure is a parallelogram (a slanted rectangle) with internal divisions. While it has some horizontal and vertical lines, the slanted outer edges and the internal pattern don't contain our two-step staircase shape. We can confirm that option E is not our answer.

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How Is the CAT4 Administered?

The CAT4 is made up of short, strictly timed sections. Students cannot return to previous questions once time runs out, which is why time management and familiarity with the format are essential.

Part 1 

Figures & Verbal Reasoning 

25–30 Minutes 

Part 2 

Numbers & Shapes 

20–30 Minutes 

— 

— 

— 

Total 

Two Parts 

45–60 Minutes 

CAT4 Section 

Number of Questions 

Test Time 

Part 1 

 

 

Figure Classification 

24 Questions 

10 Minutes 

Figure Matrices 

24 Questions 

10 Minutes 

Part 2 

 

 

Verbal Classification 

24 Questions 

8 Minutes 

Verbal Analogies 

24 Questions 

8 Minutes 

Number Analogies 

18 Questions 

10 Minutes 

Part 3 

 

 

Number Series 

18 Questions 

8 Minutes 

Figure Analysis 

18 Questions 

9 Minutes 

Figure Recognition 

18 Questions 

9 Minutes 

— 

— 

— 

Total 

168 Questions 

~2 Hours 

CAT4 Levels Explained: Which Test Level Matches Your Child's Age?

CAT4 Level 

Age Range (Norms) 

England & Wales (Year) 

International Grade Equivalent 

Level X 

6:00 – 7:11 

Year 2 

Grade 1 

Level Y 

7:01 – 8:11 

Year 3 

Grade 2 

Level A 

7:06 – 9:11 

Year 4 

Grade 3 

Level B 

8:06 – 10:11 

Year 5 

Grade 4 

Level C 

9:06 – 11:11 

Year 6 

Grade 5 

Level D 

10:06 – 12:11 

Year 7 

Grade 6 

Level E 

11:06 – 13:11 

Year 8 

Grade 7 

Level F 

12:06 – 15:11 

Year 9 & 10 

Grades 8 & 9 

Level G 

14:06 – 17:00+ 

Year 11+ 

Grades 10 & 11 
  • Intentional Overlap: You will notice that age groups overlap between levels (for example, a 7-year-old could technically sit Level X or Level Y). This provides schools with flexibility to test a whole class together, even if some children have early or late birthdays.
  • Global Standard: Because school systems use different labels (e.g., UK "Year 4" is the same age as US "Grade 3"), the lettered levels (X–G) act as a universal bridge for international schools.
  • Structure Change: Levels X and Y are "Young Learner" versions, which are shorter (two parts, 43 minutes) to accommodate shorter attention spans. From Level A upwards, the test moves to a three-part format (72 minutes).
  • School Discretion: Schools may choose a level slightly outside the "standard" mapping based on when in the year they are testing or the specific ability mix of a classroom.

About Our CAT4 Preparation Materials

We now offer combined CAT4 preparation packs designed to provide broader practice across closely related levels.

Levels X-Y

Students preparing for Level X benefit from practicing across both Levels X and Y to build familiarity and confidence early.

Levels A-B

Students preparing for Levels A or B are encouraged to use our combined A/B pack for broader exposure to reasoning difficulty progression.

Levels C-D

Our combined C/D pack supports students as they transition into more advanced CAT4 reasoning tasks.

Levels E-F

Students preparing for upper secondary CAT4 assessments benefit from broader practice across Levels E and F.

Level G

Level G remains a dedicated standalone pack tailored specifically to advanced senior-level reasoning challenges.

Want to see what our CAT4 tests looks like- here is a mini version of our CAT4 Test:

How Our CAT4 Test Prep Helps

We turn test-day stress into readiness. Our prep pack includes: 

  • Full-Length Practice Tests: Give students a realistic preview of the CAT4, so they know exactly what to expect on test day. 
  • Timed Sub-Tests: Teach students to manage strict CAT4 time limits without rushing into mistakes. 
  • Step-by-Step Explanations: Clarify why each answer is correct, building transferable reasoning skills. 
  • Targeted Reasoning Drills: Strengthen specific verbal, non-verbal, quantitative, and spatial skills. 
  • Strategy Tips: Equip students with proven methods for tackling tricky question types. 
  • Progress Tracking: Show growth clearly and highlight where further practice is needed most. 

Students who use our prep materials report feeling significantly more confident and prepared on test day, with many seeing score improvements of 10-15 points in their target areas. 

Watch the CAT4 Explained in Under 5 Minutes

Watch the short video above to learn everything you need to know about the CAT4 exam.

Master the CAT4: Free Sample Test PDF

The CAT4 demands rapid decision-making, mental agility, and unfamiliar spatial reasoning. Ensure your child is prepared for the fast timing and unique formats.

8-10 Minute Sub-tests: Learn to beat the clock.

Cognitive Switching: Practice transitioning between word, number, and shape puzzles.

Zero Memorization: Sharpen flexible, strategic problem-solving.

Get My Free CAT4 Test PDF

Understanding CAT4 Scores for Parents

These boxes show the key components that make up your child’s CAT4 score.

Standard Age Score (SAS)

Compares your child’s performance to others of the same age. An SAS of 100 is average, while 120+ indicates strong performance that schools may use when considering enrichment opportunities.

National Percentile Rank (NPR)

Shows the percentage of students your child outperformed nationally. For example, an NPR of 80 means your child scored higher than 80% of peers their age.

Group Rank 

Compares your child’s performance to classmates or peers in the same school, helping teachers spot learning needs quickly. 

Stanine 

A simple 1–9 scale used by schools to group students for instruction. Higher stanines can open doors to advanced programmes. 

The CAT4 Student Profile and Next Steps

The Cognitive Abilities Test (CAT4) determines a student’s learning style by evaluating the balance between their verbal (language-based) and spatial (visual and pattern-based) reasoning skills. Based on these scores, students are categorized into one of seven profiles indicating a verbal bias, a spatial bias, or no bias, with strengths ranging from mild to extreme. To understand what these individual metrics mean for your child, view our guide on CAT4 scores explained.

After the test, schools typically share results within two to three weeks. Parents should review the report collaboratively with teachers to combine these cognitive insights with everyday classroom performance. This ensures a complete educational picture, allowing parents and educators to tailor learning strategies, celebrate strengths, and support the student's ongoing progress.

Get Started with Confidence

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Ask Liron

A language and linguistics expert with an MA in Language Teaching and over a decade of experience developing assessment-aligned practice across multiple subjects that mirrors the rigor of real edtech tests. Liron creates prep packs with clear, structured exercises that enhance learning, adapt to digital tools, and empower every student to perform their best on a wide range of assessments

CAT4 Test FAQs

CAT4 measures how your child thinks, not what they’ve memorized. It assesses reasoning skills across verbal, quantitative, non-verbal, and spatial areas to help schools understand learning potential and academic strengths.

Schools use CAT4 to predict academic progress, guide placement decisions, and identify gifted potential because it provides insight into a child’s learning style rather than just current classroom performance.

Yes. While CAT4 isn’t curriculum-based, familiarity with question formats and timing significantly improves confidence, speed, and accuracy, helping students perform closer to their true ability level.

Absolutely. CAT4 is designed to be fair across school systems and learning experiences, making it especially valuable for students from international, independent, or non-traditional educational settings.

The test is computer-based and strictly timed, with short sub-tests lasting about 8–10 minutes each. Students cannot return to previous questions, which makes time management and practice essential.

Scores include Standard Age Scores (SAS) and National Percentile Ranks (NPR), which show how your child compares to others their age. These results help schools plan support, enrichment, or academic pathways.

The student profile shows whether your child has a verbal, spatial, or balanced learning preference, helping teachers and parents tailor teaching methods and learning strategies more effectively.

Our Prep Pack provides full-length timed tests, detailed explanations, strategy tips, and progress tracking, giving your child structured, realistic practice that free samples alone cannot offer.



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